20.500.12556/DKUM-83780 Naslavljanje slabe novice: izobraževanje za srednješolske učitelje izobraževanje za srednješolske učitelje Breaking Bad News: Training for High School Teachers magistrsko delo Sporočanje oz. naslavljanje slabe novice je tema, ki je v zdravstvenem okolju in pri policiji relativno dobro raziskana, medtem ko je v šolskem okolju o tem le malo govora. Preventivnih intervencij, ki bi poskušale izboljšati kompetentnost učiteljev za naslavljanje slabe novice, je le peščica, čeprav šolsko okolje predstavlja prostor, v katerem mladostniki preživijo velik del svojega časa in so zato takšni pogovori skoraj neizogibni. Način, na katerega sporočimo ali predstavimo slabo novico, vpliva na celoten potek žalovanja in tudi na duševno zdravje žalujoče osebe. V tem magistrskem delu smo želeli povišati zaznan občutek kompetentnosti učiteljev za sporočanje slabe novice in ugotoviti, ali se delovna leta in izkušnje, empatija, odnosna kompetentnost, prepričanja o socialnem in emocionalnem učenju oz. svoji vlogi, površinsko in globinsko igranje strategij čustvenega dela ter blagostanje povezujejo s tem občutkom. Zanimalo nas je tudi, ali ga lahko s tem modelom napovemo in ali bo naše izobraževanje spremenilo tudi katerega izmed drugih merjenih konceptov. Vzpostavili smo stik s šolami iz Podravja in Pomurja ter jih razdelili v kontrolno in eksperimentalno skupino, v katerih smo izvedli izobraževanje na temo sporočanja slabe novice, ki je temeljilo na pilotni študiji. Izobraževanje je bilo razdeljeno na teoretični del in predstavitev primerov. Udeleženci so izpolnili dva vprašalnika v razmiku dveh do treh tednov s pomočjo spletnega orodja 1ka. Izvedli smo mešano ANOVO za preverjanje učinkov naše intervencije pri občutku kompetentnosti in tudi pri preostalih merjenih spremenljivkah. Preverili smo enostavne in glavne učinke tam, kjer je to bilo potrebno. Uporabili smo Pearsonov in Spearmanov korelacijski koeficient za preverjanje povezav merjenih spremenljivk in izvedli linearno multiplo regresijo za napovedovanje občutka kompetentnosti za sporočanje slabe novice. Ugotovili smo, da je naše izobraževanje izboljšalo občutek kompetentnosti za sporočanje slabe novice in je bilo s strani udeležencev ocenjeno kot koristno. K temu so najbolj pripomogle predstavitve primerov in konkretna navodila za ravnanje v takih situacijah. V drugem vprašalniku so bile zaznane spremembe v blagostanju udeležencev, ki se je v obeh skupinah znižalo. Skupini sta se pomembno razlikovali tudi v površinskem igranju, ki se je v eksperimentalni skupini znižalo, v kontrolni pa povišalo. Znižala se je tudi dimenzija predanost prepričanj o socialnem in emocionalnem učenju v obeh skupinah. Izmed merjenih spremenljivk sta se le dve dimenziji prepričanj o socialnem in emocionalnem učenju pomembno povezovali z občutkom kompetentnosti za sporočanje slabe novice, in sicer dimenziji udobje in predanost. Slednja se je povezovala negativno, prva pa pozitivno. Prav tako sta bila to edina pomembna napovednika zaznanega občutka kompetentnosti za sporočanje slabe novice, ki sta pojasnila četrtino variance, čeprav se je izkazal celoten model z osmimi napovedniki, ki je zajemal posamezne dimenzije prepričanj o socialnem in emocionalnem učenju, pomemben pri napovedovanju občutka kompetentnosti. Raziskava ima veliko uporabno vrednost, saj smo ugotovili, da lahko z izobraževanjem izboljšamo kompetentnost učiteljev za sporočanje slabe novice, hkrati pa jo lahko napovemo na podlagi dveh dimenzij prepričanj učiteljev o socialnem in emocionalnem učenju. Ponuja vpogled v to področje v Sloveniji in predstavlja izhodišče za prihodnje raziskave ter razvoj novih intervencij. Breaking or delivering bad news is a topic that is relatively well researched in the healthcare sphere and the police, while it is little talked about in the school environment. There are only a handful of preventive interventions that try to improve teachers' competence of delivering bad news, although the school environment is a place where adolescents spend a large part of their time, and therefore such conversations are almost inevitable. The way in which we communicate or address bad news affects the entire course of mourning and also the mental health of the bereaved person. In the master's thesis, we wanted to increase the perceived sense of competence of teachers for communicating bad news and find out whether years of service and experience, empathy, relational competence, beliefs about social and emotional learning or their role, the surface and deep acting of emotional labour strategies and well-being are associated with this feeling of competence. We were also interested in whether we can predict the latter with this model and whether our training will also change any of the other measured concepts. We contacted schools from Podravje and Pomurje and divided them into control and experimental groups, where we conducted training on the topic of communicating bad news based on a pilot study. The training was divided into a theoretical part and a presentation of cases. Participants completed two questionnaires two to three weeks apart using the 1ka online tool. We performed a mixed ANOVA to test the effects of our intervention on the sense of competence as well as on the remaining measured variables. We checked for simple and main effects where appropriate. We used Pearson's and Spearman's correlation coefficients to examine associations between measured variables and performed linear multiple regression to predict feelings of competence in delivering bad news. We found that our training improved the sense of competence in breaking bad news and was rated as useful by participants. What contributed the most the this, were the presentations of cases and concrete instructions for dealing with such situations. In the second questionnaire, there was also a change in the well-being of the participants, which decreased in both groups. The two groups also differed significantly in surface acting, where there was a decrease in the experimental group and an increase in the control group. The dimension Commitment of beliefs about social and emotional learning also decreased in both groups. Among the measured variables, only two dimensions of beliefs about social and emotional learning were significantly associated with the feeling of competence for breaking bad news – the dimensions Comfort and Commitment. The latter correlated negatively, while the former did so positively. Also, these two were the only significant predictors of perceived competence for breaking bad news, explaining a quarter of the variance, although the overall model with eight predictors, which included individual dimensions of social and emotional learning beliefs, proved significant in predicting competence. Our research has great practical value, as we found that through teacher training, we can improve the competence of teachers to communicate bad news, and at the same time, we can predict it based on two dimensions of teachers' beliefs about social and emotional learning. The research offers an insight into this area in Slovenia and represents a starting point for future research and the development of new interventions. sporočanje slabe novice izobraževanje občutek kompetentnosti žalovanje šolsko okolje socialna podpora breaking bad news teacher training feeling of competence bereavement school environment social support true true false [A. Hanžekovič] Slovenski jezik Angleški jezik Magistrsko delo/naloga 2023-02-07 10:41:38 2023-03-09 12:19:04 2023-03-10 03:09:47 0000-00-00 00:00:00 2023 0 Maribor 0 Maribor 1 spletni vir (1 datoteka PDF (X, 74 str.)) 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 159.97:393.7(043.2) 144608259 MAG_Hanzekovic_Amadeja_2023.pdf MAG_Hanzekovic_Amadeja_2023.pdf 1 7C457AA48B137AD2FB0AE4349A342872 ad498b49b58ade006fed8f14c6867fa27252e3ab72ce4cd49d33af0a9e573d1b f81119df-a6cc-11ed-b55b-00155d000105 https://dk.um.si/Dokument.php?lang=slv&id=165609 Filozofska fakulteta 0 0 0