Cooperation of social pedagogues providers of additional professional assistance and parents in primary school

V magistrski nalogi sem raziskovala sodelovanje socialnih pedagoginj izvajalk dodatne strokovne pomoči s starši otrok s čustveno vedenjskimi težavami po odločbi o usmerjanju za otroke s posebnimi potrebami. Izhajala sem iz predpostavke, da je šola prostor, v katerem učenci v veliki meri razvijajo tudi čustvene in socialne spretnosti, a se otrokova prva socializacija oziroma vzgoja odvija v družini. Pomembno je, da sta tako šolski kot družinski sistem usklajena glede ciljev, ki jih zasledujeta in delujeta sodelovalno ter tako otroku nudita podporo. Partnerski odnos, ki se vzpostavlja pri sodelovanju med pedagoškimi delavci šole in starši je opredeljen kot najustreznejši model sodelovanja. Otrokom, ki jih Komisija za usmerjanje otrok s posebnimi potrebami opredeli kot učence s čustveno vedenjskimi težavami, na rednih osnovnih šolah priskrbijo dodatno strokovno pomoč socialnega pedagoga. Socialna pedagogika je naravnana v sistemsko razumevanje čustvenih in vedenjskih težav in stremi k celostni obravnavi v življenjskem prostoru posameznika, zato je ob izvajanju pomoči povezovanje večih deležnikov osrednji izziv njegovega dela. Rezultati kvalitativne raziskave so pokazali, da dajejo socialne pedagoginje kot izvajalke dodatne strokovne pomoči v odnosih s starši največji pomen osebnemu pristopu in vsakemu staršu prilagojenemu načinu komuniciranja. Tekom procesa sodelovanja s starši skrbijo za vzdrževanje medsebojne podpore in zaupanja. Pomembni temelji za uspešno sodelovanje so kompetentnost izvajalke DSP, podporno delovno okolje in pripravljenost staršev za sodelovanje. Kot glavne ovire so sogovornice navedle neoseben pristop šole, nesodelovalnost staršev ter lastne omejitve v smislu pomanjkanja izkušenj in kompetenc. Za preseganje teh ovir skušajo vplivati na svoje delovno okolje, pridobivati nova znanja in kompetence, da lahko kvalitetnejše vstopajo v odnose s starši.This MA thesis researches the cooperation of social pedagogues providers of additional professional assistance with the parents of children who have emotional and behavioural problems according to an official decision of placement of children with special needs. The basis was the assumption that school is a space where students also develop their emotional and social skills to a great extent, but a child’s first socialisation process and upbringing takes place inside their family. The important thing is that, when it comes to supporting the child, the school system as well as the family system are coordinated in terms of goals they pursue and that they work together. The partnership that is established in the cooperation between school pedagogical staff and parents is defined as the most appropriate model of cooperation. Children who are identified as children with emotional and behavioural problems by the Commission of placement of children with special needs, get additional professional assistance of social pedagogues in regular primary schools. Social pedagogy is oriented towards a systematic understanding of emotional and behavioural problems and strives for a holistic treatment in the living environment of the individual. That is why the main challenge of giving assistance is cooperation of several participants. The results of qualitative research have shown that, when it comes to relations with parents, social pedagogues providers of additional professional assistance give the greatest importance to a personal approach and a manner of communication that is adjusted for each individual parent. During the process of cooperation with the parents they take care of maintaining mutual support and trust. A vital basis for a successful cooperation are the competency of the provider of additional professional assistance, a supportive work environment, and the willingness of parents to cooperate. The main obstacles the participants mentioned are an impersonal approach of the schools, noncompliance of the parents, and personal restrictions in terms of a lack of skills and competence. In order to overcome these obstacles, they try to influence their work environment, gain new knowledge and competence, so that they can make a better start of a relationship with parents