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Title:NEKATERI SOCIOLOŠKI VIDIKI UČENCEV S ČUSTVENIMI IN VEDENJSKIMI TEŽAVAMI PRVEGA IN DRUGEGA VZGOJNO-IZOBRAŽEVALNEGA OBDOBJA
Authors:ID Štrekelj, Lucija (Author)
ID Goriup, Jana (Mentor) More about this mentor... New window
Files:.pdf MAG_Strekelj_Lucija_2016.pdf (1,69 MB)
MD5: 4D27FA0404F4ED3B04BD2A53547906E7
 
Language:Slovenian
Work type:Master's thesis
Typology:2.09 - Master's Thesis
Organization:PEF - Faculty of Education
Abstract:Tema magistrske naloge so nekateri sociološki vidiki učencev s čustvenimi in vedenjskimi težavami (ČVT) prvega in drugega vzgojno-izobraževalnega obdobja. V teoretičnem delu magistrske naloge smo predstavili značilnosti učencev s ČVT ter opisali vzroke za pojav in pojavne oblike, v katerih se ČVT najpogosteje pojavljajo. Opisali smo psihosocialne dejavnike, ki vplivajo na ČVT ter raziskali, kakšne vrste pomoči lahko nudimo učencem s tovrstnimi težavami. Raziskava je temeljila na neslučajnostnem priložnostnem vzorcu učiteljev z osnovnih šol v Koroški in Štajerski regiji, ki v šolskem letu 2015/2016 poučujejo v prvem ali drugem vzgojno-izobraževalnem obdobju in imajo v razredu učenca, ki kaže znake ČVT. Pri tem so nas zanimale razlike med razredom in spolom učencev s ČVT ter delovnimi izkušnjami anketiranih učiteljev. Kot merski pripomoček smo uporabili spletni anketni vprašalnik. Na podlagi rezultatov je bilo ugotovljeno, da se znaki ČVT pri učencih pokažejo že v prvem vzgojno-izobraževalnem obdobju, da imajo razredni učitelji ključno vlogo pri prepoznavanju in pomoči učencem s ČVT, da je družinsko socialno okolje glavni povzročitelj ČVT ter da je vedenje učencev po ocenah učiteljev najpogosteje odraz neupoštevanja pravil in razvajenosti ali pomanjkanja emocij in pozornosti v domačem okolju. Ocenjujemo, da ti otroci potrebujejo pomoč, ki jim jo najpogosteje nudijo razredni učitelji v sodelovanju s strokovnjaki in starši. Ugotovili smo, da so učenci s ČVT v drugem vzgojno-izobraževalnem obdobju med sovrstniki slabše socialno sprejeti, da so sovrstniki manj tolerantni in ne odobravajo njihovega vedenja, saj motijo učni proces in se jih bojijo. Anketirani učitelji menijo, da imata športna vzgoja in šport pozitiven vpliv na samopodobo učencev s ČVT in njihovo socialno sprejetost med sovrstniki.
Keywords:čustveno-vedenjske težave (ČVT), učenci, osnovna šola, učitelji, pomoč, starši, socialna sprejetost
Place of publishing:Maribor
Publisher:[L. Štrekelj]
Year of publishing:2016
PID:20.500.12556/DKUM-59856 New window
UDC:37.015.3:159.922.7(043.2)
COBISS.SI-ID:22640392 New window
NUK URN:URN:SI:UM:DK:BXN3MJVB
Publication date in DKUM:10.10.2016
Views:1356
Downloads:165
Metadata:XML DC-XML DC-RDF
Categories:PEF
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Secondary language

Language:English
Title:SOME SOCIOLOGICAL ASPECTS OF PUPILS WITH EMOTIONAL AND BEHAVIORAL DIFFICULTIES IN THE FIRST AND SECOND EDUCATIONAL PERIOD.
Abstract:The subject of this master’s thesis is Some Sociological Aspects of Pupils with Emotional and Behavioral Difficulties in the First and Second Educational Period. In the theoretical part we introduced the characteristics of pupils with emotional and behavioral difficulties, and at the same time we described the causes of occurrence and forms in which these difficulties appear most frequently. We described psychosocial factors which affect the emotional and behavioral difficulties, and we also researched the types of assistance that can be offered to pupils with such difficulties. Our research was based on non-probability, convenience sample of teachers from elementary schools in Carinthia and Styria, who teach in the first or secondary educational period in the school year of 2005-2016 and have a pupil in class with emotional and behavioral difficulties. In the process we were interested in the differences of pupils with emotional and behavioral difficulties by grade and sex, and in the differences of interviewed teachers by work experiences. As a metric accessory we used an on-line survey questionnaire. The results showed that the signs of pupils’ emotional and behavioral difficulties are already shown in the first educational period, that the class teachers have a crucial role in recognition and in offering help to pupils with emotional and behavioral difficulties, that family social environment is the main cause of emotional and behavioral difficulties, and that by teachers’ reckoning the behavior of pupils is most frequently the reflection of failure to respect the rules and of being spoiled or lacking emotions and attention in home environment. We evaluate that these children require assistance which is most frequently offered by class teachers in association with professionals and parents. We established that pupils with emotional and behavioral difficulties in the second educational period are less favorably socially accepted by peers, that peers are less tolerant and do not approve their behavior because these children disturb the learning process, and peers fear them. Teachers believe that physical education and sport have a positive influence on self-image of pupils with emotional and behavioral difficulties, and on their social acceptance between peers.
Keywords:emotional and behavioral difficulties, pupils, elementary school, teachers, assistance, parents, social acceptance.


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