20.500.12556/RUL-182610 Modeli šolske podpore za psihosocialno blagostanje učencev in predlog integracije v slovenski šolski prostor [magistrsko delo] Models of school-based support for pupils’ psychosocial wellbeing and a proposal for integration into the Slovenian educational context Magistrsko delo obravnava pristope psihosocialne podpore učencem v šolskem prostoru. Namen raziskave je bil analizirati izbrane tuje programe ter ugotoviti njihove skupne značilnosti, razlike, vlogo odnosov in prevladujočo usmeritev podpore. Raziskava izhaja iz predpostavke, da je psihosocialno blagostanje pomemben pogoj učenja, razvoja in enakovrednega vključevanja v šolski proces. V teoretičnem delu je bila uporabljena opisna metoda s pregledom literature, v empiričnem delu pa kvalitativna analiza opisov izbranih programov. Gradivo je bilo obdelano s tematsko analizo. Ugotovitve kažejo, da v analiziranih programih prevladuje univerzalno preventivni pristop, ki je praviloma umeščen v redno šolsko delo. V ospredju so razvoj socialno-čustvenih veščin, krepitev šolske klime ter pomen odnosov med učiteljem in učencem, med vrstniki in z družino. Med programi se pojavljajo razlike v stopnji strukturiranosti, vsebinskih poudarkih in jasnosti prehoda v intenzivnejše oblike podpore. Na podlagi ugotovljenih podobnosti, razlik in odnosnih komponent programov delo v sklepnem delu oblikuje tudi predloge za njihovo smiselno umestitev v slovenski šolski prostor, pri čemer izpostavlja pomen participacije učencev pri vpeljavi sprememb, izhodiščne podpore učiteljem, jasne koordinacije in postopnega stopnjevanja podpore, zgodnjega ukrepanja in doslednega spremljanja stisk, krepitve partnerstev s starši, organizacijske podpore vrstniškim pristopom, kontinuiranega spremljanja primerov nasilja ter krepitve pozitivne šolske klime in odnosnih kompetenc. Raziskava prispeva k boljšemu razumevanju temeljnih elementov psihosocialne podpore v šoli in ponuja izhodišča za razmislek o njihovem sistematičnem razvijanju v slovenskem šolskem prostoru. The master’s thesis examines approaches to psychosocial support for pupils within the school context. The aim of the study was to analyse selected international programmes and to identify their common characteristics, differences, the role of relationships, and the predominant orientation of support. The study is based on the premise that psychosocial well-being is a fundamental condition for learning, development, and inclusion. In the theoretical part, a descriptive method based on a literature review was employed, while the empirical part relied on a qualitative analysis of descriptions of selected programmes. The data were analysed using thematic analysis. The findings indicate that a universal preventive approach predominates in the analysed programmes, typically embedded within regular school practice. The focus is placed on the development of social-emotional skills, the strengthening of school climate, and the importance of relationships between teachers and pupils, among peers, and with families. Differences among programmes emerge in terms of their level of structure, thematic emphases, and the clarity of transitions to more intensive forms of support. Based on the identified similarities, differences, and relational components of the programmes, the thesis also proposes directions for their meaningful integration into the Slovenian school context. These include emphasising student participation in the implementation of changes, providing initial support to teachers, ensuring clear coordination and a gradual escalation of support, enabling early intervention and consistent monitoring of distress, strengthening partnerships with parents, establishing organisational support for peer-based approaches, ensuring continuous monitoring of violence-related cases, and fostering a positive school climate alongside relational competencies. The study contributes to a deeper understanding of the key elements of psychosocial support in schools and offers foundations for their systematic development within the Slovenian educational context. psihosocialno blagostanje psihosocialna podpora šola učenci preventiva socialno-čustveno učenje šolska klima odnosi tematska analiza psychosocial well-being psychosocial support school pupils prevention social and emotional learning school climate relationships thematic analysis true false false [Z. Antloga] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-05-19 09:01:42 2026-05-19 09:01:49 2026-06-19 11:46:53 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana VII, 86 str. 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 373:159.9:364-3(043.2) 36059 282242819 7987.pdf 7987.pdf 1 0E0A25E8044A0D764987444498B5F51E e38000a05c766bf80a03cf4d147feaf117ff74efc5e9470029d50cf03b0b9615 4a57b8c8-5350-11f1-b0ab-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=234019 Teološka fakulteta 0 0 0