Repository of colleges and higher education institutions

Show document
A+ | A- | Help | SLO | ENG

Title:Vloga svetovalne službe in svetovalnih pogovorov pri otrocih s čustveno-vedenjskimi težavami
Authors:ID Ivanjko, Tajda (Author)
ID Karajić, Emil (Mentor) More about this mentor... New window
Files:.pdf 11873$$zakljucno_delo.pdf (878,84 KB)
MD5: FEF85BD953B12F7606605FC5C3912D4F
 
Language:Slovenian
Work type:Bachelor thesis/paper
Organization:FUDS - School of advanced social studies
Abstract:V diplomski nalogi smo želeli raziskati, kako se največkrat kažejo čustveno-vedenjske težave učencev in predvsem, kakšna je pri zaviranju motečega vedenja otrok, vloga svetovalne službe. Izvedli smo kvalitativno raziskavo, in sicer pet intervjujev, s svetovalnimi delavci osnovnošolskih, prilagojenih, izobraževalnih programov. Rezultati analize pridobljenih podatkov so pokazali, da se glavna težava pri delu z učenci s čustveno-vedenjskimi težavami kaže predvsem v neustreznosti diagnosticiranja. Kot lahko povzamemo, je ČVT v veliki večini uvrščena med druge motnje, kar še dodatno otežuje delo strokovnega kadra. Poleg tega se svetovalni delavci v nekaterih primerih ne čutijo dovolj strokovno usposobljeni za delo z učenci s čustveno-vedenjskimi težavami. Največji izziv pri delu z otroki s ČVT predstavljajo tvegane oblike vedenja, tj. nesodelovanje, opozicionalnost, fizično in verbalno nasilje, uničevanje šolskega inventarja, samopoškodovanje itn. Strategije, ki se jih svetovalni delavci največkrat poslužujejo pri delu z učenci s ČVT, so predvsem razredne delavnice in pa redne individualne obravnave. Prav tako je kot nujno in učinkovito izpostavljeno delo s starši in z zunanjimi strokovnjaki. Sodelovanje z učitelji, intervjuvanci po večini ocenjujejo kot dobro, odvisno predvsem od izkušenosti učitelja. Ko govorimo o odgovornosti učitelja in svetovalnega delavca pri delu z otroki s ČVT, je glede na rezultate odgovornost smiselno porazdeljena – po mnenju svetovalnega kadra včasih celo večja na strani učitelja. Odgovornost, ki je preložena na svetovalne delavce, se izraža predvsem na način, da so s strani svetovalnih delavcev pričakovane hitre in učinkovite rešitve, ki naj bi moteče vedenje učenca nemudoma izboljšale. Strnemo lahko, da je obravnava otrok s čustveno-vedenjskimi težavami izredno kompleksna ter dalj trajajoča in zahteva sodelovanje in povezovanje strokovnega kadra, zunanjih institucij ter strokovnjakov. Izvedena raziskava bo lahko s pridobljenimi rezultati in ugotovitvami, v prihodnje, prispevala k izboljšanju svetovalne prakse ter nudenju smernic in napotkov za učinkovitejše delo z otroki s ČVM.
Keywords:čustveno-vedenjska motnja/težava (ČVM/ČVT), prilagojen program, svetovalna služba, osnovnošolski učenci, moteče vedenje
Year of publishing:2025
PID:20.500.12556/ReVIS-11695 New window
Publication date in ReVIS:24.05.2025
Views:211
Downloads:4
Metadata:XML DC-XML DC-RDF
:
Copy citation
  
Share:Bookmark and Share


Hover the mouse pointer over a document title to show the abstract or click on the title to get all document metadata.

Secondary language

Language:English
Title:The Role of the Counseling Service and Counseling Conversations in Children with Emotional-Behavioral Problems
Abstract:The thesis deals with the way pupils' emotional and behavioural disorders are shown and the role the school counselling service plays in prevention of children's disturbing behaviour. A qualitative research has been performed with five interviews with school counsellors on a primary level of educational programmes for special needs. The analysis results have shown that the main issue of working with pupils with emotional and behavioural disorders is inadequate analysis. To sum up, emotional and behavioural disorder (EBD) is mainly classified with other disorders, which makes the personnel's work even more difficult. Besides the school counsellors in some cases do not feel themselves competent enough to work with pupils that have emotional and behavioural issues. The biggest challenge of working with children that have emotional and behavioural disorders (EBD) present risky behaviours such as non-cooperation, opposition, physical and verbal violence, ruining of school inventory, self-harming behaviour, etc. Strategies, which school counsellors mostly use while working with pupils that have emotional and behavioural disorders are mostly workshops in the classroom and regular individual treatments. Working with parents and external experts has also been presented as urgent. Working with teachers, interviewees evaluate as good, depending on the experience of the teacher. The responsibility of a teacher and a school counsellor while working with children with emotional and behavioural disorder, is as the results have shown, divided – in the opinion of school counsellors the teacher carries a major responsibility. The responsibility which is put on school counsellors is shown in the way they are expected to provide quick and efficient solutions, which should improve the disturbing behaviour of a pupil at once. To sum up, the treatment of children with emotional and behavioural issues is extraordinary complex, lasts longer and demands the cooperation of the personnel with the external institutions and experts. The research performed with its results and findings will make a contribution for improving school counsellors' work as well as providing guidelines and instructions for more efficient work for children with emotional and behavioural disorder (EBD) in the future.
Keywords:emotional and behavioural disorder/issue (EBD), a programme for special needs, school counselling service, pupils on a primary level, disturbing behaviour


Back