Uloga odgojitelja u pružanju podrške djeci izloženoj stresu i traumi

Kao i odrasli, djeca diljem svijeta izložena su stresnim i traumatskim događajima koji nepovoljno utječu na njihov tjelesni, socioemocionalni i kognitivni razvoj. Bitnu ulogu u utjecaju stresnih i traumatskih događaja na razvoj djeteta ima njegova okolina. Djeca izložena stresnim i traumatskim događajima trebaju podršku i razumijevanje okoline uključujući obitelj i vrtić. Prvi dio rada teorijski je usmjeren na pojam stresa i traume u dječjoj dobi, reakcije na stresni i traumatski događaj te suočavanje s takvim događajima. Nakon toga slijedi teorijska koncepcija važnosti uloge okoline u pružanju podrške djeci izloženoj stresu i traumi. Posljednje poglavlje ovoga rada prikazuje kvalitativno istraživanje čiji je cilj bio utvrditi koje strategije koriste odgojitelji u pružanju podrške djeci izloženoj stresu i traumi. Istraživanje je provedeno pomoću polustrukturiranog intervjua i u njemu je sudjelovalo dvanaest odgojiteljica. Provedenim istraživanjem dobiven je detaljan uvid u postupke te mišljenja i iskustva odgojiteljica u radu s djecom izloženom stresnim i traumatskim događajima. Na temelju prikupljenih podataka istraživanja utvrđeno je na koji način odgojiteljice pružaju pomoć i podršku djetetu izloženom stresnim i traumatskim događajima, kako prilagođavaju pristup rada u odgojnoj skupini u kojoj se nalazi dijete izloženo takvim događajima te kako surađuju s roditeljima djeteta i stručnim suradnicima u odgojno-obrazovnoj ustanovi.Just like adults, children around the world are exposed to stressful and traumatic events which can have a negative impact on their physical, sociological, emotional and cognitive development. A key part in the influence of stressful and traumatic events on a child’s development is played by their surroundings. Children who are exposed to this kind of stress need the support and un-derstanding of their surroundings, including their family and kindergarten. The first part of this thesis will deal in the theory of stress and trauma during childhood, reaction to stress and trauma, and facing these events. After that, the focus will be on the theoretical concepts of the role of the child’s surroundings in supporting and helping to deal with stress and trauma. The final chapter will display a qualitative research whose role is to determine the strategies used by education workers in giving support to children dealing with stress and trauma. The research itself was conducted as a semistructured interview with twelve education workers. This research has granted a detailed insight into actions, opinions and experiences of education workers work-ing with children who were dealing with stress and trauma. Based on the collected data , it has been determined which course of action education workers used to help children dealing with stress and trauma, how they adapt their approach in working with a group where a stressed or traumatized child is present, and how they cooperate with the childs parents and the experts at their educational facility