Obravnava mladostnikov z motnjo v duševnem razvoju ter s čustvenimi in vedenjskimi težavami v socialnovarstvenem zavodu

Seliškar, Urša (author), Kroflič, Robert (mentor)

V magistrskem delu smo teoretsko opredelili mladostnike z motnjo v duševnem razvoju ter mladostnike s čustvenimi in vedenjskimi težavami, saj so bili v projekt, ki se je izvajal v enem izmed socialnovarstvenih zavodov za usposabljanje otrok in mladostnikov z zmerno, težjo in težko motnjo v duševnem razvoju, ki ga bomo predstavili v empiričnem delu, vključeni ravno mladostniki z motnjo v duševnem razvoju, ki so izražali čustvene in vedenjske težave. Predstavili smo diskurze nezmožnosti (medicinski, laični, diskurz usmiljenja in pravic), diskurze integracije (profesionalni in pedagoški diskurz) ter psiho-medicinsko paradigmo, ki so se razvili na področju vzgoje in izobraževanja in vplivajo na vzgojno-izobraževalne prakse strokovnih delavcev. Z njimi smo si pomagali predvsem pri interpretaciji rezultatov empiričnega dela. Predstavili smo tudi različne teorije in praktične pristope k discipliniranju in moralni vzgoji, na katere se strokovni delavci lahko opirajo pri delu z mladostniki z motnjo v duševnem razvoju, in sicer: behaviorizem, kognitivne teorije, humanizem, modelno učenje, kognitivno-vedenjski pristop, podporo pozitivnem vedenju ter induktivni pristop. Opredelili pa smo tudi vzgojo in terapijo s pomočjo živali ter fototerapijo, saj so se elementi slednjih kazali znotraj projekta. V empiričnem delu smo predstavili in evalvirali projekt ter opredelili, kako se je znotraj projekta in v zavodu obravnavalo mladostnike z motnjo v duševnem razvoju ter s čustvenimi in vedenjskimi težavami. Predstavili smo tudi, kako so strokovne delavke slednjo skupino mladostnikov pojmovale in katere značilnosti so jim pripisovale. Prišli smo do dveh ključnih ugotovitev, in sicer: (1) strokovni delavci so se pri delu z mladostniki v zavodu in projektu opirali na kognitivno-vedenjski pristop; (2) v ozadju razumevanja motnje v duševnem razvoju ter čustvenih in vedenjskih težav smo zasledili prevladovanje medicinskega oziroma psiho-medicinskega diskurza.

• Language: Slovenian
• Keywords: motnje v duševnem razvoju, čustvene in vedenjske težave, moteče vedenje, medicinski diskurz, psiho-medicinski diskurz, kognitivno-vedenjski pristop, induktivni pristop, prosocialno vedenje
• Work type: Master's thesis/paper
• Organization: FF - Faculty of Arts
• Year: 2019
• PID: 20.500.12556/RUL-108539
• Publication date in RUL: 06.07.2019

Secondary language

• Language: English
• Title: Dealing with adolescents with intellectual disability and emotional and behavioural difficulties in a social care institute

Abstract

In the master's thesis we have theoretically defined adolescents with intellectual disability and adolescents with emotional and behavioral difficulties, because adolescents with intellectual disability and emotional and behavioural difficulties were included in the project, which was being implemented in one of the social care institutes for children and adolescents with moderate, severe and profound intellectual disability, and will be presented in the empirical part of this thesis. We have presented disability discourses (medical discourse, laic discourse, discourses of pity and rights), integration discourses (professional and pedagogic discourse) and psycho-medical paradigm that have developed in the field of education and have influence on concrete practices of expert workers. With the help of those discourses and paradigm we have interpreted the results of the empirical part. We have also presented different theories and practical approaches to discipline and moral education, on which expert workers can lean on when they are working with adolescents with intellectual disability, such as: behaviourism, cognitive theories, humanism, modeling theory, cognitive-behavioural approach, positive behavioural support and inductive educational approach. We have also defined pet education and therapy and phototherapy, elements of which could be found in the mentioned project. In the empirical part we have presented and evaluated the project and defined how adolescents with intellectual disability and emotional and behavioural difficulties have been treated in the project and in the institute itself. We have also presented how expert workers comprehend adolescents and which characteristics were attributed to them. We came to two key conclusions: (1) when dealing with adolescents with intellectual disability and emotional and behavioural difficulties in institution and project expert workers have been relying on cognitive-behavioral approach; (2) we have witnessed prevailing of the medical or psycho-medical discourse in the background of the understanding the intellectual disability and emotional and behavioural difficulties.

• Keywords: intellectual disability, emotional and behavioural difficulties, challenging behaviour, medical discourse, psycho-medical discourse, cognitive-behavioural approach, inductive educational approach, prosocial behavior