Odzivanje in doživljanje vzgojiteljev ob samopoškodbenem vedenju otrok v vzgojnem zavodu : magistrsko delo

Matiš, Anina (avtor), Zrim Martinjak, Nataša (mentor)

Samopoškodbeno vedenje med otroki in mladostniki je eden izmed problemov, s katerim se srečujejo v vzgojnih zavodih po Sloveniji. Do sedaj opravljene raziskave na področju samopoškodovanja otrok in mladostnikov so usmerjena predvsem v raziskovanje oblik samopoškodovanja ter iskanja razlogov in vzrokov, ki pogojujejo razvoj tega vedenja. Strokovnjaki pa se bolj malo ukvarjajo s tem, kako na to vedenje reagirajo ljudje okoli njega in kako se nanj odzivajo. Pomembno je namreč razumevanje, da so situacije samopoškodovanja lahko zelo stresne in od vsakega posameznika je odvisno, kako se bo nanje odzval in kaj bo pri tem doživljal. Magistrsko delo se tako nanaša na vzgojitelje, ki se s samopoškodbenim vedenjem otrok in mladostnikov srečujejo v Vzgojnem domu Veržej. Poudarjeno je raziskovanje vzgojiteljevega razumevanja in odzivanja na samopoškodbeno vedenje, predvsem pa se v magistrskem delu osredotočam na notranja doživljanja in občutke vzgojiteljev pri delu z otroki in mladostniki, ki se samopoškodujejo. V teoretičnem delu najprej predstavim čustvene in vedenjske težave, ki jih povežem s socialno pedagogiko ter vzgojnim zavodom kot ustanovo, v katero so vključeni otroci in mladostniki s čustvenimi in vedenjskimi težavami. Teoretični del nadaljujem s poglavjem o agresivnem vedenju, podrobneje pa je opredeljeno samopoškodbeno vedenje ter njegove oblike in razlogi le-tega. Sledi predstavitev težav, s katerimi se vzgojitelji pri svojem delu v zavodih soočajo, ter opis nekaterih metod, ki vzgojiteljem pomagajo pri učinkovitejšem soočanju s temi težavami. Na podlagi teoretičnega dela sledi empirični del, ki temelji na kvalitativni raziskavi, opravljeni v Vzgojnem domu Veržej. Vzorec raziskave vključuje šest zaposlenih vzgojiteljev, ki so se pri svojem delu že srečali s samopoškodbenim vedenjem otrok ter psihologinja doma. Zanimalo me je, kako ocenjujejo sam pojav ter pogostost samopoškodbenega vedenja v zavodu, predvsem pa na kakšne načine se vzgojitelji odzivajo na samopoškodbeno vedenje otrok in mladostnikov v zavodu in kakšna so pri tem njihova občutja in doživljanje. Z opravljeno raziskavo sem ugotovila, da se vzgojitelji v največji meri soočajo z občutki negotovosti in nemoči, te občutke pa pogosto spremlja tudi občutek nekompetentnosti na delovanju na tem področju. Vzgojitelji pogrešajo predvsem metodo supervizije kot eno izmed potrebnih oblik pomoči, tim vzgojiteljev pa navajajo kot eden najpomembnejših dejavnikov, ki jim pomaga pri premagovanju negotovosti ob soočanju s samopoškodbenim vedenjem. Magistrsko delo na podlagi kvalitativne raziskave prispeva k že obstoječim raziskavam na področju samopoškodbenega vedenja pri otrocih in mladostnikih, predvsem pa poda subjektiven pogled vzgojiteljev na samopoškodbeno vedenje otrok v Vzgojnem domu Veržej in tako izpostavi pomembne dileme/pomanjkljivosti/težave v obstoječem sistemu na področju dela z agresivnim in avtoagresivnim vedenjem otrok in mladostnikov.

• Jezik: Slovenski jezik
• Ključne besede: samopoškodbeno vedenje, Vzgojni dom Veržej, doživljanje vzgojiteljev, odzivanje vzgojiteljev, podpora vzgojiteljem
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Založnik: [A. Matiš]
• Leto izida: 2018
• Št. strani: 89 f.
• PID: 20.500.12556/RUL-102188
• UDK: 343.815:616.89-008.441.45(043.2)
• COBISS.SI-ID: 12064073
• Datum objave v RUL: 31.08.2018

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Educators' response and experience to self-harmed behaviour of children in residential care institution

Izvleček

Self-harming behavior in children and adolescents is one of the problems the educational establishments in Slovenia are facing. On one hand we have many studies about different forms of self-harm, which are trying to find reasons and grounds for the development of such behavior in children. On the other hand we are not investing enough effort into finding ways of reacting to such behavior. The fact of the matter is that these situations can be very stressful and that it depends on individuals how will they react and what will they experience in the process. This master’s thesis therefore refers to teachers who are dealing with self-harming behavior in children at the educational home in Veržej. The focus of the thesis is to study how teachers understand and react to self-harming behavior in children with special emphasis on teachers’ inner experiences and feelings while working with children and adolescents that are prone to self-harm. The theoretical part describes emotional and behavioral problems within the context of social pedagogics and educational establishments as institutions that integrate children and adolescents with emotional and behavioral problems. The theoretical part continues with a chapter on aggressive behavior in children and an in-depth definition of self-harming behavior as well as its forms and reasons. It is followed by a presentation of possible problems that the teachers are facing while working in institutions and by a description of certain methods as means of a more successful confrontation with problems mentioned. The empirical part of the thesis, which is based on the aforementioned theoretical foundations, consists of a qualitative research that was conducted at the Veržej educational home. The research sample includes six employed teachers, all of which have witnessed self-harming behavior in children at work, and the educational home’s psychologist. The aim of this thesis was to determine how do they evaluate the behavioral phenomenon of self-harming, how do they estimate its frequency within their walls and even more importantly how do they react to self-harming behavior in children and what do they experience in the process. The conducted research shows that teachers mostly experience uncertainty and powerlessness, emotions which are often accompanied by a feeling of incompetence in working in this field. They feel that the method of supervision as one of the necessary forms of help is missing and mention their teachers’ collective as one of the most important factors that help them to surmount their uncertainty while facing self-harming behavior. This master’s thesis, which is based on qualitative research, contributes to already existing research in the field of self-harming behavior in children and adolescents, but mainly it introduces a subjective perspective of teachers on the self-harming behavior in children at the Veržej educational home and therefore exposes important dilemmas/flaws/problems of the current system.

• Ključne besede: community home, training personnel, vzgojni dom, vzgojitelji