Proces pomoči in podpore šolske svetovalne službe otroku, ki je dolgotrajno bolan

Fludernik, Urška (author), Gril, Alenka (mentor)

V magistrskem delu raziskujem proces pomoči in podpore šolske svetovalne službe otroku, ki je dolgotrajno bolan, sodelovanje šolske svetovalne delavke z udeleženimi v procesu pomoči in podpore, kaj prispeva k učinkovitosti procesa, ovire šolskih svetovalnih delavk v procesu, znanje, izobraževanje šolskih svetovalnih delavk ter upoštevnost otrokovega glasu v samem procesu. V teoretičnem delu najprej predstavim otroke s posebnimi potrebami s poudarkom na skupini otrok, ki so dolgotrajno bolni, nato pišem o šolski svetovalni službi, o procesu pomoči in podpore šolske svetovalne službe, o sodelovanju z udeleženimi v procesu, o znanju, izobrazbi šolskih svetovalnih delavk, poglavje pa zaključim z otrokovim glasom v procesu. Empirični del je potekal z izvedbo kvalitativne raziskave, ki sem jo zasnovala kot študijo primera ene izmed osnovnih šol v Sloveniji. Informacije sem pridobila s pomočjo neslučajnostnega vzorca, preko delno standardiziranih intervjujev s štirimi šolskimi svetovalnimi delavkami, s štirimi otroki, ki so dolgotrajno bolni, in z dvema staršema otrok. V raziskavi sem ugotovila, da se vzpostavljanje delovnega odnosa med šolsko svetovalno delavko in otrokom prične s prejeto odločbo zavoda za šolstvo in preko staršev, vzpostavitev odnosa svetovalne delavke z otrokom pa poteka različno, pri tem uporabljajo tudi koncepte socialnega dela. Šolska svetovalna delavka pri delu z otroki, ki so dolgotrajno bolni, uporablja različne metode, sodeluje z vsemi udeleženimi v procesu pomoči in podpore, poleg tega pa v proces aktivno vključuje otroka. Oblika pomoči otroku, ki je dolgotrajno bolan, je odvisna od vsebine odločbe oziroma strokovnega mnenja, prevladujejo pa učna pomoč strokovnega delavca, dodatna strokovna pomoč, svetovalna storitev, prilagoditve pri ocenjevanju, prilagoditve pri prehrani, otrok ima na voljo pripomočke ter možnost stalnega ali začasnega spremljevalca. Otrokov glas je upoštevan s strani šolske svetovalne službe, s strani učiteljev pa je upoštevan v večini. Šolska svetovalna delavka, poleg sodelovanja z otrokom, sodeluje še z učitelji, s starši, z vodstvom, s timom in z zunanjimi institucijami. K učinkovitosti v procesu podpore in pomoči prispeva opremljenost strokovnih delavcev z znanjem in informacijami, spodbujanje, motiviranje, sprotno preverjanje situacije otrok, uporaba konceptov socialnega dela, vzpostavljen odnos strokovnih delavcev z otrokom, sodelovanje med vsemi udeleženimi. Ovire v procesu pomoči in podpore otroku, ki je dolgotrajno bolan, so udeleženi v procesu in šolski sistem, reševanje ovir pa šolske svetovalne delavke rešujejo na način iskanja rešitev v timu, vključitve, upoštevanja osebe, ki ima drugačno mnenje, pa tudi z opolnomočenjem same sebe, z dorečenostjo in vztrajnim iskanjem načinov. Šolska svetovalna delavka ima širok spekter znanj, znanje pa pridobi v času študija na fakulteti in študijski praksi. Svetovalne delavke pa si še želijo in imajo potrebo po dodatnem izobraževanju, pri tem pa je poudarek na izobraževanju šolskih delavcev o specifičnih boleznih. Šolska svetovalna delavka izkazuje skrb za otroka iz zdravstvenega in šolskega stališča, vrednost odnosa med njima pa je velika; otrok se ob šolski svetovalni delavki počuti sproščeno, varno, sprejeto, podprto, srečanj se rad udeležuje. Otrok ima z učitelji v večini dober odnos, med vrstniki pa se počuti sprejeto ter ima dobre in zdrave odnose. Starši otrok, ki so dolgotrajno bolni, z učitelji sodelujejo, z njimi redno komunicirajo, največ sodelujejo z razredničarko otroka, starši pa imajo ob sodelovanju z učitelji tako pozitivne kakor tudi negativne izkušnje. Starš z vodstvom sodeluje posredno, glede večjih stvari in ob napotitvi tretje osebe.

• Language: Slovenian
• Keywords: otroci, ki imajo posebne potrebe, otroci, ki so dolgotrajno bolni, šolska svetovalna služba, sodelovanje z udeleženimi v procesu pomoči in podpore, glas otroka
• Work type: Master's thesis/paper
• Organization: FSD - Faculty of Social Work
• Year: 2024
• PID: 20.500.12556/RUL-153544
• Publication date in RUL: 13.01.2024

Secondary language

• Language: English
• Title: The process of help and support in school counseling for children with long-term health conditions

Abstract

The master's thesis researches the process of help and support of the school counselling service to a child with a chronic illness, cooperation of the school counselling service with those involved in the process of help and support, what contributes to the effectiveness of the process, school counsellors’ obstacles in the process, knowledge, education of the school counsellors and consideration of the child's voice in the process itself. The theoretical part begins by introducing children with special needs, especially those who are chronically ill. It continues with the school counselling service and presents the process of help and support of the school counsellors, cooperation with those involved in the process and knowledge and education of the school counsellors. The chapter concludes with the child’s voice in the process. The empirical part deals with qualitative research that was designed as a study of a case in one of the Slovenian primary schools. The information was gathered through a non-random sample, partly standardized interviews with four school counsellors, four children with chronic health conditions and two of the children’s parents. The research establishes that the working relationship between the school counsellor and the child is initially introduced with a received placement order from the education authority and through the parents. The establishment of the relationship between the counsellor and the child is different and some concepts from social work are also used in the process. A school counsellor that works with children with chronic illnesses uses different methods and cooperates with everyone involved in the process of help and support and actively includes the child as well. The manner of helping the child depends on the contents of the order, i.e. experts' opinion, the most common being receiving learning aid from professional workers, additional professional help, counselling service, grading adjustments, food adjustments, learning aids and the option of a temporary or a permanent companion. The child’s voice is considered by the school counselling office, and in majority by the teachers. The school counsellor, among cooperation with the child, also collaborates with teachers, parents, school management, team of social workers and external institutions. The level of knowledge and information of professional workers, encouragement, motivation, regular assessment of a child’s situation, use of social work concepts, established relationship between professional workers and the child, and collaboration of the participants all contribute to the effectiveness of the process of help and support. The obstacles in the process of help and support of a child with a long-term illness are the people involved in the process and the school system. School counsellors deal with said obstacles by looking for solutions inside their team, inclusion, considering different opinions and self-empowerment, consistency and persistent search for solutions. The school counsellor possesses a wide spectre of knowledge which is gained during their faculty studies and school practice. The counsellors wish and feel it is necessary to educate themselves and other school workers additionally, particularly about specific illnesses. The school counsellor cares for the child from the health and school’s perspective; the value of their rapport is great – the child feels relaxed, safe, accepted, supported and likes to participate in meetings. The child has a good relationship with the majority of the teachers, feels accepted and has a positive and healthy relationship with their peers. The parents of children who are chronically ill cooperate and communicate with the teachers regularly, especially with the class teacher. The parents have positive and negative experiences with the teachers. A parent collaborates with the school management indirectly regarding more serious matters and via external referral.

• Keywords: children with special needs, children with chronic health conditions, school counselling, cooperation with participants in the process of help and support, a child's voice