The demands, needs, and pace of today's life present numerous challenges for many families, manifesting within both family dynamics and interactions. Out of these, the needs of children and their parents often remain unfulfilled (Čergan Ristić, 2019). Through a case study grounded in the experience of a social worker in elementary school (hereinafter SD), our objective was to investigate (1) family dynamics, (2) understanding the needs of families facing diverse challenges (Kodele and Mešl, 2016), and (3) the intricate psychosocial challenges they grapple with in their day-to-day lives (Čačinovič Vogrinčič, 2006, 112). With the diminishing presence of SW profiles in the school environment, we assessed in all 46 regular elementary schools of the City Municipality of Ljubljana to what extent the SW profile is present (Osnovne šole v Ljubljani, 2023). Through the research, we aimed to determine why the SW profile, which was once part of the school counseling service (hereinafter ŠSS), despite its irreplaceable role in recognizing and considering the social context of its users (Čačinovič Vogrinčič, 2020), is quietly transitioning to the list of non-standard employments within elementary schools. Through a theoretical review, we sought insights into the history of ŠSS in Slovenia, the concept of school counseling work, and the definition of social-work actions. Using a qualitative research approach and the technique of semi-structured interviews, we (1) explored the forms of work in ŠSS, (2) checked team collaboration with important stakeholders in the educational process (Bezić, Rupar, and Škarič, 2003), (3) understood the work tasks and responsibilities of SD, and (4) identified the obstacles faced in their work. We (5) investigated ways of actions, empowerment, and support by SD necessary for creating a supportive environment for children and their families on the path to achieving desired outcomes (Constable and Lee, 2015). Additionally, we (6) examined how supporting users with professional knowledge for handling and understanding their needs influences both the micro and macro levels of an individual child and a family facing various challenges. We presented the obtained data descriptively and in tables. Through the interpretation of the results, we deepened our understanding of the role of SD, the concept of the working relationship in assisting families facing various challenges, and the perspective of SD in elementary school. Our research confirms the findings of K. Kokol and M. Javornik (2022), indicating a shift in the operation of ŠSS from assistance and support related to learning difficulties, behavioral issues, and directing children to appropriate educational programs, to the rise of anxiety, depression, suicidal behavior, self-harm, and administrative burden on ŠSS. G. Čačinovič Vogrinčič (2020, 163) provides findings in a longitudinal study that the existing forms of assistance in schools for children facing various challenges are not effective enough, lacking the presence of SD. The latter contributes assistance and support to families facing various challenges, who either do not know or cannot help their children succeed and cannot prevent failure and poverty from pushing children into social exclusion. With the results of the research, we aim to propose a paradigm shift that SD brings to the processes of assistance. We want to inform society about the need and, ultimately, the perspective of including SD in the ŠSS team, so that with their understanding of the dynamics of family and family psychological knowledge, they can contribute to more visibility and mobilization of the child and their family in the original working aid project (Čačinovič Vogrinčič, 2006, 115).
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