Socialna pedagogika, 1999 vol. 3, št. 4, str. 323-356.

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Prispevek obravnava nekatere značilnosti socialnopedagoške diagnostike - teoretične utemeljitve, procesnost oblikovanja ocen, njihovo vpetost v socialne okoliščine ter nujnost večsmernega zajemanja informacij. Posebej je poudarjena samopredstavitev otroka/mladostnika s težavami v socialni integraciji in vključevanje le-te v diagnostično presojanje. Orisno je predstavljen raziskovalni projekt "Socialnopedagoške diagnoze", ki temelji na kvalitativni analizi s polstrukturiranim intervjujem pridobljenih samopredstavitev 87 otrok in mladostnikov (učencev osnovnih in srednjih šol) v starosti od 14 do 20 let. Ugotavljamo, da samopredstavitev omogoča verodostojen vpogled v različna področja (samodoživljanje, odnos in doživljanje družine, šole, vrstnikov, interesnih dejavnosti, usmerjenosti v prihodnost) pa tudi v načine, s katerimi otroci/mladostniki obvladujejo svojo življenjsko umeščenost. Raziskava potrjuje že raziskana dejstva, ki opozarjajo na medsebojno učinkovanje razvojnih obremenitev, ter vrsto stresnih življenjskih okoliščin otrok/mladostnikov, ki so bili napoteni v vzgojne ustanove (mladinske domove, stanovanjske skupine, vzgojne zavode). Samopredstavitev omogoča vzgojiteljem/učiteljem poglobljeno razumevanje posameznikove subjektivne in objektivne življenjske in doživljajske umeščenosti in je utemeljen dodatni vir pri oblikovanju individualnih vzgojnih načrtov. Rezultati, ki so v pričujočem prispevku zgolj okvirno prikazani, so neposredno uporabni za socialnopedagoško prakso, za dopolnjevanje sedanjih konceptov oblikovanja socialnopedagoških diagnoz. Prispevajo nove vpoglede v razumevanje razvoja posameznikov, njihovo doživljanje, spoprijemalne mehanizme, ki omilujejo stigmatizacije ter povečujejo integracijo. Omogočajo dopolnitev diagnostičnega dela z metodo samopredstavitve in navajajo na njeno upoštevanje pri individualnem in skupinskem socialnopedagoškem delu.

Ključne besede: socialnopedagoška diagnostika, samopredstavitev, profesionalno razumevanje, individualno vzgojno načrtovanje.

The article discusses some features of sociopedagogical diagnostics - theoretical background, the process of evaluation, its social context and necessity for multilayered data acquisition. It focuses on self presentation of adolescents with difficulties in their social integration, and its inclusion in diagnostics. Outlined is the research project 'Sociopedagogical diagnoses' as it is based on qualitative analysis of self presentations, obtained through half structured interviews, by 87 children and adolescents (from primary school and high school) aged between 14 and 20. It is our conclusion that self presentation provides a reliable insight into various areas, such as experiencing oneself, experiencing family, school, peers, various interests, orientation towards future; and into ways children and adolescents control their situation in life. The study confirms some already researched facts which point out the interconnected effects of burdens related to growing up, and the types of stress situation faced by children and adolescents sent to correction and educational institutions (youth homes, live-in groups, correction institutions). Self presentation helps educators and teachers to better understand the situation of an individual through his/her subjective and objective position and experience of life, and that provides them with a reliable additional source which can help them design individual educational plans. The research results, presented in the article only as an illustration, can be used directly in sociopedagogical practice where they can supplement the current concepts of sociopedagogical diagnosis. They provide new perspectives on understanding the development of an individual, his/her experience of life, and confronting mechanisms which can soften stigma and improve integration. With regard to the research results, it is possible to supplement diagnostic work with the method of self presentation and take self presentation into account in sociopedagogical work with individuals and groups.

Key words: social pedagogic diagnostic, self-percepcion, professional understanding, individual care planning.

Socialna pedagogika, 1999 vol. 3, št. 4, str. 357-376.

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Prispevek se ukvarja z vprašanjema, ali lahko učence s posebnimi potrebami vključujemo v procese odločanja ter kaj to pomeni zanje in za strokovnjake, ki z njimi delajo? Avtorica opisuje različne diskurze, ki se uporabljajo pri obravnavi učencev s posebnimi potrebami, pri čemer ugotavlja, da sta diskurz o pravicah in pedagoški diskurz pomembna novost pri sodobnem obravnavanju učencev s posebnimi potrebami, saj se usmerjata na odgovornost, samozaupanje in neodvisnost. Pomembne so tudi raziskave, ki postavljajo v ospredje vprašanje, kaj učenci s posebnimi potrebami lahko povedo o sebi, svojem doživljanju sebe, okolice in vzgoje. Takšne raziskave kažejo, da so učenci s posebnimi potrebami sposobni ponuditi jasno in prepričljivo sliko o svojem učnem in vzgojnem procesu, da so sposobni reflektirati svoj položaj v družbi in iskati tako razloge zanj kot tudi rešitve v prihodnosti in še več: k načrtovanja dela z njimi je nujno treba pritegniti tudi učence same. Upoštevanje njihove samopredstavitve lahko poglobi in razširi njihovo odgovornost za lastno življenje, hkrati pa brez upoštevanja tega elementa vzgojno načrtovanje ostaja le na površju in nikakor ne more biti individualizirano.

Ključne besede: učenci s posebnimi potrebami, integracija, vključevanje, samoprezentacija, pedagoški diskurz, medicinski diskurz, otrokove pravice.

The paper focuses on two questions: can children with special needs be integrated in the decision processes, and what does this mean for them and for the experts working with them? The author describes various discourses applied in dealing with children with special needs, and concludes the discourse on children's rights and pedagogical discourse are two important improvements in dealing with children with special needs for they focus on responsibility, confidence and independence. Researches evolving around the question what children with special needs can say about themselves and around their own perceptions of themselves, their environment and education, are also very important as they reveal that children with special needs are quite capable of providing a perfectly clear picture of their educational and personal development, they can reflect their situation in the society, they can see the reasons behind it and can search for solutions in the future. Furthermore, they need to be involved in any plans for future work with them. Taking their self presentations into account can deepen and broaden their responsibility for their own life while its overlooking can make any educational plans superficial and incapable of personal approach.

Keywords: pupils with special needs, integration, inclusion, selfrepresentation, pedagogical discourse, medical discourse, children' rights.

Socialna pedagogika, 1999 vol. 3, št. 4, str. 377-406.

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Prispevek se ukvarja z vprašanjem, ali lahko mladostnice, ki živijo v vzgojnem zavodu, s samopredstavitvijo dopolnijo dokumentacijske vire o njih samih in s tem pomembno prispevajo k razumevanju svojega položaja. Podatki za raziskavo so zbrani s polstrukturiranimi terenskimi intervjuji in iz pisnih dokumentacijskih virov. Obdelani so z metodo kvalitativne analize. Rezultati kažejo, da informacije, ki jih lahko zberemo z intervjujem, pomembno dopolnijo dokumentacijske vire z aktualno problematiko, kontekstualiziranimi ter konkretiziranimi opisi kvalitet odnosov na različnih življenjskih področjih.

Ključne besede: mladostnik, samopredstavitev, subjektivni pomenski svet, kvalitativno raziskovanje.

This paper looks at the question whether teenage girls in correction institutions can compound their documentation with their self presentation and thus contribute towards the better understanding of their situation. The data for the research comprises of half structured field interviews and written documentation. The method of qualitative analysis has been applied. The results demonstrate that information collected from interviews are an important addition to the documentation resources for they add current problems, contextualized and real descriptions of the quality of relationships in various life situations.

Key words: adolescents, self-presentation, the world of subjective meaning, qualitative research.

Socialna pedagogika, 1999 vol. 3, št. 4, str. 407-423.

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Esej obravnava objektivnost in resničnost znanstvenih spoznanj, do katerih pridemo z raziskovanjem in z uporabo kvalitativne metodologije. Pri tem se sklicuje na rezultate slovenskega raziskovalnega projekta "Socialnopedagoške diagnoze". Eno od vprašanj tega projekta je bilo, kateri so ogrožujoči in varovalni dejavniki biopsihosocialnega razvoja mladostnikov/ic ter kako te dejavnike doživljajo mladostniki/ce sami (ali jih doživljajo kot varovalne ali ogrožujoče za svoj razvoj). Mladostnikovo dojemanje je le ena od (vsaj dveh) resnic (pogledov) in pisec se ob tem sprašuje, katera resnica je prava, oz. v kakšnem smislu ter z uporabo kakšnih kriterijev lahko kot pravo izberemo resnico mladostnikov.

Ključne besede: kvalitativna metodologija, objektivnost in resničnost spoznanja, konsenzualna in korespondenčna teorija resnice.

This essay discusses objectivity and veracity of scientific cognition resulting from research and qualitative methodology approaches. It draws on the results of a Slovenian research project titled 'Sociopedagogical diagnosis'. One of the questions of this project evolved around the protective and risk factors in the biopsyschological development of adolescents and the way adolescents perceive these elements themselves (whether they see them as risk or protective factors in their development). Adolescent's perceptions are only one of (at least two) truths (views): the author asks which is the right one, and in what sense and by applying what criteria the adolescent's truth can be chosen as the right one.

Key words: qualitative methodology, objectivity and validity of the scientific data, consensual and correspondental theory of thruth.

Socialna pedagogika, 1999 vol. 3, št. 4, str. 425-444.

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Raziskovanje biografij ima bogato tradicijo in razvoj ustreznih metod hermenevtike lahko koristno uporabimo tudi znotraj socialne in vzgojne skrbi za otroke in mladostnike. Metode predstavljene rekonstruktivne socialne znanosti omogočajo vpogled v interakcijo med okoljem, družino, institucionalnimi procesi in posameznikovo biografijo. V prispevku je opisan raziskovalni instrument - narativni intervju - in različni koraki hermenevtične analize. Najprej je predstavljena analiza objektivnih biografskih podatkov (npr. leto rojstva), ki so neodvisni od pripovedovalčevega podajanja. V naslednjem koraku dobesedno prepisani pogovor (verbatim) postopno analiziramo - v tematskih in strukturnih segmentih. Nato se evalvirajo in povežejo prevladujoče smeri in strukture biografije. Postopek analize ponazarjata dva primera, ki opisujeta različno socialno okolje, različne probleme - družinske, osebne in institucionalne. Presoja biografij odpira pogled v dolgotrajne razvojne procese, vzpodbuja smiselno rekonstukcijo dominantnih vzorcev ravnanja v biografijo vpletenih akterjev. Zlasti intervencije socialnih pedagogov so močno prepletene in soodvisne od odzivov "klientov". Analiza biografij nam daje vpogled v prevladujoče strukturne vzorce teh odnosov, ki mnogokrat analogno odslikavajo tipe družinskih sporov in scen. Ustanove zunajdružinske vzgoje se na ta način soočajo z možnostjo razvoja različnih konfliktov, ki jih lahko rekonstruiramo s predstavljenim postopkom.

Ključne besede: rekonstruktivna hermenevtična analiza, biografije, socialna pedagogika.

Research of biographies has got a long tradition, and the development of suitable methods of hermeneutics can be usefully applied also in the area of social and educational care for children and adolescents. The methods of the reconstructive social science presented provide an insight into interaction between environment and family, institutional processes and individual's biography. This paper describes the research tool - narrative interview - and various steps of hermeneutical analysis. It first presents an analysis of factual biographic data (e.g., year of birth) which is independent of narrator's interpretation. In the next step, a transcribed text is gradually analysed, by topical and structural layers. Then, the dominant lines and structures of the biography are evaluated and connected. In this paper, the analysis is illustrated by two cases taken from two different social backgrounds and dealing with different family, personal and institutional problems. Evaluation of biographies reveals long-term development processes and encourages a sensible reconstruction of the dominant behavioural patterns seen in persons involved in the biography. Interventions of social pedagogues are especially strongly intertwined and interdependent of 'client's' reactions; an analysis of biographies offers an insight into the dominant structures of these relationships which often reflect the types of family conflict and set up. Institutions involved in education outside family are thus faced with the dynamic potential of various conflicts which can be reconstructed by applying the procedure presented here.

Key words: reconstructive hermeneutic analysis, biographies, social pedagogy.

Socialna pedagogika, 1999 vol. 3, št. 4, str. 445-459.

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Prispevek opisuje koncept socialnopedagoške diagnostike, ki smo ga vrsto let razvijali v okviru raziskovalnega projekta z naslovom "Socialnopedagoške diagnoze". Projekt je potekal pod okriljem vzgojne ustanove Schweicheln (ZR Nemčija). Gre za metodo socialnopedagoške študije primerov, ki je uporabna v vzgojni praksi. Prispevek spregovori o vlogi socialnopedagoške diagnostike v vzgojni praksi ter opredeli stičnosti in različnosti med psihosocialno in socialnopedagoško diagnostiko. Osrednje mesto zavzema predstavitev teoretičnih izhodišč, na katerih poteka postopek hermenevtičnega diagnosticiranja. Sledi ponazoritev metode s primerom.

Ključne besede: socialno pedagoški pogled, hermenevtska diagnostika, načrtovanje vzgojne pomoči.

This contribution describes the concept of sociopedagogical diagnostics that has been for years developed within the research project titled 'Sociopedagogical diagnoses'. The project has been conducted under the patronage of educational institution Schwiecheln (Germany). The method in question is a sociopedagogical study of cases that can be applied in educational practice. This contribution looks at the role of sociopedagogical diagnostics in educational practice, and defines the common features and differences in psychosocial and sociopedagogical diagnostics. For the better part, the article presents theoretical point used as the basis for hermeneutical diagnostics, followed by an example which serves as an illustration of this method.

Key words: social pedagogy, hermeneutical diagnosis, educational programme planning.

Socialna pedagogika, 1999 vol. 3, št. 4, str. 461-473.

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Avtorica se ukvarja z diagnosticiranjem in programiranjem dela z otroki in mladostniki z motnjami vedenja. Poudarja predvsem socialnopedagoški pristop kot sestavni del interdisciplinarnega procesa diagnosticiranja in programiranja. Govori tako o kritikah kot o nujnosti teh procesov ter navaja stališča mnogih avtorjev, njihov pogled na trenutno stanje na tem področju in predloge za nadaljnji razvoj teh procesov. Pri tem govori o vlogi socialnega pedagoga kot stalno vključenega člana ter o usmeritvi k sodelovanju in partnerstvu z uporabniki tako med procesom ugotavljanja stanja kot tudi, med samim izvajanjem načrtov in programov intervencij, kar je pomembna novost na tem področju. Na temelju navedenih značilnosti modernega procesa socialnopedagoškega diagnosticiranja in programiranja avtorica daje smernice in primerja prejšnji in sedanji postopek pri tem pa, spoštuje sodobna načela pozitivne usmeritve: naravnost, partnerstvo, individualizacijo, usmerjenost k tretmanu in dinamičnost.

Ključne besede: socialnopedagoško diagnosticiranje in programiranje, otroci in mladostniki z motnjami vedenja, sodelovanje, partnerstvo.

The author is researching diagnostics and programming in working with children and adolescents with behavioural problems. She singles out the sociopedagogical approach as an integral part of interdisciplinary process of diagnosing and programming. She dwells on criticism as well as the necessity of these processes quoting views of many writers, their assessment of the current situation in this area and suggestions for further development. She sees the role of a social pedagogue as a permanently involved person, and believes in co-operation and partnership with the users both in the period of situation assessment as well as in the period of intervention plan and program implementation, which can be seen as an important improvement in this area. On the basis of mentioned features of the new developments in sociopedagogical diagnostics and programming, the author identifies the trends and compares the previous and current procedure in the light of respect for the principles of positive orientation: naturalness, partnership, individualisation, treatment orientation and dynamism.

Key words: sociopedagogical diagnostics and treatment programming, children and adolescents with behavioural problems, co-operation, partnership.