Socialne veščine mladostnikov in njihovo razvijanje v dijaškem domu

Bevk, Alja (author), Kalin, Janica (mentor)

V magistrski nalogi obravnavamo razvijanje socialnih veščin pri mladostnikih v dijaškem domu. Zanima nas mnenje vzgojiteljev o možnostih za razvijanje socialnih veščin v dijaškem domu in njihovo delo na tem področju, pripravili in izvedli pa smo tudi program treninga socialnih veščin s skupino dijakinj, ki bivajo v dijaškem domu. V teoretičnem delu smo najprej pozornost namenili preventivno-vzgojni vlogi vzgojno-izobraževalnih ustanov in opozorili na potrebe teh ustanov in njihovih uporabnikov ter nujnost vzgojne dimenzije dela v teh ustanovah. Nato smo osvetlili razvojno obdobje mladostništva z namenom predstavitve izzivov, s katerimi se posamezniki v tem obdobju srečujejo in zaradi katerih je razvijanje socialnih veščin tako pomembno. V nadaljevanju smo opredelili pojem socialne skupine, jo predstavili kot prostor socialnega učenja in pozornost namenili še skupinskemu delu in izkustvenemu učenju kot pogostima načinoma dela z mladostniki v dijaškem domu in učinkovitima načinoma učenja socialnih veščin. Socialne veščine smo opredelili skozi različne definicije, predstavili njihov pomen za mladostnike in na kakšne načine socialne veščine lahko razvijamo. Dodali smo kratek pregled nekaterih socialnih veščin, v nadaljevanju pa smo se osredotočili na vlogo vzgojiteljev pri razvijanju socialnih veščin v dijaškem domu. Zadnje poglavje teoretičnega dela naloge je namenjeno predstavitvi metode treninga socialnih veščin (TSV), ki je primeren za delo z različnimi skupinami v vzgojno-izobraževalnih institucijah. Teoretična izhodišča so nam predstavljala okvir, s pomočjo katerega smo lahko v celoto povezali ugotovitve, pridobljene v empirični raziskavi. V empirični raziskavi magistrske naloge smo raziskovali, kako pomembno se vzgojiteljem v dijaškem domu zdi spodbujanje razvoja socialnih veščin pri mladostnikih, ki bivajo v dijaškem domu, ali vzgojitelji poznajo metodo TSV, kakšna je po njihovem mnenju njihova vloga pri razvijanju socialnih veščin mladostnikov, na kakšen način in kako pogosto to počnejo ter kaj, poleg njihovega dela, na ravni dijaškega doma in gimnazije, ki jo ti dijaki obiskujejo, še spodbuja razvijanje socialnih veščin pri mladostnikih. Zasnovali in izvedli smo tudi program TSV za dijakinje dijaškega doma. S pomočjo samoocenjevalnih lestvic, ki so jih udeleženke programa izpolnjevale pred udeležbo v programu TSV in po njej, smo ugotavljali, ali se samoocena udeleženk po programu TSV razlikuje od samoocene pred udeležbo v programu, štiri udeleženke pa smo kasneje v intervjujih vprašali, kaj jim je od programa TSV najbolj ostalo v spominu, ali v svojem vedenju po udeležbi v programu TSV opazijo kakšno spremembo, napredek in ali si za udejanjanje katere od obravnavanih socialnih veščin zavestno prizadevajo. Rezultati empirične raziskave kažejo, da se vzgojitelji v dijaškem domu zavedajo pomena socialnih veščin za mladostnike in da je trening socialnih veščin primeren za spodbujanje reflektiranja lastnega vedenja in razvoja socialnih veščin pri mladostnikih. Ugotovili smo, da vzgojitelji v vsakodnevnem pedagoškem delu najdejo veliko priložnosti za razvijanje socialnih veščin pri dijakih, metode TSV pa v večini ne poznajo. Svojo vlogo vidijo v spodbujanju mladostnikov v medsebojnih odnosih, podpori dijakom pri reševanju problemov in grajenju samopodobe, predvsem pa v vzoru, ki ga vsakodnevno dajejo dijakom. Najpogosteje razvijanje socialnih veščin spodbujajo tako, da dijake vključujejo v načrtovanje in izvedbo projektov in druge skupinske aktivnosti v vzgojni skupini in dijaškem domu. Udeleženke izvedenega programa TSV po udeležbi v programu v svojem vedenju opažajo napredek in si za udejanjanje nekaterih obravnavanih socialnih veščin posebej prizadevajo, kar pomeni, da je program TSV pri dijakinjah spodbudil refleksijo o lastnem delovanju in jim razvil željo po napredovanju. Spremembe v zavedanju lastnega vedenja po udeležbi v programu TSV so pokazale tudi samoocenjevalne lestvice. Med samoocenami pred udeležbo v programu in po njej so se namreč pokazale številne razlike.

• Language: Slovenian
• Keywords: socialne veščine, dijaški dom, trening socialnih veščin
• Work type: Master's thesis/paper
• Organization: FF - Faculty of Arts
• Year: 2021
• PID: 20.500.12556/RUL-131953
• Publication date in RUL: 07.10.2021

Secondary language

• Language: English
• Title: The social skills of adolescents and the development of them in the hall of residence

Abstract

My master's thesis deals with the development of social skills regarding adolescents in the hall of residence. The opinion of teachers on the social skills in the hall of residence and their work in that field is also included. In addition, the programme of training social skills with the group of students staying in the hall of residence was formed and carried out. The theoretical part's first chapter highlights the preventive educational role of educational establishments and the need of such establishments and their users, as well as the necessity of the educational role in such establishments. The next chapter focuses on the development period of adolescence with the aim of presenting challenges that individuals face with and their important role in developing social skills. The following chapter defines the concept of social group and its notion as the social learning space. It also pays attention to the group work and empirical knowledge as common working methods with adolescents in the hall of residence and efficient ways of learning social skills. Social skills are explained through different definitions, their importance for adolescents and various ways of learning them. The short overview of some of the social skills and further on, the role of teachers in developing them in the hall of residence are included as well. The last chapter of the theoretical part concentrates on the method of training social skills which is appropriate for working with various groups in educational establishments. The theoretical bases demonstrate the framework by means of which the findings gathered in the empirical research were linked into a whole. Master's thesis's empirical part researches how important is the encouragement of social skills development in adolescents staying in the hall of residence for teachers. It explores if teachers know the method of training social skills, what is their attitude towards the development of social skills in adolescents, by what means and how often do they use the method and what, besides their work, encourages the development of social skills in adolescents on the basis of the students staying in the hall of residence and students attending secondary school. The programme of training social skills was formed and carried out as well. With the help of self-evaluation scales filled in by the participants before and after the programme, we determined if the self-evaluation of participants after the programme differs from the self-evaluation before it. Four participants were also interviewed on their experience in the programme, observations of some changes or development in their behaviour and whether they have to make a bigger effort for actualising a certain examined social skill. The results of the empirical research suggest that teachers in the hall of residence are aware of the importance of social skills for adolescents and that the training of social skills is an appropriate tool for the encouragement to reflect on their own behaviour and the development of social skills in adolescents. The research shows that teachers find many opportunities for developing social skills in students in their everyday pedagogical work, however, they are not familiar with the method of training social skills. Their mission is to encourage adolescents in mutual relationships, support them when it comes to solving problems, building their self-esteem and above all, setting a good example in their everyday life with students. The most common ways of developing social skills in students is for teachers to include them in planning and carrying out projects, as well as other group activities in educational groups in the hall of residence. The participants of the programme notice progress in their behaviour and are eager to improve some of the examined social skills, which means that the before-mentioned programme encourages reflexion on their own behaviour and thirst for improvement. Self-evaluation scales showed changes in the realisation of their own behaviour after the programme as well. The self-assessments of students before and after the programme actually showed many differences.

• Keywords: social skills, hall of residence, the training of social skills