Socialna pedagogika, 1999 vol. 3, št. 2, str. 99-108.

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Prispevek govori o nekaterih značilnostih strahu pred kriminaliteto. Avtor polemizira vlogo preučevanja strahu pred kriminaliteto in razsežnost pojma strah pred kriminaliteto, ki se pokaže kot dokaj nejasen. Pisec predstavlja tudi značilnosti socio-demografskega in socialno-psihološkega modela za preučevanje strahu pred kriminaliteto ter navaja nekatere ugotovitve primerjalne študije (med Slovenijo, Škotsko in Nizozemsko) ter pomisleke, ki se pojavljajo pri preučevanju strahu pred kriminaliteto. Najbolj zanimivo je dejstvo, da ljudje na območjih, kjer je kriminalitete veliko, izkazujejo malo strahu in nasprotno, v okoljih, ki so razmeroma varna, je strah pred kriminaliteto bistveno večji. Ta ugotovitev navaja na sklep o razliki med strahom (iracionalno) in dejansko razširjenostjo kriminalitete.

Ključne besede: kriminaliteta, strah pred kriminaliteto.

This article presents several of the characteristics of the fear of crime. In his paper, the author takes a critical view of the research of the fear of crime and the notion of its extent, which when put under scrutiny appears to be a rather nebulous concept. The second part of the article presents the characteristic socio-demographic and psycho-social models of the fear of crime together with the uncertainties thrown up by a close study of the subject. Of great interest is the contradiction that in high crime regions people display a low level of fear, while, by contrast in relatively safe areas, the fear of crime is more present. This finding leads to a conclusion concerning the difference between fear (the irrational) and the actual occurrence of crime.

Key words: crime, fear of crime.

Socialna pedagogika, 1999 vol. 3, št. 2, str. 109-134.

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Članek predstavlja izsledke treh raziskovalnih projektov, ki so potekali v letu 1998 in so osvetlili stanje in dogajanje na področju kakovosti življenja mladih v Ljubljani in v Sloveniji. Vse tri raziskave so bile narejene na razmeroma velikih, reprezentativnih vzorcih mladih. To so raziskave Dejavniki tveganja pri slovenskih srednješolcih (Tomori s sodelavci, 1998), Prosti čas mladih v Ljubljani (Rener in Ule, 1998) ter Droge med srednješolsko mladino v Ljubljani (Dekleva, 1998). Avtor opozarja na skupne tematske značilnosti treh raziskav, kakor tudi na njihove različnosti. Na koncu pomen relevantnost raziskav za socialno pedagoško področje dela. Njihovo uporabnost vidi predvsem v vodilih, ki jih nudijo za razvijanje preprečevalnega dela, še posebej v osnovni šoli.

Ključne besede: mladina, obdobje mladostništva, psihosocialni razvoj, dejavniki tveganja, droge, prosti čas, kvaliteta življenja.

This article presents the results of three research projects which took place in 1998 and which shed light on the conditions and events in the sphere of adolescent life in Ljubljana and in Slovenia. All three studies concerned the conditions of large, representative samples of young people. The titles of the studies are Risk factors in Slovene secondary-school students (Tomori and others, 1998), The free time of young people in Ljubljana (Rener and Ule, 1998) and Drugs and secondary-school students in Ljubljana (Dekleva, 1998). The author draws attention to the common thematic threads of the three investigations, and also highlights their differences. The conclusion reveals the relevance of the studies to the field of social pedagogy. Their application is apparent particularly in the guidance they offer for the development of preventive work, especially in primary school.

Key words: youth, adolescence, psychosocial development, risk and protective factors, leisure time, quality of life.

Socialna pedagogika, 1999 vol. 3, št. 2, str. 135-154.

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Metoda doživljajske pedagogike se vedno pogosteje uporablja tako v institucionalnih kot izveninstitucionalnih oblikah pomoči otrokom in mladostnikom s težavami v socialni integraciji. Razpoznavna je skozi načrtovane pedagoške aktivnosti in reflektirana doživetja, izkušnje in spoznanja. Merila, ki zagotavljajo kakovost izvajanja projektov, so: značilnosti osebe doživljajskega pedagoga (sposobnost umikanja, popolnost udeležbe, istovetenje z doživljajskopedagoškim konceptom, ekološka ozaveščenost), obvladanje doživljajskopedagoških znanj, pedagoško-psihološka usposobljenost (empatičnost, posluh za pogovore,razvit občutek za signale v zvezi s skupinsko dinamičnimi in individualnimi procesi, fleksibilnost, poznavanje posebnosti ciljnih skupin, velik izbor iger, delavnic, vaj in obvladovanje športnih zvrsti), podajanje jasnih neinstitucionalnih vlog, visoka mera varnostne orietnacije, veščina vodenja tesnih in intenzivnih odnosov, dobra pripravljenost in uigran team. Potrebno je izbrati pravšen prostor in okolje, kjer bo potekal doživljajskopedagoški projekt, ki bo izpeljan v metodičnem zaporedju (priprava, izpeljava, evalvacija). Avtor vključuje v prispevek tudi prikaz standardov kakovosti, in sicer kakovost dosežkov, kakovost procesa, strukture in koncepta; zaključuje ga s sklepi za kakovosten menedžment.

Ključne besede: doživljajska pedagogika, doživetje, skupina, veščine, okolje, merila, kakovost, menedžment.

The experience based pedagogic method is still widely used in both institutional and non-institutional frameworks as an aid to children and young people with problems of social integration. It is characterised by planned pedagogic activity and reflected experiences, experimentation and knowledge The standards of measurement for determining the quality of performance of projects are: the personal characteristics of the experience based pedagogue (ability to hold back, thoroughness of participation, identification with the experiential-pedagogic concept, environmental awareness, mastery of exeperiential-pedagogic knowledge, pedagogo-psychological ability (empathy, an ear for conversations, a highly developed feeling for signals connected with group dynamics and individual processes, flexibility, knowledge of the peculiar characteristics of group aims, a large selection of games, workshops, exercises and a command of a variety of sports), handing over clearly non-institutional roles, a high level of safety orientation, skill in guiding close and intense relationships, great willingness and a practised team. It is necessary to chose a suitable space and surroundings for the experiential-pedagogic project to take place in, and for it to be conducted in a methodical sequence (preparation, execution, evaluation). The author also includes in the article a demonstration of the standards of quality, and additionally the quality of results, the quality of the process, structure and concept: He concludes with resolutions for quality management.

Keywords: experiental pedagogy, experience, group, talents, media, measures, quality, management.

Socialna pedagogika, 1999 vol. 3, št. 2, str. 155-183.

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Zahteve in cilji sodobne šole so razen k znanju usmerjeni tudi v vedno večje upoštevanje socialnih okoliščin šolanja. To hkrati pomeni, da od šole pričakujemo, da mlade opremi tudi s kompetenco za njihovo polnovredno socialno integracijo. V prispevku so prikazane možnosti za to, da se z organiziranjem šolskih dejavnosti, kot so Klub učencev, Otroški parlament in vrsta raziskovalnih dejavnosti, mladim poleg znanja ponudi še možnosti za njihovo osebnostno in socialno rast. Našteto je predstavljeno kot možnost socialno-pedagoškega delovanja v osnovni šoli. S temi dejavnostmi socialni pedagog lahko prispeva h kakovosti življenja v šoli nasploh. V dejavnosti se lahko vključuje kot organizator, mentor ali koordinator in tako preverja, ali podpirajo celostni razvojni proces mladih. Takšna socialno-pedagoška ponudba lahko prispeva k večji in boljši dinamiki vzgojno-izobraževalnega dela, kjer se ne ustvarja zgolj storilnostna kultura in tekmovalnost, temveč vzgoja za življenje.

Ključne besede: šola, šolske dejavnosti, socialni kontekst, socialno-pedagoško delo.

The demands and goals of a modern school go beyond the area of knowledge acquisition into the increasing consideration of the social context of school. There is a resultant expectation that the school will equip young people with the necessary competence for their complete integration into society. This article demonstrates the possibility that, by means of organised school activities such as students' clubs, youth parliament and students' research activities, young people can be offered opportunities for personal and social growth in addition to knowledge acquisition. A list of socio-pedagogical activities suitable for primary school use is presented. These allow the social pedagogue to contribute to the overall quality of school life. Being involved as an organiser, a mentor, or a co-ordinator gives the him or her the opportunity to evaluate the extent to which the activity is contributing to the overall development process of the young. This type of socio-pedagogical activities can contribute quantitatively and qualitatively to the dynamic of teh educational work, where the concern is not merely with the achievement orientation and competitiveness but rather with a preparation for living.

Key words: school, school activities, social context, socio-pedagogical work.

Socialna pedagogika, 1999 vol. 3, št. 2, str. 185-194.

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Avtor predstavlja zamisel in delovanje približno 300 skupin starih za samopomoč v Sloveniji. Pri tem izhaja iz spoznanja o tem, da so nematerialne potrebe starih, pri čemer misli na duševni, medčloveški in duhovni vidik starosti, v zahodni civilizaciji praviloma spregledane oziroma zanemarjene. Delo samopomočnih skupin temelji na različnih privnah gerontagogike, ki si prizadeva za razvijanje in uvajanje strokovne metodike na to področje dela.

Ključne besede: stari, nematerialne potrebe, socialna gerontagogika, skupine samopomoči

The author presents the ideas and activities of approximately 300 Slovenian aged peoples self-help groups. His starting point is the recognition that as a rule western society overlooks or even ignores the non-material needs of the elderly, by which are meant the intellectual, spiritual and interpersonal elements of the old age. The work of the self-help groups is based on the different elements of gerontogogy, which endeavour to develop and introduce professional methods to this field of work.

Key words: the elderly, non-material needs, social gerontogogy, self-help groups

Socialna pedagogika, 1999 vol. 3, št. 2, str. 195-201.

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Prispevek s ukvarja z razumevanjem različnih vidikov konflikta med vzgojo in izobraževanjem v okolju vzgojnega zavoda. Avtor opozarja na pozitivne in negativne strani konlifktov. Namesto k reševanju konflitkov poziva k reševanju problemov. Temeljno značilnost kakovostne vzgoje vidi v razvijanju kooperativnosti, za katero pa je pogoj odprta dvosmerna komunikacija.

Ključne besede: vzgoja, izobrtaževanje, konflikt, sodelovanje, komunikacija.

The article is concerned with understanding the various ways of looking at the conflict between upbringing and education in the environment of educational establishments. The author focuses attention on the positive and negative aspects of conflicts. The emphasis is shifted from conflict resolution and placed instead on problem solution. The fundamental characteristic of quality in education is seen as the development of co-operation, based on open, two-way communication.

Key words: upbringing, education, conflict, co-operation, communication.