20.500.12556/DKUM-74023 Vloga šolskega svetovalnega delavca pri razvijanju socialnih veščin The role of school counselor in developing social skills V magistrski nalogi smo proučili vlogo šolskega svetovalnega delavca pri razvijanju socialnih veščin. V teoretičnem delu smo najprej opredelili šolsko svetovalno službo, njene osnovne dejavnosti ter področja dela. V nadaljevanju smo proučili socialne odnose in opisali dve najpogostejši obliki socialnih odnosov, ki ju učenci vzpostavijo v šoli. Opredelili smo pojem socialne veščine ter opisali posledice slabo razvitih socialnih veščin, pojasnili smo, kako poteka učenje socialnih veščin ter našteli in opisali najpogostejše oblike dejavnosti namenjene učenju socialnih veščin in spretnosti. V empiričnem delu smo s pomočjo anketnega vprašalnika proučili vlogo šolskega svetovalnega delavca pri razvijanju socialnih veščin. V raziskavi je sodelovalo 119 osnovnošolskih svetovalnih delavcev. Osredotočili smo se predvsem na področja, na katerih svetovalni delavci opažajo največje pomanjkljivosti v razvoju veščin, kdo najpogosteje načrtuje in izvaja dejavnosti, katere oblike dejavnosti so najpogosteje uporabljene, kako poteka učenje, katerim področjem dajejo največji poudarek, preventivo na tem področju ter usposobljenost svetovalnih delavcev. Pri tem nas je zanimalo, ali obstajajo razlike glede na izobrazbo svetovalnih delavcev in trajanje njihove trenutne zaposlitve, ter glede na to, ali se šola nahaja v mestnem ali podeželskem okolju (lokacija šole). Ugotovili smo, da ima svetovalni delavec pomembno vlogo pri razvijanju socialnih veščin in spretnosti, saj je pogosto načrtovalec in izvajalec dejavnosti, pri delu pa preko posvetovalnega odnosa sodeluje tudi z učitelji. Pri delu največkrat uporablja individualno svetovalno delo ter socialne igre. In this master's thesis, we studied the role of a school counselor in developing social skills. In the theoretical part, we first defined the role of school counselors and their basic activities and fields of work. In our next step, we took a look at social relations and described the two most common social relations the students form in school. We defined the term social skills and discussed the consequences of badly developed social skills. Additionally, we examined how we learn social skills and listed and described the most common activities aimed at learning these skills. In the empirical part, by leaning on the results of a survey, we studied the role of a school counselor in developing social skills. 119 primary school counselors participated in the survey. We focused primarily on areas where counselors perceive the greatest deficiencies in the development of skills, on who plans and executes activities aimed at learning social skills, what types of activities are most commonly used, how the learning takes place, which areas are given the greatest emphasis, prevention in this area, and the qualifications of counselors. We also explored if there are differences in the level of education and training of the counselors, in the duration of their current employment, and whether the school is located in a city or a rural setting. We have discovered that a school counselor plays an important role in developing social skills, since they are often the planner and operator of activities, and that through counseling, they also work with teachers. As far as methods are concerned, individual counseling and social games are most often used. šolska svetovalna služba svetovalni delavec socialne veščine trening socialnih veščin socialne igre school counseling school counselor social skills social skills training social games true true false [A. Sambolič] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2019-07-21 15:04:23 2019-09-18 12:58:56 2022-08-09 08:03:28 2019-09-19 03:19:01 2019 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 37.048:373.3(043.2) 24732168 URN:SI:UM:DK:G1DGLGSF MAG_Sambolic_Adrijana_2019.pdf MAG_Sambolic_Adrijana_2019.pdf 1 AEFBD550DBEC77B0522D8331F6E4D808 0c2b083ab5542eb6fca3106ca6cb4c562e921d429dd02e420fe9efc123c2a2b1 d3862063-7c10-11eb-bb7a-00155d0001ca 20.500.12556/dkum/b95ae961-db97-4f67-a2a7-a3cb8dc0ce7f https://dk.um.si/Dokument.php?lang=slv&id=135980 Filozofska fakulteta 0 0 0