Tarpdalykinės socialinės pedagoginės pagalbos komandos veiklos modelis, sprendžiant vaikų socialinės atskirties problemas
| Author | Affiliation | |
|---|---|---|
LT | ||
| Date |
|---|
2007 |
Šiandienos visuomenėje vaikų ir jaunimo problemos tampa vis sudėtingesnės, joms spręsti nebeužtenka vieno profesionalo kompetencijos ir pastangų. Pagalba moksleiviams turi būti kompleksinė, apimanti visos mokyklos bendruomenės, įvairių specialistų ir socialinių partnerių pastangas, siekiant įgyvendinti vieningą pagalbos strategiją. Taigi socialinė pedagoginė pagalba neatsiejama nuo komandinio darbo. Straipsnyje, remiantis ekspertų apklausos rezultatais, aptariamas teorinis socialinės pedagoginės pagalbos komandos veiklos modelis: tikslai, funkcijos, normos, komandos sudėtis ir vieta bendrojo lavinimo mokyklos struktūroje.
Hand stage consists of two interdependent components: the functions of team members and team construction. The main team members are specialists working at school, one member form school administration and some class tutors. Eight team functions were distinguished by experts: coordination, consulting, resource collection. preventive work, correction, survey organization, health care, life skills development. Various representatives from social institutions are involved in social partner stage according to the nature of the problem to be solved.
One professional's competence and efforts are not enough to solve children and youth problems in today's society. The aid should comprise the efforts of the whole school community, various specialists and social partners and be directed towards implementation of united aid strategy. It means that social pedagogical aid is a concurrent part of team work. Educational regulations as the program of the government of Lithuanian republic "Establishment of the staff of Social pedagogues in educational institutions in 2001-2005" (Valstybes zinios, 2001, nr. 36-1220), the program ,,Creation of social pedagogical learning conditions for children" (Valstybes zinios, 1999, nr. 52-1696), General regulation for social pedagogical aid (Valstybes zinios, 2004, nr. 100-3729) point the necessity of social pedagogical aid team emphasizing competence of professionals and educators providing social pedagogical aid. Though the results of the surveys "Delinquent children in Lithuanian schools" (2004), "The use of drugs among teenagers in Europe and Lithuania" (2004) "Amount and reasons of unsuccessful learning" (2003) initiated by Ministry of education and Science revealed that work of social pedagogical aid team isn't effective. There are only episodic work groups or even no groups at all in educational institutions. So it is necessary to analyse how the team of social pedagogical aid should function in order to satisfy children needs for social pedagogical aid in educational institutions. So the scientific problem is formulated by following question; how the model of social pedagogical aid should be constructed correspond children needs of social pedagogical aid? The research aim: to design hypothetical social pedagogical aid teamwork model. The research objective: social pedagogical aid. The research methods: structured interview of the experts.
The research methods and organisation: structured interview of the experts. It was surveyed 20 experts (five working in socialization and child welfare field, participating in the program "Establishment of the staff of Social pedagogues" and preparing all the documents related to the provision of social pedagogical aid since 2001; five experts - the lecturers of the universities, integrating subjects of social pedagogical aid and teams of professionals in their theoretical courses; five - the members of school administration with no less than five years managerial work experience; five - social pedagogues with no less than five years work experience, leading the work of social pedagogical aid team at school).
The survey procedure was organised in the form of structured interview. Experts' survey data analysis was performed applying methods of content analysis: 1) reading the answers of respondents, exclusion of the manifest aspects, reflected by phrases and words, exclusion of the categories on the basis of keywords; 2) identification of the notional elements; segmentation of the content of categories excluding their elements; 3) Exclusion notional elements into subcategories; 4) interpretation of the content data. According to expert survey results, this article discusses theoretical model of the teamwork of social pedagogical aid: aims, functions, norms, construction of the team and it stand in comprehensive school structure. Summarizing survey data, social pedagogical aid team (SPAT) model could be designed from four interdependent levels - management, self-regulation, hand and social partners. Management level consists of three interdependent components: school council, school headmaster and aim of the team. According to the expert answers it can be stated that SPAT is an independently working team, legalized in school regulations and subordinated to administration and school council. The aim of the team is conceptualized as socialization and aid provision for the child. Self-regulation level consists of thee interdependent components: team objectives, I regulations and results. It was determined, that regular meetings, scheduled reports concerning work results and clear division of roles for each team member are major team work regulations, determining efficiency of the team work. SPAT work results are evaluated in two stages: team stage, when the work has been evaluated by the tern members and community stage, when the evaluation of the team is initiated by school administration and school council. School community is evaluators in this stage.