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KOMPETENCIJE ODGAJATELJA DJEČJIH DOMOVA
Get PDFU radu se nastoji pojasniti pojam kompetencija i sagledati kompetencije iz različitih pristupa koji su dominirali na tom području tijekom njihova razvoja. Različiti pristupi doprinijeli su utemeljenju kompetencija kao multidimenzionalom konstruktu koji se sastoji od niza povezanih dimenzija, kognitivne, funkcionalne, osobne i vrijednosti. Takvo polazište nužno je u razmatranju kompetencija odgajatelja dječjih domova obzirom na kompleksnost područja i posla kojim se ti stručnjaci bave, iako njihova uloga i značaj nisu u znanstvenim krugovima dovoljno prepoznati. Rasprave o tome je li to tek zanimanje ili profesija traju, no još nisu dobile epilog. Odgajatelji u dječjim domovima mogu biti profesionalci različitoga formalnog obrazovanja poput edukacijsko-rehabilitacijskih znanosti, socijalnoga rada, psihologije, pedagogije, logopedije, kako studij za ovo zanimanje ne postoji. Kompetencije odgajatelja sagledane su iz perspektive odgovornosti odgajatelja i umreženosti u rad, potom kroz generičke kompetencije, odnosno šira specifična područaja rada odgajatelja te temeljne principe rada. Sagledavaju se i osobne kompetencije te je naznačena nužnost refleksije profesionalne prakse. Posljednje poglavlje sagledava kompetencije u kontekstu pandemije Covid-19. Uočavajući poteškoće povezane s kompetencijama odgajatelja nužno se nameće potreba osiguravanja kontinuiranoga stručnog usavršavanja i daljnjega razvoja baznih znanja odgajatelja kao stručnjaka koji rade s djecom i mladima u dječjim domovima
Professional competencies of educators to work in residential care
No full textRad se bavi profesionalnim kompetencijama odgajatelja zaposlenih u dječjim domovima u kojima se odgajaju djeca i mladi bez roditelja ili bez odgovarajuće roditeljske skrbi. Odgajatelji zaposleni u dječjem domu mogu biti osobe različitog formalnog obrazovanja kako odgajateljski studij za rad u istom ne postoji. Kompetencije odgajatelja stavljene su u kontekst suvremenih promjena i proces deinstitucionalizacije što zahtijeva da se skrb temelji na znanstveno utemeljenim činjenicama i programima koji doprinose pozitivnim ishodima za korisnike. Svrha rada je proširiti spoznaje o kompetencijama odgajatelja u dječjim domovima. Rad je podijeljen na dva dijela. U prvom, teorijskom dijelu rada dati je prikaz dječjeg doma, brojne kritike domova, različiti modeli domske skrbi kao i prikaz istraživanja o korisnicima te njihova perspektiva. Nadalje se razmatra pojam odgoja, njegovi aspekti, zadaci i ciljevi koji moraju biti usmjereni pozitivnom razvoju korisnika. Odgajatelj kao nositelj neposrednog odgojnog rada u domu ima brojne zadatke koje mora staviti u funkciju svog odgojnog, pedagoškog rada s korisnicima. Povezano s time nužne su mu brojne kompetencije za uspješan rad. U radu se razmatra pojam kompetencija i različiti pristupi kompetencijama, kao i zahtjevi za kvalifikacijama i potrebnim znanjima odgajatelja u skladu sa suvremenim spoznajama i prisutnim procesom deinstitucionalizacije. Drugi dio rada prikaz je empirijskog istraživanja provedenog na uzorku 137 odgajatelja metodom procjene i samoprocjene. Cilj je bio utvrditi što čini kompetentnog odgajatelja te utvrditi znanja, sposobnosti i stavove odgajatelja o vlastitoj kompetentnosti/nekompetentnosti za rad s djecom u domu. Istraživane su pedagoške kompetencije odgajatelja koje čine srž profesionalnih kompetencija odgajatelja. Odgajatelji su procjenjivali i povoljnost radnog okruženja te poteškoće s kojima se susreću u radu ne bi li se dobili dodatni uvidi u njihove kompetencije. S obzirom na izvršene procjene i samoprocjene odgajatelja, testirano je ukupno 10 hipoteza obzirom na nezavisne varijable i tri glavne hipoteze rada. Zaključeno je da su pedagoške kompetencije nužne odgajateljima za uspješan rad u dječjem domu, odgajatelji se ne smatraju u potpunosti pedagoški kompetentni te postoji statistički značajna razlika između procjene nužnih kompetencija i samoprocjene vlastitih kompetencija odgajatelja.The paper deals with the professional competences of educators employed in children's homes where children and young people without parents or without adequate parental care are raised. Educators employed in a children's home can be professionals of different formal education such as educational and rehabilitation sciences, social work, psychology, pedagogy and speech therapy, as the educational study for work in the children's home does not exist. The issue of competences of educators in the Republic of Croatia has not been thoroughly investigated until now. Educators' competences are placed in the context of modern changes and the process of deinstitutionalization, which requires effort to be based on scientific facts and programs that contribute to positive outcomes for users. The purpose of the paper is to expand the knowledge about the competences of educators in children's homes based on the review of theoretical knowledge and the results of empirical research. The work is divided into two parts. The first, theoretical part of the paper, is to give an overview of children's home, a great deal of criticism of homes presented by the authors in recent years. Children and young people who come into the system are burdened with numerous problems, both emotional and behavioral, with numerous traumatic experiences. Various models present in the world, good home practices and presentation of user surveys, as well as their perspective are described. Further consideration is given to the concept of upbringing, its aspects, tasks and goals that must be directed towards the positive development of the user. The educator, as the holder of direct educational work in the home, has numerous tasks that must be put into function of their educational work. Related to this, they need to possess many competences for successful work. The concept of competences and different approaches to competences are considered, as well as the requirements for qualifications and necessary knowledge of educators in accordance with modern knowledge and the present process of deinstitutionalization. From the theoretical part of the work it is clear that educators need knowledge in the field of trauma. It is necessary to raise awareness about the impact of trauma on users, understanding, recognizing and responding to the effects of trauma, creating physical, psychological and emotional safety of users, and empowering and helping users to restore a sense of control and take an active role in the recovery process and all due to the traumatic history of the users. Educators need knowledge and understanding of the theory of attachment, difficulties that can arise if users are insecurely affected, and ways in which they can favorably influence the development of safe attachment. The second part of the paper is a review of empirical research conducted on a sample of 137 educators employed in children's homes in the Republic of Croatia by the method of assessment and self-assessment. This is convenience sample. Data were collected via instrument which was designed for the purpose of this research based on adapted version of the questionnaire Pedagogical-competence profile of secondary school religious teachers (Ninčević, 2012) and Self-reported Competency Scale (Hartje et al., 2007) based on the features of the concept of positive development of children and youth (Eccles and Gootman, 2002) The aim was to determine what makes a competent educator and to determine the knowledge, abillities and attitudes of educators toward their own competence / incompetence to work with children in the home. The issue of educators' competence starts from a holistic approach to assessment and the theory of positive development of children and youth, given that programs that integrate theoretical propositions on a practical level have resulted in positive outcomes for children and youth. Pedagogical competences that will contribute to the positive growth and development of users were investigated. Educators also assessed the suitability of the work environment and the difficulties they encounter in their work. Differences between educators were tested with regard to the type and level of formal education, length of service, form of care in which they work, attendance at supervision and professional development. With regard to the performed assessments and self-assessments of educators, a total of three main hypotheses were tested. At the end of the paper comments of educators were analyzed. The first research task was to investigate through an assessment of educators which of the listed pedagogical competencies the educators consider important for the successful work of educators in the home. The results of the research indicate that educators consider that pedagogical competencies are extremely important for successful work. By assessing the importance of pedagogical competences, three factors were obtained through factor analysis: Pedagogical competences for individual approach, Knowledge of the law and the rights of the child, and Pedagogical competences for group work. There is no difference between educators with regard to independent variables, they agree in their assessments. As can be seen from the results, the educators also agree that they need skills and abilities that will enable users to develop positively. Factor analysis resulted in five factors: Structuring of individual work activities, Structuring of group work activities, Ensuring safety, Expectations in accordance with the individual and Cooperation. The Cooperation factor was the only factor that the educators did not perceive in the same way and did not give it the same importance as the rest. Nevertheless, the first main hypothesis (Hg1) was confirmed. Educators believe that pedagogical competences are extremely important for the successful work of educators in a children's home. They are relate to group and individual work, and are important pedagogical skills and abilities that enable the creation of an environment aimed at the positive youth development. The second research task was to investigate one's own experience of pedagogical competences through self-assessment, so, educators assessed their own pedagogical competences and pedagogical success. Educators feel mostly pedagogically successful. They feel satisfaction and security when they work with children, they manage to create and maintain a positive atmosphere in their work, they use various methods, they plan their work regularly and they communicate with children and colleagues successfully. The least competent feeling is working with children who have developmental difficulties. Educators assessed their pedagogical success through 5 factors: Successful group and team work, Professional development, Insufficient pedagogical competences for working with different groups, Insufficient formal education and Satisfaction and commitment to pedagogical work. Educators perceive the professional work environment as favorable. The favorable working environment can be seen in security, well-defined work tasks, decision-making opportunities, appropriate encouragement and professional development opportunities. The biggest difficulties for educators are communication with parents, involvement of all users in activities, and achieving educational goals. Educators assess their own development of pedagogical competences as good or very good. They perceive themselves as competent, but the second main hypothesis can be only partially accepted. By putting pedagogical knowledge, skills and abilities in the function of direct work with users, the results show that educators have the abilities related to the implementation of appropriate activities and that they support users and have expectations that users can fulfill, that is, they respect individual differences, needs and interests of a user. However, their abilities, according to assessments, are insufficient to ensure the complete safety of the users in the children's home and to achieve an appropriate work structure in the children's home. Deficiencies were noticed in the field of working with children with developmental disabilities and competences for cooperation, especially with the parents of beneficiaries. Although educators' self-assessments tend to have higher values, if we look at them in relation to assessments of necessary competences, which are almost always higher, in that case, we cannot consider educators to be pedagogically competent enough so the second hypothesis (Hg2) can be partially accepted. The third research task was to investigate the existence of differences between the assessment of generally desirable pedagogical competences and actually existing pedagogical competences based on the assessments and self-assessments of educators. Self-assessment of competences is observed in relation to the assessment of the required competences. The arithmetic means of self-assessment of the development of competences in relation to the assessment of their importance for performance are different. The estimates of required competences have higher arithmetic means while self-assessments of the development of those competencies have lower arithmetic means. The difference is statistically significant. So, the third hypothesis (Hg3) must therefore be rejected. There is a statistically significant difference in terms of the assessment of the necessary pedagogical competences and the actually self-assessed pedagogical competences of the educators. The length of service variable makes a statistically significant difference, whereby educators with the shortest length of service are judged to be less competent than those with the longest length of service in terms of Knowledge of the law and children's rights and Intercultural (in)competence. A statistically significant difference was confirmed for the factor Expectations in accordance with the individual, whereby educators who did not attend supervision and those who did not have a single day of professional development are judged to be significantly more competent and are considered significantly more important. Educators with secondary school education are considered less competent compared to educators with higher education. The conducted research provides initial insights into the investigated issue and opens up possibilities for further research. Further research can be carried out by using the assessment method and by involving other professional workers and the director of the home in assessing the competences of educators. In addition, it would also be interesting to check how the educators' competencies are related to the structuring of the children's home program and the psychosocial climate in the home, that is, checking specific competencies that are predictors of a positive psychosocial climate. In conclusion, the results of this research show that a professionally competent educator is made up of pedagogical competencies that are manifested in the organization and implementation of group and individual work with users, knowledge of laws and children's rights, and pedagogical skills and abilities that enable the creation of an environment that will contribute to the positive development of children and young people. For the positive development of children and young people, it is necessary that educators have the ability to plan, organize and carry out appropriate activities with users aimed at strengthening their individual capacities, expectations that are in line with the individual, to encourage interculturality, ensure the safety of users and successfully structure group activities. Given the observed lack of competence, educators need to be provided with continuous professional training related to working with children and youth with developmental disabilities, pedagogical work with parents, structuring group activities and ensuring safety
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Jie-Qi Chen, Sean Moran, Howard Gardner (ur.): MULTIPLE INTELLIGENCES AROUND THE WORLD, Jossey-Bass A Wiley Imprint; San Francisco, 2009., 411 str.
Get PDFINSTITUTIONALIZATION AND DEINSTITUTIONALIZATION OF INSTITUTIONS FOR CHILDREN WITHOUT ADEQUATE PARENTAL CARE
Get PDFInstitucionalizacija djece tijekom čitavog 20. stoljeća dominantan je oblik skrbi za djecu na području Republike Hrvatske i Europe. U radu se razmatraju glavni razlozi, koji su često povezani i višestruki i ishodi institucionalizacije djece bez odgovarajuće roditeljske skrbi, kao i proces deinstitucionalizacije. Premda je svrha institucionalizacije bila zaštita djece i mladih, institucionalni uvjeti nisu pogodovali svestranom razvoju njegovih korisnika. Štoviše, u institucijama krše se prava djece već samim smještajem u instituciju, a potom i načinom života i kulturom institucije. Suočeni s lošim ishodima razvoja djece koja su smještena u institucije, zapadna Europa već 50-ih godina 20. stoljeća počinje s traženjem i razvijanjem alternativnih oblika skrbi. Taj proces poznat je pod nazivom deinstitucionalizacija. On počiva na paradigmi dječjih prava. Svako dijete ima pravo živjeti u obitelji te mu kao stranka Konvencije o pravima djeteta, država treba osigurati život u okruženju obiteljskog tipa. Okvir za provedbu procesa deinstitucionalizacije na razini pojedine institucije čine doneseni strateški i operativni planovi. Temeljem tih dokumenata započet je proces deinstitucionalizacije koji obuhvaća, zbrinjavanje djece koja su u institucijama i njihovo premještanje u neinstitucionalne uvjete, razvijanje novih usluga u zajednici namijenjenih obiteljima koje će prevenirati izdvajanje djece iz obitelji, te osiguravanje adekvatnog tretmana za djecu kojoj je ipak nužan period boravka izvan vlastite obitelji.During all of the 20th century, institutionalization of children was the dominant form of care for children in Croatia and Europe. This paper considers the main causes, often interconnected and multiple, and outcomes of institutionalization of children without adequate parental care, as well as the deinstitutionalization process. Even though the purpose of institutionalization was the protection of children and youth, the institutional conditions were unfavourable for a comprehensive development of users. Moreover, such institutions violate children's rights by their mere placement in the institution, as well as by the institutional lifestyle and culture. Faced with poor developmental outcomes of children placed in institutions, Western Europe started searching for and developing alternative forms of care as early as in the 1950s. This process is referred to as deinstitutionalization. It is based on the children's rights paradigm. Every child has the right to live in a family, and as signatory to the Convention on the Rights of the Child, the state is obligated to ensure that each child is placed in a family-like environment. The framework for the implementation of the deinstitutionalization process on the level of each institution consists of strategic and operational plans. These documents provide a starting point for the deinstitutionalization process, including provision of care for institutionalized children and their transfer to a non-institutional environment, development of new family-oriented services in the community conceived for the purpose of preventing the removal of children from their families and ensuring adequate treatment of children who do need to spend some time outside their families
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Prikaz knjige- THERAPEUTIC APPROACHES WITH BABIES AND YOUNG CHILDREN IN CARE: OBSERVATION AND ATTENTION/ TERAPIJSKI PRISTUPI S BEBAMA I MALOM DJECOM U SKRBI: PROMATRANJE I PAŽNJA
Get PDFAppropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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