1,720,992 research outputs found
Assessment of Operational Functions of Social Pedagogues’ as those who Create Social Welfare of Children.
No full textThe aim of the present study is to reveal the functions of the social pedagogues’ who create social welfare for children ( the present situation and further development). In order to achieve the social pedagogues‘ performing the functions of activities seeking for the better children welfare this reserach could be characterised by such problematic questions as : what are the functions of the social pedagogues‘ as social welfare providers? What are the present situation and further development of social pedagogues as social welfare providers? Of what consist the activities content performing the functions of the social welfare of social pedagogues‘? The conclusions presented are based on the research carried out by the author of this paper. They are as following: 1. The analysis of answers of the quality content of the experts confirmed that likely all the social pedagogues provide the fuctions given in their work requirements. It is believed that most social pedagogues‘ work performing the corrective function and less - the coordinative. 2. The study of analysed data revealed that social pedagogues are likely to believe that seeking for children welfare the mainly attention should be imposed on the consultative function and implementing this function is particularly important on constructing the better learning achievements of children, the material basis and less attention should be imposed on the legal function and its implementation. The experts of the social welfare of Siauliai town‘s gymnasiums and progymnasiums participated in the research
Impact of social learning on adolescents‘ behaviour in virtual environment.
No full textThe aim of the present study is to reveal the impact of the social learning on adolescents' behaviour in the virtual environment after practise research is done. In order to discover the culture of the behaviour and the peculiarity of the activity of adolescents' in the social networks it is able to characterize this research by such problematic questions: How adolescents' evaluate their culture of the behaviour in the virtual environment? What are the opinion about adolescents' culture of the behaviour and the reason of activity in social networks of social pedagogues and their rendering service? What is the impact of social learning on adolescents' behaviour in the virtual environment? The children of ninth and tenth grade of town Kelmė secondary school aged 15-16, subjects teachers and social pedagogues participated in the research. As well as the group of sixth persons participated in the reserach on the voluntary basis. The need of the social learning themes in the respect of students and social pedagogues was discovered after the experimental research. The experiment of the social learning is done applying the activity research and the content of activities is created and implemented through the general extra social learning activities. The content of activities is based on five highest averages of social themes after the experiment research is done. The conclusions presented are based on the research carried out by the author of this paper. They are as following: 1. The research showed five ranges of adolescents' culture of behaviour: the basis of the culture of communicating (realistic and virtual)- the development of information; risks and dangers in the virtual environment; bullying in social networks and the dominant value and general capabilities in the virtual and realistic environment. 2. The impact of the social learning on adolescents' behaviour in the virtual envronment is discovered after the evaluation in writing form is done. The structural parts of the impact of the social learning is distinguished : the gained knowledge of the implementation of information, bullying, risks and dangers and general capabilities in the virtual environment. The further development of the activity is offered after each practise is filled in self- reflection diary (emotions, the data of administrative and technical)
Ways of social pedagogue's work with risk families.
No full textThis bachelor thesis analyzes ways of social pedagogue’s work with social risk families. Objectives of the thesis: 1. To reveal the concept of social risk families, the importance of family and community, and peculiarities of social pedagogue‘s work with social risk families; 2. Using unstructured interview in writing to reveal ways of social pedagogue‘s work with social risk families; 3. Based on the survey data make recommendations on how to improve the social pedagogue‘s work with social risk families. The research methods: a theoretical analysis, open type interview in writing and content analysis. The study included five social pedagogues employed in educational institutions in Šiauliai and Radviliškis cities. The study found that when social pedagogues become aware of a child‘s from social risk families or the family‘s difficulties or problems, usually inform other people (representatives of school administration, other teachers or parents). Contact with social risk families is established and held during interviews with the child and parents. More frequent meetings with child from social risk families take place in the classroom, sometimes using a personal interview with him. Social pedagogues often try to create a suitable microclimate for an interview promoting the openness of the conversation, support of incentives, encouragement and warm interaction. They stress the child welfare commission meetings as the most frequent inclusion of the school community to work with children and parents from social risk families, and to help social risk families (at first child) they include external resources which are often focused on public bodies or non-governmental organizations. Social pedagogues recognize the greater and deeper and broader communication and collaboration with different institutions and organizations, and the importance of individuals. Social pedagogues stress the interpretation of the consequences of social risk family action as a key way to encourage social risk families to take responsibility for their actions. Social pedagogues prevail orientation to person (family) based on individual work with the child and the family (parents) using information and counseling techniques
Analysis of people with disabilities subjective experiences of participation in nongovernmental organization.
No full textTheoretical analysis of scientific literature sources showed that social participation is construed as multiple construct covering different-form-based active participation of a person in social life. There exists a problem of the definition of NGO (non-governmental organization); however, NGO is most frequently defined as any non-profit organization uniting people in pursuit of common goals. Scientific literature focuses on the positive role of NGOs in encouragement of social participation of the disabled and in solving various social problems of this group of people. Based on the theoretical analysis, living theory is person’s explanation about the educational impact on the self-education, learning from others and learning from social environments. Social pedagogy and living theory may be of related educational origin, of life-long learning duration, development of knowledge of narrative social pedagogy and aspects of reflections
Analysis of the Best Practices of a Social Educator Gained while Developing Pupils’ Social Skills.
No full textThe development of social skills is of vital importance in our daily lives. They are being learned from the very first days and are improving for the rest of our lifetime. From the start these skills are gained in the very first and most significant institution – family, and later on being developed and acquired the new ones in the kindergarten and school, as well. The aim of this work is to provide the analysis of good practices of the work being carried out by a social pedagogue while educating students’ social skills. According to this aim there are set certain tasks: to examine the forms of social skills and educational methods through applying theoretical analysis, also, to unfold the role of a social pedagogue in educating students’ social abilities, to reveal education forms of students’ social skills based on social workers practices through applying theinterview method. Moreover, to reveal the education methods, form and structure of students social abilitiesthrough the application of the content analysis, and confirm the reliability of the identified categorieswhile applying expert evaluation method, to provide the project devoted to strengthenstudents’ social skillsaccording to the research theoretical and empiric data. The data of empirical research reveal the necessity to enroll parents into student social skills learning process as they are the ones who know their children best and are directly responsible for their education, thus are of significant help to the specialist.Furthermore, there is a strong emphasis on the advantages of social group activities as well as the need for individual consultations. There is a note on students’ lack of social skills considering culture, respect, self-awareness, evaluation, conflict solving and emotionalcontrol. The need for new social skills programs and specialists who would help to implement social skills programs is expressed, as well
Features of Preventive Afterschool Activities Indented for Development of General Competencies for Pupils in Grades 9-10.
No full textThe present research paper focuses on a theoretic analysis on the features of preventive after-school activities intended for development of general competences for pupils in grades 9-10. According to the raised hypothesis, it is likely that a pupils’ choice of after-school activities for developing general competences is influenced by the supply, demands, and a social educator’s working features. Using a questionnaire method, there was a research conducted aiming at unfolding the features of preventive after-school activities intended for development of general competences for pupils in grades 9-10. The qualitative research (interview) helped to figure out the teachers’ and parents’ opinion about after-school activities. There was also carried out a statistical data analysis. The research paper combines quantitative and qualitative research methods. There are applied a questionnaire and a structured interview. The research data are processed with a computerised SPSS program
The Peculiarities of Emotions and Behavior of Addict’s Women and Men in Long Term Rehabilitation.
No full textThe analysis of the peculiarities of emotions and behavior of addict‘s women and man in long term rehabilitation have been done in this paper. The problematic questions have discribed the problem of the research: 1) what are the emotional changes of addict‘s people in lpng-term rehabilitation period? 2) what are the behavioral changes of addict‘s people in lpng-term rehabilitation period? It is important to note that the interrogatory by filling in the form is also under the consideration with its purpose to investigate the peculiarities of emotions and behavior of addict‘s women and man in long term rehabilitation
Assessibility of social assistance to family growing a child vith disabililities in Lithuania and Ukraine.
No full textExpecting and having a baby in each family equates to the greatest miracle that changes the routine of life, communication and psychological climate. Raising a child requires effort, responsibility, lifelong learning. Parents face many difficulties in raising a child, but families with a disabled child are exposed to a situation of particular vulnerability. Hallahan and Kauffman (2003), Henderson, Brayan (2011), et al. emphasize that the family psychosocial situation is influenced by the family's network of relationships, parents' emotional maturity, relationships with other loved ones, social support, direction of assistance, therefore families have a particular need for help and support. Family members face many issues, anxieties, tensions. Facing a real problem puts the whole family into a disability situation. According to Leliugiene (2003), in case of a child's disability, the parents themselves must first be accustomed to a new role – to that of a disabled child's parents. Niemann and Jacob (2016) believe that parents may find it easier to cope with overwhelmed feelings if they are aware that strong experiences help to cope with overwhelmed burdens and encourage them to act in order to help their child
Optimization of social pedagogue’s work in the commission of special education.
No full textThe theoretical work analysis was undertaken for pupils with special educational needs in general education schools and social pedagogue participation in the process of meeting the special social needs. There was raised the hypothesis that social educators are only episodically involved in meeting the pupils' special educational needs; they are included in the activities of the Special Education Commission, but rather formally. The content analysis method was used, which aimed to find out the costs of special education in school characteristics, possible shortcomings and mistakes and social opportunities for teachers to participate in special educational needs, performing the content analysis of documents. Questionnaire survey method was designed to identify teachers’ expression to the special education and to explore how the social educator's role, meeting the special educational needs, is evaluated by the social educators themselves and SEC members. The objective of the interview used in the study was to obtain the necessary information to the investigation about the special education situation in the district schools, the various features of this process, teachers and students’ experiences, their subjective views on the social educator's role, meeting the special educational needs. The study took part in the X, Y and Z areas and included 51 social pedagogues, 51 Special Education Committee Chairmen and 51 members of the commission. There were analyzed 400 documents relating to the special needs of schools. The empirical part aims to evaluate the dominant role of the social pedagogue meeting the special educational needs of students in general education schools, their provisions of the SEN children and their education. It also seeks to clarify the evolving needs and expectations of teachers for the change of pupils with special educational needs. The most important empirical findings of the study: 1. The hypothesis that social educators are only episodically involved in meeting the pupils' special educational needs was confirmed. They are included in the activities of the Special Education Commission, but rather formally and episodically. 2. Social educators, carrying out the membership functions in the Special Education Commission, face difficulties in assessing the child's skills, in formulating objectives working with them and selecting appropriate methods. 3. In the documents, which recorded children's difficulties, and capacity assessment, special education and the correction performance, social pedagogues formulate the claims which are rather vague, innumerous and informative. Social pedagogues often put more emphasis on negative characteristics of pupils and inappropriate behaviour, and very rarely mention the students’ potential capacity and the development of social skills. 4. After carrying out the comparative analysis of the results of the X, Y and Z areas which took part in the study, it can be assumed that the consistent and specific requirements allow to better meet the special educational needs and help to avoid the formalization and the extreme subjectivity, rendering social and pedagogical assistance to SEN pupils
THE POSSIBILITIES OF SCHOOLCHILDREN’S PARTICIPATION IN EXTRACURRICULAR ACTIVIES.
No full textThe paper deals with the theoretical analysis of additional education purpose, the schoolchildren’s spare – time entertainment participation in the comprehensive school and social educator participation in the out–of- school activity. Hypothesis: children’s participation in the out–of- school activity parents, teachers and social educator affects only partly, their choice determined by supply, opportunities and self determination. Content analysis was used to extracurricular activities at school find out the characteristics, shortcomings and mistakes, and opportunities for social educator to participate in spare – time entertainment to analyze the open questions and interview responses of content analysis. Questionnaire survey method was sought to identify schoolchildren’s and parent's attitudes towards the resolution of additional education and to explore how the role of the school, meet the needs of the entertainment, value participants themselves. Study used interviews aim to study the information about non-formal educational situation in the schools, teacher‘s and schoolchildren’s experiences, their subjective views on the social educator. The study included 452 persons. Questionnaire survey involved 436 respondents: 234 students and 202 parents. Semi-structured interviews were conducted in nine schools of the country, where were interviewed nine representatives of school administrations, the umbrella non-formal education in educational institution and nine school social educator. The possibilities of schoolchildren participation in extracurricular activities, the social educator role for schoolchildren choosing and attending school circles were considered in the empirical part. The most important empirical conclusions that were drawn are: 1. The hypothesis confirmed that children's participation in the out–of- school activity parents, pedagogue and social educator affects only partly. Schoolchildren’s choice determined by supply, opportunities and self determination. 2. Questionnaire survey results showed that schoolchildren living in the city have more choices and more opportunities to participate in the out – of - school activity. This has affected the material conditions, family and children’s motivation. 3. Following the semi-structured interview analysis, it can be assumed that the out–of- school activities for the planning and organization of the school focuses on passing lack of flexibility, systematic and consistent. 4. Social educator are involved in non- formal education, but they works officially 5. The results of investigation showed that purposive schoolchildren’s leisure satisfaction is changeable process that requires regular work and cooperation of all participants. Single strategy, invoking the principles of universality and consistency, enabling more effective work to social educator in organizing schoolchildren’s spare – time entertainment, and encourage teachers, parents and leaders circle cooperation
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