- Povzetek
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- V članku je predstavljen in kritično primerjan s klasičnimi,
sodoben koncept vzgojnih pomoči mladim s težavami v socialni
integraciji. Koncept je razvit na Nizozemskem, razvija pa se tudi v
Nemčiji. Temeljne usmeritve novega koncepta se od klasičnih oblik
pomoči mladim razlikujejo predvsem v tem, da gre za celostno obliko
pomoči (ena sama ustanova prevzame odgovornost za otroka/mladostnika
in družino) in po potrebi koordinira in vključuje tiste ukrepe
(intervencije), ki se v procesu nudenja pomoči pokažejo kot nujne in
individualno ustrezne. Na ta način se skuša preseči razdrobljenost,
prevelika specializacija ponudb pomoči, kar vodi v razpetost
uporabnikov med različne nosilce in ustanove. Ustanova, ki prevzame
odgovornost za uporabnika (praviloma tista, s katero se uporabnik
prvič sreča), usklajuje nadaljnje oblike pomoči, pri čemer skrbi, da
so le-te čim bolj usmerjene v konkretno življenjsko polje
otroka/mladostnika oziroma njegove družine. Koncept celostnih,
prožnih socialnopedagoških oblik pomoči je realizacija teoretskega
diskurza "življenske usmerjenosti". Poleg teoretičnih usmeritev in
kritike obstoječih oblik socialnopedagoških oblik pomoči avtor
razgrinja težave, s katerimi se srečujejo ob uvajanju koncepta v
konkretno vzgojno in socialno prakso.
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- Ključne besede: socialno pedagoške
intervencije, modeli socialno pedagoškega dela, naravnanost v
življenjsko polje, prožne-celostne oblike socialno pedagoškega dela,
naravnanost na mlade.
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- Abstract
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- This article presents a contemporary concept of educational care
aimed at young people with difficulties in their social integration,
and offers a critical comparison of this concept with the classic
ones. This new concept has been developed in Holland and recently
adopted also in Germany. The approach is holistic: only one
institution takes an individual or a family under its wings, and
coordinates and introduces such interventions as seen necessary and
suitable to the situation at the time providing care. This approach
should overcome the problem of dispersal and overspecialised care
offering which lead to a confusion among the users torn between
various institutions. The institution which looks after an
individual (usually the first one) coordinates further care and
makes sure it targets as much as possible the specific life
circumstances of a child/adolescent and his/her family. The concept
of holistic and flexible sociopedagogical care is a natural
extension of the theoretical discourse called 'life orientation'.
Apart from the theory and some criticism of the current forms of
socioepedagogical care, the author of the article also provides an
insight into the difficulties arising from the implementation of
this concept in the educational and social practice.
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- Key words: social pedagogical interventions,
models of social pedagogical work, life context orientation,
holistic and flexible sociopedagogical care, youth orientation.
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