This master's thesis explores the prevalence of formative monitoring practices in correctional institutions and youth care facilities. The theoretical part first defines emotional and behavioural difficulties and disorders in children and adolescents. It then presents the institutional framework of correctional institutions and youth care facilities in Slovenia, as well as the educational goals and principles guiding their operation. The thesis also outlines the foundations of social pedagogical intervention and introduces the concept of formative monitoring.
The empirical part presents a study based on a combination of quantitative and qualitative methodology. The sample included 52 residential care workers who completed an online questionnaire. The sample was purposive, and the questionnaire was open to all residential care workers, regardless of their familiarity with formative monitoring. Additionally, two interviews were conducted with residential care workers who regularly apply formative monitoring in their practice.
The results show that formative monitoring is recognised as a useful educational tool in correctional institutions and youth care facilities, but its use remains largely unsystematic and is often limited to theoretical understanding. The most commonly used elements are feedback and self-assessment, while goal setting and collecting evidence are less represented. Barriers to implementation include lack of time, difficulty balancing group and individual work, and doubts about the method’s suitability for working with vulnerable groups. Despite this, the results confirm the potential of formative monitoring to support the development of independence, responsibility, and reflection in young people.
The findings of the research highlighted the gap between theoretical knowledge and practical application of formative monitoring and revealed concrete challenges residential care workers face when implementing it. The study also indicated the need for more systematic support, training, and methodological adaptation. As such, the thesis contributes to a better understanding of how formative monitoring can be effectively integrated into the framework of social pedagogical practice.
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