The work explores social pedagogical work in primary schools with children who have experienced violence in the family. The thesis focuses on identifying the characteristics of social pedagogues' work with this selected group of children. Given that school is considered an important environment in a child's life, I am interested in how social pedagogues in primary schools build an understanding of the life situations of children with experiences of domestic violence and what approaches they use. The work is based on various theoretical foundations that assist in conducting the entire research. Initially, I define the school as an important living environment for children, incorporating the role of social pedagogy within it. This is followed by a description of the concepts of family and domestic violence, focusing on the characteristics of children who are victims of violence. Finally, I describe the role of educational institutions in detecting domestic violence against children, highlighting the work of social pedagogues. In the empirical part, I investigated the characteristics of social pedagogical work with children who are victims of domestic violence. I was interested in the obstacles and challenges social pedagogues face in this work, how they establish a safe and confidential relationship with the child, and how they build a comprehensive understanding of the child's life situation. I conducted a qualitative study, which includes semi-structured interviews with six social pedagogues employed in primary schools, who have encountered cases of children with experiences of domestic violence and have some experience in this field. The results show that social pedagogues consider recommended guidelines and other regulations for addressing domestic violence but also demonstrate flexibility and a holistic view of individual cases. They face internal obstacles (stress, fear, doubts, feelings of helplessness) and school-related obstacles (emotional impact on parents, lack of cooperation and denial by parents, limited operational possibilities). At the same time, they set many challenges for themselves, such as the desire for greater competence and sensitivity in recognizing domestic violence, self-care, and working on prevention. It is important for them to establish a safe and confidential relationship with the child and strive to treat each child individually and holistically, providing appropriate support and assistance. The results contribute to the visibility of social pedagogical work with children who are victims of domestic violence, to understanding the specific life situations of children, and to planning interventions in this area.
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