Adolescent´s attitudes toward the process of institutional help and suport

The master´s thesis considers a subjective perception of processes of assistance and support to children and adolescents with emotional and behavioural difficulties. In a theoretical part are presented characteristics of children and adolescents (hereinafter: c/a) with emotional and behavioural difficulties (hereinafter: EBD), factors which (co)influence appearance of EBD, as well as processes of assistance and support to c/a with EBD. Additionally, focus is put on characteristics of socio-pedagogical diagnosing and intervention, and other important concepts used in work with this population. Presented is also reconstructive explanatory approach. An empirical part is aimed to examine a subjective perception of assistance to adolescents with EBD, as well as their subjective experiencing of staying in an educational institution in the context of their individual biographies. Moreover, the master thesis strives to study also an aspect of professional staff which work with c/a with EBD, i.e. what is their perspective on a system of assistance and support to a respective population. For this purpose I used a qualitative research method, wherein were in research included four adolescents and four educators. I conducted partly structured interviews, which were then encoded and analysed by use of a qualitative content analysis. On a basis of biographical narratives it was established, that adolescents are characterised by specific life courses, various problems, as well as growing up in environments with numerous risk factors, what caused their involvement in various forms of assistance and support outside their original family. Their perception of settlement and assistance changed in time. Currently they are very satisfied with offered forms of assistance. Adolescents are actively engaged in planning of their own process of assistance and support, as well as co-creation of life in a group. They have a stable and warm relationship with their educators. They are aware of their own role, activity and responsibility in the process of assistance. Educators think, that a authentic relationship with c/a, respect of their individual needs, acting from a position of power, active involvement of c/a and a positive atmosphere in a group are crucial elements of a successful assistance. Educators report good cooperation with parents and external experts. I managed to establish, that educators are satisfied with results of their work, but a majority of them agreed that assistance would be more efficient, if it was more flexible, adapted to actual needs of c/a and concurrently directed to a developmental support and acoompany of c/a on their path to adulthood. The master thesis based on interviews with educators contributes a significant insight into challenges, shortcomings and difficulties in the existing system of assistance and support to c/a with EBD