Pedagogų požiūris į socialinės pedagoginės pagalbos organizavimą mokykloje

LTStraipsnio tikslas yra atskleisti pedagogų požiūrį į socialines pedagoginės pagalbos organizavimą valstybinėse ir privačiose bendrojo ugdymo mokyklose. Atlikto kokybinio tyrimo rezultatų analizė atskleidė, jog pedagogų (mokytojų, spec.pedagogų) nuomonė apie šios pagalbos mokykloje galimybes bei būdus skiriasi. Informatų dažniausiai minimos panašios problemos (asocialaus elgesio problemos, žalingų įpročių, socialinių kompetencijų trūkumo) bei akcentuojama pedagogų, švietimo pagalbos specialistų ir tėvų bendradarbiavimo svarba. Atliktas tyrimas atskleidė, jog informantai įžvelgia skirtingas socialines pedagoginės pagalbos galimybes valstybinėse ir privačiose mokyklose: privačių mokyklų atstovai savo atsakymuose dažnai minėjo grupines konsultacijas ir pagalbos teikimą bendradarbiaujant įvairiems specialistams, valstybinių mokyklų atstovai dažniau minėjo individualų darbą su ugdytiniais. Pagrindiniai žodžiai: socialinės pedagoginės pagalbos organizavimas, pedagogai. [Iš leidinio]

ENAccording to I. Thoidis and N. Chaniotakis (2015), with rapidly changing social circumstances, concept of a family and economic crisis, the role of educational institution is also changing. Schools, as having the main impact on child’s socialization, must help their students adapt to changing circumstances. This means that schools must provide students with more than academic knowledge including development of social skills. In order to ensure successful socialization and personal development of a child, there should be professionals who provide students with effective social pedagogical assistance in every school. Education in public and private schools in Lithuania is carried out in accordance with the legal acts submitted by the Republic of Lithuania and must guarantee equal quality of educational services for all students. Social pedagogical assistance in schools is defined by documents from the Ministry of Education. Documents include child‘s right to education and a safe and healthy environment. The effective social pedagogical assistance in schools can help students to overcome various academic, social and psychological problems. The main aim of social pedagogical assistance is to solve students’ issues such as bad habits, antisocial behaviour, physical and physocological abuse and absence from school. As it was mentioned in the theory of communicative action, success of social pedagogical assistance depends not on individual efforts, but on cooperation of specialists and understanding of joint activities importance. Therefore, in order to ensure effective social pedagogical assistance, teamwork of specialist is vitally important. Those specialists by sharing their knowledge and experience can provide students with all kind of help.The main aim of this article is to reveal educators’ attitudes to the organization of social pedagogical support in private and state schools. The main objectives of the written work are to reveal peculiarities in organisation of social pedagogical assistance by taking into consideration educators’ attitudes; to compare organisation of social pedagogical assistance for private and state school learners. Research methods: A comparative analysis will be employed to emphasize the peculiarities of social pedagogical assistance organization in public and private schools. Interviews will be conducted to investigate the attitude of teachers to the peculiarities of the organization of social pedagogical assistance. The analysis of the qualitative research showed that according to the teachers from private and state schools, learners face more or less the same social pedagogical problems such as antisocial behaviour, lack of general and subject – specific skills and psychological problems. According to educators, classroom teachers play a vital role in assisting students with these problems. Even though educators mentioned that social pedagogues, education support specialists and Child’s Welfare Commission should be main providers of social pedagogical assistance, classroom or subject teachers are addressed first in case of urgent social pedagogical problems.After educators’ interviews, it was noticed that educators see different possibilities of social pedagogical assistance in state and private schools. Private schools representatives often mentioned that the main forms of social pedagogical assistance are group consultations and a referral process while educators from state schools indicated that the main form of assistance is individual work with a child. Key words: social pedagogical assistance, educators. [From the publication]