20.500.12556/RUL-186273 Travma v otroštvu in praksa šolske svetovalne službe v Podravski regiji magistrsko delo Childhood trauma and school counselling practice in the Podravje region Magistrsko delo se ukvarja s prakso šolskih svetovalnih služb v Podravski regiji, ki zadeva obravnavo učenk in učencev z obremenjujočimi izkušnjami iz otroštva ter s preučevanjem, kako svetovalne delavke1 pri tem izhajajo iz pristopa, utemeljenega na razumevanju travme. Teoretična izhodišča sprva opredelijo pojem travme ter koncept obremenjujočih izkušenj iz otroštva kot potencialno travmatičnih izkušenj, ki nosijo mnogotere negativne daljnosežne posledice za posameznikovo zdravje in dobrobit. V tem okviru je v nadaljevanju predstavljen pristop, utemeljen na razumevanju travme, kot način delovanja institucij, ki ne (re)travmatizira ter je neposredno prenosljiv tudi v šolski kontekst, ki je sočasno eden temeljnih varovalnih dejavnikov za otroke s potencialno travmatičnimi izkušnjami, znotraj tega pa je šolska svetovalna služba obravnavana kot osrednja ponudnica pomoči. Šole in znotraj teh šolske svetovalne službe imajo nepogrešljiv pomen v življenjih otrok s potencialno travmatičnimi izkušnjami, kar zadeva njihove konkretne prakse dela, pa v slovenskem prostoru umanjka strokovne in znanstvene literature. V empiričnem delu so podrobneje osvetljene prakse nudenja pomoči in podpore učencem s potencialno travmatičnimi izkušnjami, ob tem pa je hkrati raziskano, kako te sovpadajo s pristopom, utemeljenim na razumevanju travme. Raziskava temelji na kvalitativnem raziskovalnem pristopu, v okviru katerega so bili sprva izvedeni fokusni intervjuji s štirimi svetovalnimi delavkami, ki so bili nato poglobljeni z izvedbo štirih individualnih intervjujev, pridobljeni transkripti pa so v nadaljevanju bili podvrženi kvalitativni vsebinski analizi. Rezultati raziskave kažejo, da so prakse šolske svetovalne službe, kar se tiče obravnave učencev z obremenjujočimi izkušnjami, mnogotere in raznolike ter pogojene sočasno s samim subjektivnim razumevanjem obremenjujočih izkušenj, z razumevanjem strokovne vloge, s sistemskimi in organizacijskimi dejavniki ter z drugimi dimenzijami strokovnega dela. Na podlagi opravljene raziskave se lahko potrdi, da šolske svetovalne službe v prakse dela že, pretežno na implicitni ravni, vključujejo elemente pristopa, utemeljenega na razumevanju travme. Nenamerno oziroma nezavedno upoštevanje pristopa, utemeljenega na razumevanju travme, se je izkazalo kot pomemben napovednik odnosa (tj. naklonjenosti ali nenaklonjenosti) do uresničevanja samega pristopa v šolskem kontekstu. Ugotovitve raziskave lahko potencialno služijo kot izhodiščna točka implementacije na razumevanju travme temelječega pristopa v slovenskem osnovnošolskem prostoru, začenši s šolsko svetovalno službo. The master's thesis deals with the practice of school counselors in the Podravje region regarding the treatment of students with adverse childhood experiences and the study of how counselors practices proceed from a trauma-informed approach. The theoretical foundations initially define the construct of trauma and the concept of adverse childhood experiences as potentially traumatic experiences that carry multiple negative far-reaching consequences for an individual's health and well-being. In this framework, a trauma-informed approach is presented as a way of institutional operating that does not (re)traumatise and is directly transferable to the context od schools, which is simultaneously one of the fundemental protective factors of children with potentially traumatic experiences, and within this, the school counseling service is considered the central provider of aid. Schools, and within them school couselors, have an indinspensable importance in the lives of children with potentially traumatic experiences, but when it comes to their concrete work practices, there is a lack of peer-reviewed, scientific literature in Slovenia. The empirical portion sheds more light on the practices of providing help and support to students with potentially traumatic experiences, while also exploring how these coincide with a trauma-informed approach. The reasearch is based on a qualitative reasearch approach, within which focus group interviews were initially conducted with four couseling services, which were then deepened by conducting four individual interviews, and the obtained transcripts were subsequently subjected to qualitative content analysis. The results of the study show that the practices of school counselors, when it comes to dealing with students with adverse childhood experiences, are numerous and diverse and conditioned simultaneously by the subjective understanding of adverse experiences, understanding of the professional role, systemic and organizational factors, and other dimensions of professional work. Based on the reaserch conducted, it can be confirmed that school counselors already include elements of a trauma-informed approach in their work practices, mostly at an implicit level, which has proven to be an important predictor of attitudes, or willingness or reluctance, to the implementation of the approach in the school context. The reasearch findings can thus serve as a starting point for the implementation of a trauma-informed approach in the Slovenian primary school environment, starting with the school couseling service. pedagoški svetovalci psihične travme pri otrocih šolska svetovalna služba travma obremenjujoče izkušnje iz otroštva na razumevanju travme temelječ pristop šola ki upošteva spoznanja o travmi school counseling service trauma adverse childhood experiences trauma- informed approach trauma-informed schools true false false L. Kozjak Slovenski jezik Angleški jezik Magistrsko delo/naloga 2026-08-29 08:37:07 2026-08-29 08:37:33 2026-08-30 17:33:55 0000-00-00 00:00:00 2026 0 Ljubljana 0 Ljubljana 97 str. 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 364-785:37.048(043.2) 209029 289375747 53147.pdf 53147.pdf 1 DDDE586C4F6582F746C73BAE8AD86532 929d2cb25590986e5087d74ce5173f2b6070cce84c304e5e3b0f3252dc1dd8ad b25ea365-a373-11f1-9b0d-0050569b8976 https://repozitorij.uni-lj.si/Dokument.php?lang=slv&id=245412 Pedagoška fakulteta 0 0 0