| Abstract | Tema ovog završnog rada je rad pedagoga u osnovnoj školi s učenicima koji pokazuju probleme u ponašanju. U prvom dijelu govori se o pedagozima kao dijelu tima stručnih suradnika te o njihovom radu, potrebnim kompetencijama za uspješan rad i karakteristikama. Govori se također i o suradnji s vanjskim dionicima koja je nezaobilazna kad dođe do poteškoća s učenicima i kad oni pokazuju probleme u ponašanju. Opisane su vrste problema koje učenike ometaju u njihovom praćenju nastave i sudjelovanju na istoj, socijalizaciji i općenito prikladnom i očekivanom ponašanju. Objašnjeno je kako se problemi u ponašanju manifestiraju i rečeno je nešto više o komunikaciji kao ključu rada s učenicima kod kojih dolazi do nepoželjnih ponašanja.
U ovom radu prezentirani su rezultati empirijskog rada provedenog u Rijeci gdje su intervjuirane 4 pedagoginje u osnovnoj školi.
Rezultati ovog kvalitativnog istraživanja upućuju na zaključke o nedovoljnom angažmanu Filozofskog fakulteta i Ministarstva na području rada s učenicima s problemima u ponašanju. Na studiju pedagogije posvećuje se premalo pažnje području učenika s poteškoćama u ponašanju. Općenito, u radu pedagoga poseban se naglasak stavlja na važnost tima, razne preventivne programe, suradnju s drugim vanjskim dionicima od kojih su posebno istaknuti školski liječnik, Centar za socijalnu skrb, Obiteljski centar, psiholog, psihijatar. Svi su sudionici ovog istraživanja naveli disfunkcionalnost obitelji kao glavni uzrok problema u ponašanju. Empatija je istaknuta kao najvažnija kompetencija pedagoga u radu s učenicima s problemima u ponašanju. Strategije za rad s učenicima s problemima u ponašanju koje su ispitanici izdvojili su socijalizacija učenika, uključivanje u školske, ali i van školske aktivnosti, razgovor s naglaskom na odnos povjerenja, dosljednost, upornost, trud, rad na samopouzdanju učenika, metoda medijacije, demonstracije, simulacije prijašnjih događaja, promatranje, izrada plana, praćenje napretka, davanje novih prilika. Neki od prijedloga za poboljšanje trenutnog stanja koje su navele sudionice istraživanja odnose se na uključivanje učenika u aktivnosti škole, rad na njihovoj socijalizaciji, intenzivan rad stručnog tima s učenikom u trajanju od 3 mjeseca te veća uključenost roditelja, uključivanje u razne udruge i radionice, povećanje financijskih sredstava i osmišljavanje te otvaranje novih sadržaja za mlade. U radu s učenicima s problemima u ponašanju od neprocjenjive je važnosti empatija, rad na samopouzdanju učenika i njihovoj socijalizaciji. |
| Abstract (english) | The subject of this final work is the work of pedagogues in elementary school with pupils who show behavioural problems. In the first part it is spoken about pedagogues as a part of a team of expert associates and about their work, necessary competences for successful work and their characteristics. It is also spoken about cooperation with external participants, which is unavoidable when problems with pupils arise, and when they show behavioural problems. Types of problems that disrupt pupils in their ability to follow the class and participate in the same, socialization and generally appropriate and expected behaviour are described. It is explained how behavioural problems are manifested and something more is said about communication as the key to working with pupils with unwanted behaviours. This exam presents the results of empirical work conducted in Rijeka, where 4 pedagogues were interviewed in elementary school. The results of this qualitative research point to conclusions about the insufficient engagement of the Faculty of Philosophy and the Ministry in the field of work with pupils with behavioural problems. On the study of pedagogy, too little attention is devoted to the field of the pupils with difficulties in behaviour. In general, in the pedagogical work, special emphasis is put on the importance of the team, various preventive programs, cooperation with other external participants of which the school doctor, the Center for Social Welfare, the Family Center, the psychologist and the psychiatrist are particularly prominent. All of the participants in this study identified family dysfunction as the major cause of behavioural problems. Empathy is highlighted as the most important competence of pedagogues in working with pupils with behavioural problems. The strategies for working with pupils with behavioural problems that were addressed by the respondents were socialization of the pupils, inclusion in school and out-of-school activities, conversation with emphasis on trust, consistency, perseverance, hard work, working on their self-confidence, mediation methods, demonstrations, simulations of previous events, observation, planning, tracking progress, giving new opportunities. Some of the suggestions for improving the current situation which participants of the research proposed include involving pupils in school activities, work on their socialization, intensive work of a team of experts with pupil in a 3-month period and greater involvement of parents, involvement in various associations and workshops, increase of financial resources and designing and opening up new content for young people. In work with pupils with behavioural problems, empathy, work on pupil self-confidence and their socialization are invaluable. |
