The master's thesis deals with the culture of celebrations in residential treatment centers across Slovenia. By sharing good practices of celebrations, I want to present educators opportunities for work with children and adolescents, their group and parents that are close to everyday life, supportive relationship, and normalization of life in upbringing and educational centers.
Theoretical part presents characteristics, elements, symbols and different types of celebrations, Slovenian cultural holidays, children and adolescents with emotional and behavioral problems, upbringing and educational centers, their purpose and the approximate course of life in them, work with relatives, local environnment and institutions. A brief overview of the celebrations in residential treatment centers, conditions for them and possible problems, dilemmas and obstacles are presented.
In the empirical part I researched types and characteristics of celebrations in residential treatment centers, financial, spatial and material conditions, role of celebrations in working with children and adolescents, group, relatives, local community and institutions, examples of good practice and problems, dilemmas and obstacles and possible answers. I used qualitative research approach and included seven educators in the sample: two from youth homes, two from housing groups and three from residential treatment centers.
Celebrations in residential treatment centers follow Slovenian cultural customs. Folk, state, school and personal celebrations are celebrated in different ways and frequency. Whether and how they will take place depends on attitude of the educators towards the celebrations, their cooperation and tradition. Financial, material and spatial conditions are sufficient. Children and adolescents are mostly not used to celebrations, so the emphasis is on getting to know and establishing a relationship with them, themselves and others. At the group level, they offer building relationships and spending quality time together. Most connections with the local community and institutions are in December. With the exception of the event at the end of the school year, relatives are mostly not included. Good practices include active involvement of children and adolescents in making sense of celebrations and their values, exploring and building relationships with oneself, fellow human beings, the immediate and wider environment, taking a break from everyday responsibilities and focusing on other qualities of life, special attention and gifts, rewards for their efforts and the acquisition of skills. Educators do not expose major problems and dilemmas. Good organization, division of labor and coordination of educators contribute the most to this.
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