Approaches of social workers in elementary school in the case of pupil exclusion

V šoli so vir otrokove čustvene prizadetosti in trpljenja lahko slabi vrstniški odnosi, medvrstniško nasilje in ponižanje, slabi odnosi z učiteljem, nezmožnost zadostiti zahtevam šole, neuspešnost, obup ter tudi izključenost. Ravno izključenost otrok iz razredne skupnosti pa je bil tisti vir, ki sem ga raziskoval v magistrski nalogi. Raziskovalni problem sem osredinil na vlogo svetovalne službe pri preprečevanju socialne izključenosti otrok v osnovni šoli. Odgovore sem iskal na treh področjih raziskovalnih vprašanj: katere preventivne dejavnosti izvajajo socialne delavke za krepitev razredne skupnosti, kako na šoli pristopijo v primeru pojava izključenosti posameznika iz razredne skupnosti in kako socialne delavke prepoznajo in se odzivajo na stisko otrok(a) zaradi nesprejetosti v razredno skupnost. Moja raziskava je kvalitativna, za samo raziskavo sem zbral podatke s pomočjo delno standardiziranega intervjuja, ki sem ga opravil s šestimi socialnimi delavkami, zaposlenimi v osnovnih šolah. Z raziskavo sem ugotovil, da socialne delavke izvajajo različne socialne igre, preventivne delavnice in pogovore za krepitev razredne skupnosti. Kot najbolj učinkovite preventivne oblike dejavnosti za preprečevanje izključenosti posameznika iz razredne skupnosti so se pokazale socialne igre in delavnice. Za ponovno vključevanje učenca v razred izvajajo socialne delavke interventne aktivnosti, kjer izvajajo pogovore, tematske razredne ure na temo sprejemanja in delavnice z namenom učenja socialnih veščin. Šolska skupnost na pojav izključenosti otroka iz razredne skupnosti reagira in ukrepa takoj, samo nesprejetost učenca socialne delavke opazijo po tem, da je učenec velikokrat sam. Nesprejeti otroci lahko v želji po preseganju lastne nesprejetosti pokažejo željo po sodelovanju v določeni skupini, ob tem mora tudi razred sprejeti učenca medse. Z raziskavo sem tudi ugotovil, da pogovor predstavlja najboljšo metodo za pomoč s strani socialnih delavk, socialno delovni odnos pa je bil predstavljen kot velika prednost, ki jo imamo socialni delavci v primerjavi z drugimi svetovalnimi delavci v timu. Moj predlog je, da se v osnovnih šolah zaposli več svetovalnih delavcev in da bi bil v vsaki osnovni šoli zaposlen vsaj en socialni delavec v timu svetovalne službe. Predlagam tudi izvedbo še več preventivnih dejavnosti ter večkratne in periodične delavnice o pozitivnih učinkih vključevanja vseh v razredno skupnost na razredno klimo.The source of a child\u27s emotional distress and suffering at school can be poor peer relationships, peer violence and humiliation, poor relationships with the teachers, inability to meet school requirements, failure, despair and also exclusion. The exclusion of children from the class community is the main topic that I researched in my master\u27s thesis. The main purpose of my work was to examine what is the role of counseling service in primary school for preventing social exclusion among children. I was looking for answers in three main aspects: which preventive activities are carried out by social workers in primary school in class for pupils to strenghten the class communityhow does the whole school as a community react on social exclusion in classand how is understanding of distress caused by social exclusion recognized by social workers and how do they respond on it. My research, for which I choose to collect data from partially structured interviews, is qualitative. I have interviewed six social workers employed in primary schools in Slovenia. Through research I found that social workers conduct a variety of social games, prevention workshops and conversations to strengthen the class community. Social games and workshops have proven to be the most effective preventive forms of activities to avert exclusion of an individual from the class community. To reintegrate excluded peer into the class, social workers carry out intervention activities where they conduct interviews, thematic classes on the topic of acceptance, and workshops with the aim of learning social skills. The school community immediately reacts and acts on the phenomenon of a child\u27s exclusion from the class community. Social workers usually noticed the rejection of a peer when they are often isolated from the rest of the class. Unaccepted children may show desire to participate in a certain group longing to overcome their own non-acceptance, and the class must also accept that child among themselves. Through research I also found that conversation is the best method of help carried out by social workers, and the welfare service relations was presented as a great advantage that social workers have over other counselors on the school counseling team. I suggest more counselors be recruited in primary schools and that at least one social worker in the counseling service team be employed in each primary school. I also suggest carrying out even more preventive activities as well as repeated and periodic workshops on how involving everyone in the class community positively effects the class dynamics