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Strategije spoprijemanja s stresnimi situacijami pri mladostnikih z disleksijo: samoporočanje mladostnikov in poročanje njihovih razrednih učiteljev ter mater
ID Rejec, Tina (Author), ID Smrtnik Vitulić, Helena (Mentor) More about this mentor... This link opens in a new window

URLURL - Presentation file, Visit http://pefprints.pef.uni-lj.si/3603/ This link opens in a new window

Abstract
Disleksija je ena izmed oblik specifičnih učnih težav, za katero so značilne težave v specifičnih jezikovnih veščinah, ki so najizrazitejše pri branju. Težave so posledica primanjkljajev na področju fonološkega zavedanja jezika ter se kažejo tudi v natančnosti in/ali tekočnosti prepoznave glasov (fonemov) in besed, v črkovanju in sposobnostih dekodiranja besed, kar vpliva na usvajanje in avtomatizacijo branja in pisanja. Tem težavam pa se pogosto pridružijo tudi težave na čustveno-socialnem področju delovanja. Za mladostnike z disleksijo je značilno, da so bolj nagnjeni k uporabi manj učinkovitih strategij spoprijemanja s stresnimi situacijami, zaradi česar obstaja večja možnost za njihov negativni življenjski izid, kot so npr. prezgodnji izstop iz šole, mladostniško prestopništvo, nezaposlenost in socialna izolacija. Največjo vlogo pri preprečevanju takšnega izida imajo prav aktivni načini spoprijemanja z različnimi življenjskimi stresnimi situacijami. Z raziskavo smo želeli ugotoviti, katere stresne situacije v vsakdanjem življenju in odzive nanje različni ocenjevalci prepoznavajo pri mladostniku z disleksijo in ali se njihove zaznave med seboj razlikujejo ter kakšno pomoč mladostniki pri reševanju težav prejemajo. V raziskavi smo uporabili polstrukturiran intervju in analize individualiziranih programov. Da bi dobili bolj poglobljen vpogled v zaznavanje stresa pri mladostnikih, smo uporabili triangulacijo virov (o sebi so poročali mladostniki z disleksijo, zanje pa matere in razredni učitelji). Rezultati so pokazali, da je za mladostnike z disleksijo v šolskem okolju najbolj stresno ocenjevanje znanja, v domačem okolju pa konflikti zaradi hišnih opravil in šolskih zadolžitev. Ugotovitve kažejo, da so starši in učitelji precej bolj pozorni na mladostnikovo doživljanje stresa v situacijah, vezanih na težave z branjem in/ali pisanjem, učenje in pridobivanje ocen, medtem ko mladostniki poročajo o doživljanju stresa pri ocenjevanjih, učenju, domačem delu, odnosih z vrstniki ali učitelji, zelo malo pa v situacijah, ki zahtevajo branje. Ugotovili smo tudi, da nudijo mladostniku učitelji, starši in specialni pedagogi v večji meri pomoč in podporo pri predelavi učne snovi, manj pa na drugih področjih psihosocialnega delovanja, vendar so pogosto prepoznani kot vir čustvene podpore. Pričujoče delo je lahko izhodišče za pripravo intervencijskih tehnik mladostnikom z disleksijo pri njihovem odzivanju na stresne situacije tako v družinskem okolju kot tudi v šolskem, ob tem pa se lahko upošteva zaznavo mladostnikovih težav s strani mladostnika samega, njegove matere in razrednega učitelja.

Language:Slovenian
Keywords:disleksija
Work type:Master's thesis/paper (mb22)
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Year:2016
PID:20.500.12556/RUL-84463 This link opens in a new window
COBISS.SI-ID:11108937 This link opens in a new window
Publication date in RUL:09.09.2016
Views:833
Downloads:163
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Secondary language

Language:English
Title:Coping strategies adopted by adolescents with dyslexia: self-reports by adolescents and reports by their teachers and mothers
Abstract:
Dyslexia is one type of specific learning disabilities which results in difficulties in specific language skills that are the most explicit in reading. These difficulties are due to deficit in phonology awareness of the language and they also resut in accuracy or /and fluency of phoneme recognition, as well as words, in spelling and ability of word decoding, what influences the automatisation of reading and writing. These problems are often accompained by problems on social-emotional basis. The common characteristic of these children is that they use a less effective strategy coping stressful situations, so they are more likely to achieve negative achievements, such as dropping out of school, delinquency, unemployment, social isolation. The most important role fighting against such things are active ways of facing different stressful situations. Our research has found out what stressful situations and what reactions in everyday life different examiners see with adolescents with dyslexia and if their perception differs, as well as what help adolescents get. The research was carried out with the help of half-structured interviews and analysis of individualized education programs. To go even deeper in the problem we have used triangulation (adolescents, mothers, teachers). The results have shown that for dyslectic adolescents assessment is the most stressful situation in the school environment and conflicts connected with chores and school work are on the first place at home. The findings have shown that teachers pay more attention on stressful situations connected with writing and reading, learning and ways of assessment, whereas adolescents feel more stress about assessment, learning, housework, peer relation, teacher-relation and very little tension with reading. It has also been estimated that teachers, parents and special education teachers mainly offer their help with accessing school topic, on the other hand they offer less help on the emotional and social basis, although they can be a source of emotional support. This work can be the starting point for further preparation of different techniques that would help dyslectic students with their response in stressful situations at home, as well as at school. It can also be counted as perception of students’ difficulties from the side of themselves, parents and teachers.

Keywords:dyslexia

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