Socialinio pedagogo pagalba socialinės rizikos vaikams laiko aspektu: fenomenologinė naratyvinė perspektyva

LTSocialinio pedagogo pagalba socialinės rizikos vaikams - aktuali, kompleksinė ir sudėtinga tema ne tik edukologijos, tačiau apskritai mūsų visuomenės kontekste. Straipsnyje į socialinio pedagogo pagalbą socialinės rizikos vaikams žvelgiama per fenomenologinę naratyvinę perspektyvą ir išreiškiama laiko aspektu. Straipsnio tikslas - aprašyti socialinio pedagogo pagalbą socialinės rizikos vaikams laiko aspektu. Atliktas tyrimas pateikiamas keturiais pjūviais: pradžios neapibrėžtumas, nuolatinis budrumas, nuolatinis tęstinumas, pabaigos neapibrėžtumas. [Iš leidinio]Reikšminiai žodžiai: Fenomenologija; Naratyvas; Pagalba; Socialinis pedagogas; Socialinės rizikos vaikas; Help; Narrative; Phenomenology; Social pedagogue; Social risk child.

ENSocial pedagogue's help for social risk children is a complex activity focused on solving or preventing social problems. Studies focused on social pedagogue's help for social risk children is hard to find. In most cases, studies are focused on quantitative but not qualitative indicators. It means that there are a number of studies aimed at revealing how the social pedagogical activities are assessed: Indrašienė and Merfeldaitė (2013), Kvieskienė et al. (2006), Indrašienė and Suboč (2009a and b), etc. In general, there is very little researches on social pedagogues in the context of the provision of social pedagogical help. A more detailed study on this topic was conducted by Baraldsnes and Vaškienė (2013), which analyzes the challenges faced by social pedagogues in providing social pedagogical help. Studies abroad (Kozan, Di Fabio, Blustein, Kenny, 2014; Schuitema, Peetsma, Van der Veen, 2016; Liu, Mei, Tian, Huebner, 2016; Wood, Smith, Ward, Meyers, 2017; Tian, Zhao, Huebner, 2015) are focused on the provision of social support. However, studies focusing on qualitative indicators, for example, which would reveal how help is provided, etc., and in general, qualitative research on this subject is greatly missed. According to this, article presents a study which purpose is to describe the social pedagogue's help for social risk children in term of time. The object of the study is social pedagogue's help for social risk children. This article presents a study based on qualitative access. According to Dietrich (2011), qualitative research is appropriate and acceptable in analyzing the relationships between people, their experiences in order to ascertain and explain why and how such events occur. The study was conducted by combining narrative and phenomenology. It is important to note that the research data are collected using a narrative, i.e., using a narrative in-depth interview.In order to maximize the enrichment of narratives information also selected using the following methods: structured interview, written stories' supplements of the participants, notes of the participants, and documents. The article contains narratives fragments from four participants of the study. The names of the participants and the children they are talking about are changed to maintain the confidentiality principle. The study data presented in the article are analyzed using phenomenology. Although phenomenological research is characterized by anecdotes, in this case phenomenology is used only as a method for analysis, which allows more detailed analysis of the narratives collected during the study. Therefore, stories illustrating the analysis are excerpts from narratives of social pedagogues' help for social risk children, which meet the requirements of the narrative, but not phenomenological provisions. According to Batuchina (2015) (cit. Van Vanen, 1990), there are several dimensions that are characteristic of all phenomena: lived relation, lived body, lived space, and lived time. In this article, the analysis of the social pedagogue's help for social risk children in term of time through the phenomenological and narrative perspective is presented. According to Batuchina (2015), the illusion of time makes difficult to determine the exact duration, start and end of one or another event. Is no exception about social pedagogue's help for social risk children. To limit and define this phenomenon in time a rather difficult and often unfeasible way. However, it is also evident that the time for this phenomenon is very important and it explicitly reveals certain aspects of the time.Looking through phenomenological narrative prism, the results of the study revealed that the social pedagogue's help for social risk children can be divided into four aspects uncertainty of the beginning, constant watchfulness, constant continuity, uncertainty of the end. All these elements clearly define and illustrate the aspect of the time of the phenomenon being analyzed. In social pedagogue's help for social risk children is very important beginning - both when social pedagogue meets a child and starts help him / her to solve his / her problems. However, social pedagogue's help for social risk children is conditioned by the constant fluctuations and temporality of the situation, which affects the emergence of another element - constant continuity, i.e., regular analysis of the situation, organization of help, etc. Finally, the social pedagogue's help for social risk children is difficult to define in terms of the end - it often takes an indefinite amount of time, directly or indirectly. [From the publication]