Travmapedagogika v vzgoji in izobraževanju v Nemčiji : magistrsko delo

Bitenc, Daša (author), Zorc-Maver, Darja (mentor)

Magistrsko delo obravnava pedagoški pristop imenovan travmapedagogika, ki naslavlja in upošteva spoznanja o travmi na področju vzgoje in izobraževanja ter socialnega varstva. V teoretičnem uvodu opredelim pojme travmatski dogodek, travmatsko doživetje in travma. V nadaljevanju opišem vrste travm in posledice soočanja s travmatskimi izkušnjami. Predstavim izsledke pomembnih študij s področja travme in obremenjujočih izkušenj v otroštvu ter navedem varovalne dejavnike pri soočanju s travmatskimi izkušnjami v življenju otrok in mladostnikov. Sledi predstavitev pristopov pomoči, ki temeljijo na upoštevanju spoznanj o travmi v vzgojno-izobraževalnem prostoru, kjer podrobneje predstavim tudi travmapedagogiko. V empiričnem delu naloge ugotavljam izkušnje nemških pedagoških delavcev in delavk z uporabo travmapedagoškega pristopa. V kvalitativni raziskavi s pomočjo polstrukturiranih intervjujev raziskujem travmapedagoške intervencije, ki jih ti pri svojem delu uporabljajo in ugotavljam učinke pristopa, ki jih opažajo pri otrocih in mladostnikih, pri samih sebi ter na ravni institucije. Raziskujem tudi izzive in omejitve, s katerimi se srečujejo pri izvajanju travmapedagogike ter njihove predloge za izboljšavo pristopa. Rezultati raziskave kažejo, da pedagoški delavci in delavke pri svojem delu uporabljajo različne travmapedagoške intervencije, ki temeljijo na osnovnih travmapedagoških načelih. Pri otrocih in mladostnikih opažajo pozitivne učinke na njihovo vedenje in razumevanje samih sebe, prav tako pa zaznavajo tudi številne pozitivne spremembe v lastnem pedagoškem delovanju in delovnem vzdušju. Pri uporabi pristopa se srečujejo z omejitvami organizacijske narave kot tudi z lastnimi negotovostmi in izzivi. Kot predlog za izboljšavo pristopa izpostavljajo željo po širjenju travmapedagoških vsebin ter potrebo po prenosu travmapedagoškega znanja tudi na druga relevantna področja.

• Language: Slovenian
• Keywords: travma, obremenjujoče izkušnje v otroštvu, vzgoja in izobraževanje, pristop, ki upošteva spoznanja o travmi, travmapedagogika
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Geographic coverage: Nemčija
• Organization: PEF - Faculty of Education
• Place of publishing: Ljubljana
• Publisher: D. Bitenc
• Year: 2023
• Number of pages: 61 str.
• PID: 20.500.12556/RUL-151090
• UDC: 37(043.2)
• DOI: 20.500.12556/RUL-151090
• COBISS.SI-ID: 166441475
• Publication date in RUL: 28.09.2023

BITENC, Daša, 2023, Travmapedagogika v vzgoji in izobraževanju v Nemčiji : magistrsko delo [online]. Master’s thesis. Ljubljana : D. Bitenc. [Accessed 19 May 2025]. Retrieved from: https://repozitorij.uni-lj.si/IzpisGradiva.php?lang=eng&id=151090

Secondary language

• Language: English
• Title: Trauma-Informed-Pedagogy in Education in Germany

Abstract

This master's thesis discusses a pedagogical approach called Trauma-Informed Pedagogy which addresses and considers the findings on trauma in the field of education and social welfare. In the theoretical introduction, I define the concepts of traumatic event, traumatic experience, and trauma. I then describe the types of traumas and the consequences of coping with traumatic experiences. I present the findings of relevant studies on trauma and adverse childhood experiences and further outline the protective factors in the lives of children and adolescents when dealing with traumatic experiences. This is followed by a presentation of different approaches based on the understanding of trauma in the field of education, including a more detailed presentation of Trauma-Informed Pedagogy. In the empirical part, I investigate the experiences of German educators with the use of Trauma-Informed Pedagogy. In a qualitative study conducted through semi-structured interviews, I explore trauma-informed pedagogical interventions they employ in their work practice. I examine the effects of the approach they observe in children and adolescents, as well as in themselves and in their working environment. I am also interested in finding out the challenges and limitations they encounter using Trauma-Informed Pedagogy and their suggestions for improvement of the approach. The research results indicate that educational professionals use a variety of trauma-informed pedagogical interventions in their work that are based on fundamental principles of Trauma-Informed Pedagogy. They observe positive effects on children and adolescents' behaviour and self-understanding, as well as numerous positive changes in their own pedagogical practice and working atmosphere. However, they are confronted with organisational constraints as well as their own uncertainties and challenges in applying the approach. As a suggestion for improving the approach, they emphasize the desire to expand the trauma-pedagogical content and express the need to transfer this knowledge to other relevant fields.

• Keywords: trauma, adverse childhood experiences, education, trauma-informed approach, trauma-informed pedagogy