Uporaba izrazno-ustvarjalnih sredstev pri sodelovanju z učenci z vidika socialnih delavk, zaposlenih v osnovnih šolah

Kuri, Tadeja (author), Kodele, Tadeja (mentor)

V magistrskem delu pišem o uporabi izrazno-ustvarjalnih sredstev v šolskem svetovalnem delu z vidika socialnih delavk, zaposlenih v svetovalnih službah osnovnih šol. Osredotočam se na to, na kakšne načine socialne delavke vključujejo izrazno-ustvarjalna sredstva v svoje delo, kako jim ta sredstva nudijo podporo pri sodelovanju z učenci, s katerimi izzivi in omejitvami se pri tem srečujejo, kakšne spremembe zaradi uporabe teh sredstev pri učencih zaznavajo ter kako usposobljene se počutijo za njihovo uporabo. V teoretičnem delu najprej predstavim vlogo in specifike šolskega svetovalnega dela ter prispevek socialnega dela. Nato opredelim izrazno-ustvarjalna sredstva ter njihov pomen pri svetovalnem delu z otroki in mladostniki v osnovnošolskem okolju. Rezultate izvedene raziskave sem pridobila s pomočjo polstandardiziranih intervjujev z enajstimi socialnimi delavkami, zaposlenimi v svetovalnih službah osnovnih šol po različnih regijah Slovenije. Rezultati so pokazali, da vse sodelujoče izrazno-ustvarjalna sredstva že vključujejo v vsakodnevno delo, najpogosteje v kombinaciji s pogovorom. Med najpogosteje uporabljenimi so likovna sredstva, kartice in senzorna sredstva. Izrazno-ustvarjalna sredstva socialnim delavkam nudijo pomembno podporo pri vzpostavljanju komunikacije, gradnji zaupnega odnosa in spodbujanju izražanja pri učencih, ki svojih doživljanj ne znajo ubesediti. Pri učencih opažajo spremembe na čustveno-vedenjskem in kognitivnem področju, v večji motivaciji za sodelovanje učencev ter v odnosu in komunikaciji. Kot najpogostejše ovire so sogovornice izpostavile pomanjkanje časa in materialov, finančne omejitve ter negotovost glede lastnih kompetenc. Večina sodelujočih se ocenjuje kot delno usposobljene in si želi dodatnih praktičnih izobraževanj. Rezultati so pokazali tudi nezadostno sistemsko podporo na področju izrazno-ustvarjalnih sredstev, ki onemogoča pogostejšo in bolj načrtno uporabo izrazno-ustvarjalnih sredstev v šolski svetovalni službi.

• Language: Slovenian
• Keywords: izrazno-ustvarjalna sredstva, šolska svetovalna služba, socialno delo, osnovna šola
• Work type: Master's thesis/paper
• Organization: FSD - Faculty of Social Work
• Year: 2026
• PID: 20.500.12556/RUL-186908
• Publication date in RUL: 06.09.2026

Secondary language

• Language: English
• Title: The use of expressive and creative means in collaboration with students from the perspective of social workers employed in elementary schools

Abstract

In my master’s thesis, I write about the use of expressive and creative means in school counseling from the perspective of social workers employed in elementary school counseling services. I focus on the ways in which social workers incorporate expressive-creative means into their work, how these means support them in working with students, what challenges and limitations they face in doing so, what changes they observe in students, and how competent they feel in using them. In the theoretical section, I first present the role and specifics of school counseling work and the contribution of social work. I then define expressive-creative means and their significance in counseling work with children and adolescents in a primary school setting. I obtained the results of the conducted research through semi-structured interviews with eleven social workers employed in counseling services at elementary schools across various regions of Slovenia. The results showed that all participants already incorporate expressive-creative means into their daily work, most often in combination with conversation. Among the most frequently used are art materials, cards, and sensory means. Expressive-creative means provide social workers with significant support in establishing communication, building a trusting relationship, and encouraging self-expression among students who are unable to put their experiences into words. They observe changes in students in the emotional-behavioral and cognitive domains, as well as increased motivation to participate and improvements in relationships and communication. The interviewees identified a lack of time and materials, financial constraints, and uncertainty regarding their own competencies as the most common obstacles. Most participants rate themselves as partially competent and would like additional practical training. The results also revealed insufficient systemic support in the area of expressive and creative resources, which prevents their more frequent and systematic use in school counseling services.

• Keywords: expressive and creative means, school counselling service, social work, elementary school