Vpogled v sistem pomoči otrokom in mladostnikom s čustvenimi in vedenjskimi težavami preko implementacije programa Intenzivna mobilna socialno-pedagoška obravnava

Bešter, Ana (avtor), Zrim Martinjak, Nataša (mentor)

V magistrskem delu orišem svoj proces snovanja programa za obravnavo otrok in mladostnikov s čustvenimi in vedenjskimi težavami – Intenzivna mobilna socialno-pedagoška obravnava, skozi katerega sem pridobila vpogled v obstoječi sistem pomoči omenjeni populaciji. V teoretičnem delu z vidika že zapisanih raziskav in različnih teorij ovrednotim in podkrepim svoja glavna spoznanja, ki sem jih med procesom pridobila, dodajam pa še lastno refleksijo, povezano s procesom. V empiričnem delu s kvalitativnim pristopom raziščem vidik umeščanja novega programa v obstoječi sistem skozi oči strokovnjakov, ki se ukvarjajo z omenjeno ciljno populacijo, podkrepim pa jih z osebnimi doživljanji uporabnikov, vključenih v program. Iz teoretskega in empiričnega dela izpeljem osrednje vidike programa »intenzivna mobilna socialno-pedagoška obravnava« in se kritično opredelim do njihove vpeljave v obstoječo prakso. Program temelji na konceptu celostne oblike pomoči, s katerim presegamo razdrobljenost in preveliko specializacijo ponudb pomoči, ki vodi v razpetost uporabnikov med različne ustanove. Gre za koncept celostne, prožne socialno-pedagoške oblike pomoči, ki je realizacija teoretskega diskurza »življenjske usmerjenosti«, katerega utemeljitelj je Thiersch (1986). Izhaja iz trditve, da ne vemo točno, kaj otrok/mladostnik/družina potrebuje, ko se vključi v obravnavo, bomo pa odgovorno poskrbeli za različne oblike pomoči, ki se v nenehno spreminjajočih okoliščinah izkažejo za potrebne. Tovrsten pristop pušča v ozadju institucionalne okvire, ki omejujejo prožnost oblik pomoči, saj je »s stališča koncepta normalizacije bolj pomembno, da pravila in zahteve institucije izhajajo iz posameznikovih potreb, ne pa da se uveljavljajo družbena in institucionalna načela ter pravila in delovanje.« (Klančar, 2012, str.158). Uporabnik ostaja v kontekstu integriranih – prožnih oblik pomoči, dokler je to potrebno. Pogled obračamo od »motenih mladih« k »moteni institucionalni praksi« in od »ali lahko nekomu pomagamo ali ne« k »zakaj in kako bomo nekomu pomagali« (Peters, 2000).

• Jezik: Slovenski jezik
• Ključne besede: čustvene in vedenjske težave
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: PEF - Pedagoška fakulteta
• Leto izida: 2020
• PID: 20.500.12556/RUL-116149
• COBISS.SI-ID: 15721475
• Datum objave v RUL: 25.05.2020

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Insight into the system of assistance to children and adolescents with emotional and behavioral difficulties through the programme Intensive mobile social-pedagogical treatment

Izvleček

This master's thesis outlines the process of designing a treatment programme for children and adolescents with emotional and behavioural difficulties - Intensive mobile social pedagogical treatment, through which I obtained the insight into the existing system of assistance for the said population. In the light of conducted studies and different theories, the theoretical part evaluates and supports my main findings, obtained in the course of the process, adding my own reflection, connected to the process. Using the qualitative approach, the empirical part examines what the aspect of implementing the new programme into the existing system is through the eyes of professionals, working with the said target population, which is supported by personal experience of users, included in the programme. From the theoretical and empirical part, I derive the main aspects of the programme "Intensive mobile social pedagogical treatment" and take a critical stand regarding their implementation into the existing practice. The programme is based on the concept of integrated system of assistance that exceeds dispersion and a too great specialisation of providing help, leaving users caught between different institutions. The concept of integrated, flexible social pedagogical form of help is the realisation of theoretical discourse of "lifeworld orientation", established by Thiersch (1986). It derives from the premise that we do not know exactly what a child/adolescent/family needs when joining the treatment, but different forms of help will be provided, as they are found necessary in these constantly changing circumstances. Such an approach leaves behind the institutional framework, restricting the flexibility of forms of help, since "it is more important, from the perspective of the concept of normalisation, that the institution's rules and demands derive from an individual's needs, compared to the implementation of social and institutional principles, rules and functioning" (Klančar, 2012, p. 158). The user remains in the context of integrated–flexibles forms of help until this is necessary. We tend to focus on the "disturbed institutional practice" rather than on "disturbed adolescents" and on "why and how will we help them" rather than on "will we help them or not" (Peters, 2000).

• Ključne besede: children and adolescents