This master’s thesis highlights the parents’ perspective on children with emotional, behavioural and social problems without a formal placement decision. The theoretical part illustrates the problem of defining emotional, behavioural and social problems. In light of contextualization and understanding the children’s perspective, Bronfenbrenner’s bioecological model is presented, which then also serves as a basis for outlining the concepts of vulnerability and resilience in children. Furthermore, coping with emotional, behavioural and social problems in the educational field is detailed, where the pedagogical worker’s response and collaboration of the school and parents are put forward. In addition, the integrated model of evaluation and intervention is presented along with the concept of a working relationship. Concluding the theoretical part, the study outlines the different types of support offered to parents in their situation of coping with emotional, behavioural and social problems of children.
The empirical part is based on qualitative research including half-structured interviews with six mothers of children with emotional, behavioural and social problems. The findings indicate that the interviewees view their children with emotional, behavioural and social problems through a prism of their expression of emotions and needs, their perception of self and surroundings, as well as their challenges in the field of learning. The interviewees also point out children’s strengths and potential. Mothers recognise different risk factors for onset and development of emotional, behavioural and social problems of their children, which are linked to their family, children themselves, peers, preschool and school. Interviewees mostly report their own emotional vulnerability in the context of receiving information from pedagogical workers regarding children with emotional, behavioural and social problems. Despite all viewing their collaboration with schools as mostly positive, some point out the negative aspects (e.g. dissatisfaction with specific pedagogical workers, minimization of children distress, insufficient collaboration, etc.). Building on this, the interviewed mothers suggest different ways of improving the collaboration (e.g. getting useful upbringing tips, a more personal relationship …). Coping with emotional, behavioural and social problems of children led mothers to seek psychotherapy help. Interviewees explain that they would also benefit from including a third person into their home, system support in stressful situations, ensured therapeutic help and more.
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