| Članek v PDF formatu | Socialna pedagogika, 2005 vol. 9, št. 4, str. 371-390. |
| Individualizacija tranzicije mladih v zaposlitev ter ambivalentnost med participacijo in aktivacijo v Evropi | The individualisation of youth transitions and the ambivalence between participation and activation in Europe |
| Andreas Walther, Institute for Regional Innovation and Social Research, Fuerststrasse 3, D-72072 Tuebingen. | |
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Povzetek Članek nudi vpogled v položaj, s katerim se soočajo mladi v sodobnih evropskih družbah pri svojih tranzicijah v zaposlitev in vlogo državljana. Na eni strani se je povečalo tveganje za njihovo izključenost, medtem ko se je odgovornost za soočanje s tem tveganjem individualizirala, stanje pa je pospešil tudi trend k aktivaciji politike trga dela. Članek govori o biografskih in političnih dilemah, ki izhajajo iz ugotovitev študije, izvedene v devetih evropskih državah in podprte z evropskimi viri. Nadalje raziskuje možnosti, če in pod kakšnimi pogoji bi lahko koncept participacije odprl nove poti rekonciliacije sistemskih imperativov in individualnih potreb v družbeni integraciji mladih ljudi. Ključne besede: mladi, tranzicija, participacija, aktivacija, motivacija. |
Abstract This report provides insight on the situation facing young people in contemporary European societies in their transitions to work and citizenship. On the one hand, risks of exclusion have increased, while on the other, responsibilities for coping with such risks have been individualised, a state of affairs reinforced by the trend towards activation labour market policies. Drawing on the findings of a EU-funded study across nine European regions, the report gives evidence of the resulting biographical and policy dilemmas. Furthermore, it explores if and under what conditions the concept of participation may open new ways of reconciling systemic imperatives and individual needs in the social integration of young people. Keywords: youth, transitions, participation, activation, motivation. |
| Članek v PDF formatu | Socialna pedagogika, 2005 vol. 9, št. 4, str. 391-422. |
| Obravnava otrok in mladostnikov z vedenjskimi motnjami na centru za socialno delo: pomoč ali prisila | Treatment of children and adolescents with disturbances of behaviour at the centre for social work: help or constraint |
| Simona Svetin Jakopič, univ. dipl. ped., Center za socialno delo Ljubljana Vič-Rudnik, Tržaška 2, 1000 Ljubljana. | |
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Povzetek Vedenjske motnje lahko pomenijo povsem »normalno« vedenje (preizkušanje meja v času adolescence), lahko pa so odraz hujših čustvenih motenj in v tem primeru govorimo o motnjah vedenja in osebnosti. Pri obravnavi najtežjih oblik vedenjske problematike smo pogosto neuspešni. Razlogov za to je več: mladostnik je vpet v množico začaranih krogov, ki vedenjske motnje utrjujejo in jih delajo trdovratne; vedenjska problematika se sčasoma začne vzdrževati sama od sebe ne glede na prvotne vzroke formiranja; mladostnik in njegovi starši navadno niso motivirani za prejemanje pomoči, pogosto se pri njih pojavljajo odpor, jeza, strah do obravnav; ovire pa so tudi na strani strokovnih delavcev. V članku so predstavljeni strokovni in pravnoformalni vidiki obravnave vedenjskih motenj na centru za socialno delo. Ključne besede: vedenjske motnje, motnje vedenja in osebnosti, svetovanje, center za socialno delo. |
Abstract Disturbances of behaviour could be man either normal behaviour (testing the limits in the period of adolescence) or could reflect serious emotional disturbances, in the second case we talk about disturbances of behaviour and personality. Treatment of youngsters with extensive disturbances is often unsuccessful. There are many reasons for this: adolescent are involved in many vicious circles which strengthen disturbances of behaviour and make them obstinate. Behaviour problems gradually begin to reinforce themselves, no matter what the first cause of these problems were. Adolescent and his parents are usually not motivated for receiving help, often we can see appearance of resistance, anger and fear of treatment. Obstacles could have their origin in professional workers too. The article presents professional and legal formal aspect of treating disturbances of behaviour in the framework of Slovenian Centres for social work. Key words: disturbances of behaviour, disturbances of behaviour and personality, counselling, centre for social work |
| Članek v PDF formatu | Socialna pedagogika, 2005 vol. 9, št. 4, str. 423-448. |
| Svet kot vprašanje ali kako je z vzgojo za toleranco? | Questioning the world or – what about the education for tolerance? |
| Alenka Jevšnik, univ. dipl. soc. ped., VVZ Antona Medveda, Novi trg 26/b, 1241 Kamnik. | |
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Povzetek V prispevku je zastavljeno vprašanje, kakšna naj bi bila današnja šola glede na očitke, da šola zanemarja vzgojo, najpogostejši očitek je pomanjkanje vzgoje za vrednote. Alternativa šoli za vrednote je vzgoja za toleranco, zato sledi razmišljanje o samem nastanku in izvoru tolerance do oblikovanja filozofskega koncepta tolerance. Zaradi izvorne vzročnosti oblikovanja tolerance kot filozofskega koncepta v zvezi s pojavom nestrpnosti in nasilja sledi razmislek o predsodkih in stereotipih ter njihovem delovanju na posameznika in družbo. Po soočenju obeh omenjenih principov vzgoje v šoli in pomislekih sledi ugotovitev, da mora svet, kot tudi šolsko polje, ostati odprt in nedovršen. Ključne besede: toleranca, vzgoja za toleranco, vzgoja za vrednote, stereotipi, predsodki |
Abstract The paper deals with the question about how schools today should work in view of the criticism that they neglect upbringing. The most common criticism is about the lack of upbringing in terms of values. The alternative to the education for values is the education for tolerance. Therefore the origin and development of the philosophical concept of tolerance is analyzed and reflected upon. Because the formation of the concept of tolerance is closely related to phenomena of intolerance and violence, the paper brings into analysis prejudices and stereotypes and how they affect both individuals and the whole society. The confrontation of the both visions of school regarding reflections of tolerance is followed by the conclusion that the world, as well as the school field, should remain open and incomplete. Key words: tolerance, upbringing for tolerance, upbringing for values, stereotypes, prejudices. |
| Članek v PDF formatu | Socialna pedagogika, 2005 vol. 9, št. 4, str. 449-468. |
| Napake socialne politike: heroin, HIV in socialna marginalizacija med ruskogovorečimi manjšinami v Estoniji in Latviji | Failures of social policy: heroin, HIV and social marginalization among the Russian-speaking minorities in Estonia and Latvia |
| Paul Downes, dr. sci., Educational Disadvantage Centre, St. Patrick’s College, Drumcondra, Dublin 9, Ireland. | |
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Povzetek Obseg epidemije z virusom HIV je v Estoniji razmeroma večji kot kjerkoli v Vzhodni ali Zahodni Evropi ali Ruski federaciji. Epidemija se je začela leta 2000 in se je hitro razširila med intravenoznimi uporabniki drog, ki večinoma izhajajo iz ruskogovoreče manjšine. Članek osvetljuje dejstvo, da sta bili Estonija in Latvija – za razliko od Slovenije, ki je od leta 1991 v svoji politiki promovirala metadonski substitucijski program za problem uporabe heroina – veliko počasnejši v svojem odzivu na tveganja, ki izvirajo iz skupne uporabe igel. Povezava med uporabo heroina in socialno marginalizacijo je dobro poznana v evropskem kontekstu. Socialno marginalizacijo ruskogovoreče manjšine v Estoniji pospešuje dejstvo, da v estonski državni strategiji ekonomski integraciji rusko govorečih v Estoniji ne namenjajo nobene prioritete. Ključne besede: socialna marginalizacija, programi izmenjave igel, metadonski substitucijski program, socialno-ekonomska integracija, opiati. |
Abstract The scale of the HIV epidemic in Estonia is at a higher level per capita than anywhere in Eastern or Western Europe, or the Russian Federation. The epidemic started in 2000 and spread rapidly among intravenous drug users who are overwhelmingly from its Russian-speaking minority. This article highlights that, in contrast to Slovenian State policies, which since 1991, promoted methadone substitution treatment for problems of heroin use, Estonia and Latvia were much slower to react to the health risks from needle sharing. The relationship between heroin use and social marginalization is well recognised in the EU context. Social marginalization of the Russian-speaking minority in Estonia in particular is exacerbated by the lack of priority given to a State strategy for socio-economic integration of Russian-speakers in Estonia. Key words: social marginalization, needle exchange programme, methadone substitution treatment, socio-economic integration, opiate. |
| Članek v PDF formatu | Socialna pedagogika, 2005 vol. 9, št. 4, str. 469-498. |
| Stres pri strokovnih delavcih v vzgojnoizobraževalnih in prevzgojnih zavodih | Stress of employees in educational and residential treatment institutions |
| Janez Jerman, dr. psih., Pedagoška fakulteta v Ljubljani, Kardeljeva ploščad 16, 1000 Ljubljana. | |
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Povzetek V članku smo predstavili pojav stresa in izgorelosti pri delu strokovnih delavcev v vzgojnoizobraževalnih in vzgojnih zavodih. Ugotovili smo, da spol in poklic ne vplivata na doživljanje stresa. Vpliv delovne dobe se je pokazal predvsem pri psihosomatskih posledicah stresa, pri medosebnih odnosih in upoštevanju nadrejenih, več težavah s spanjem in glavobolom ter slabšem obvladovanju stresnih situacij. Stres bolje obvladujejo strokovni delavci z visoko izobrazbo, ki jih sodelavci najbolj upoštevajo in cenijo. Največjo izpostavljenost stresu in izgorevanju najdemo v VZOŠ in VZSŠ, najmanj pa v OŠ. Latentna struktura stresa in izgorelosti se kaže predvsem v treh faktorjih: psihosomatskih težavah, odnosu s sodelavci in obremenjenosti z delom. Ključne besede: stres, sindrom izgorevanja, strokovni delavci v vzgojnih zavodih. |
Abstract The article deals with stress of employees in educational and residential treatment institutions. We found out that gender and profession were not related to appearance of forms of stress. The influence of the time of being employed could be seen on the psychosomatic consequences of stress, on interpersonal relations and on relations to managers. The employees with diploma degree are coping better with stress. In the primary and secondary educational institutions with pupils with behavioral disorders we found out higher levels of stress. The lowest level of stress was found out in the regular primary schools teachers. Key words: stress, burnout syndrome, employers in educational institutions. |
| Članek v PDF formatu | Socialna pedagogika, 2005 vol. 9, št. 4, str. 499-514. |
| Program PUM − Projektno učenje za mlade | Project »Learning for young adults« |
| Irena Vujanovič, dipl. soc., ŠENTMAR, Vergerijev trg 3, 6000 Koper. | |
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Povzetek V Sloveniji je program Projektno učenje za mlade – PUM − ena redkih alternativ za reševanje problemov mladih, ki so izpadli iz rednega šolskega izobraževanja. V prispevku je opisana izkušnja dela mentorja; v omenjenem članku tudi vključevanje metod umetnostne terapije v delo z mladimi udeleženci programa PUM. Seznanimo se s položajem, dilemami in težavami mentorjev. Ključne besede: program Projektno učenje za mlade, mentorji, umetnostna terapija. |
Abstract One of the few alternatives for solving problems of young people who fall out of the regular school system in Slovenia is the project »Learning for Young Adults«. The experience of working as a mentor in this project is described in the article, as well as the various methods of Art Therapies in working with young participants. We are acquainted with the situation, difficulties and dilemmas of mentors. Key words: project “Learning for Young Adults«, mentors, Art Therapy. |
| Članek v PDF formatu | Socialna pedagogika, 2005 vol. 9, št. 4, str. 515-536. |
| Socialna pedagogika v službi razvoja tretjega sveta − primer vodenja projekta v ruralni Ugandi | Social pedagogy in service of third world development-example of project leading in rural Uganda |
| Barbara Kordič, univ. dipl. soc. ped., Seškova 16, 1215 Medvode. | |
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Povzetek Namen članka je ponazoriti vlogo socialnopedagoškega dela v okviru trajnostnega razvoja ruralne podsaharske Afrike na primeru vodenja projekta v vasi Bufuka na jugozahodu Ugande. Da bi socialnopedagoško pomoč uspešno umestila v afriško okolje, najprej predstavljam zgodovinski kontekst in razvojne težave, zaradi katerih se prebivalci Ugande še danes spopadajo s težkim bremenom nerazvitosti, nato pa tudi lastnosti bufuške skupnosti, h kateri je bilo moje delo usmerjeno in katero določajo druge kulturne in socialne dimenzije od nam znanih. Z ljudmi v pričujočem članku sem živela pet mesecev, v letih 2004 in 2005, in na podlagi raziskovalnih spoznanj za učence lokalne osnovne šole oblikovala učne projekte in izvenšolske dejavnosti ter nadgradila že obstoječe oblike pomoči širši bufuški skupnosti. S člankom predstavljam tako možnosti kot ovire uspešnega socialnopedagoškega delovanja v ruralni Afriki. Ključne besede: ruralna Afrika, Uganda, trajnostni razvoj, socialnopedagoško delo, Edirisa. |
Abstract The purpose of this article is to illustrate the role of socio-pedagogical work in the filed of sustainable development in rural Sub-Saharan Africa on the example of a project development in Bufuka Village in Southwestern Uganda. To successfully place socio-pedagogical aid into African environment I begin by setting the historical context that makes the inhabitants of Uganda bare an enormous burden of underdevelopment to this day. Than I describe the characteristics of the Bufuka community which my work focused on and which is determined by different cultural and social dimensions than those known to us. I lived with people in the present article for five months in the years 2004 and 2005. Based on my research findings, I formed educational projects and extracurricular activities for local primary school pupils and upgraded existing forms of aid for wider Bufuka community. With this article I am presenting possibilities and obstacles for successful socio-pedagogical performance in rural Africa. Key words: rural Africa, Uganda, sustainable development, socio-pedagogical work, Edirisa. |
