| Članek v PDF formatu | Socialna pedagogika, 2004 vol. 8, št. 3, str. 239-252. |
| V ogledalu socialne pedagogike: pomen enotnega strokovnega jezika | The diagnostic mirror for the social pedagogy |
| Nataša Martinjak, univ. dipl. soc. ped., Vzgojni zavod Kranj, Stanovanjska skupina Kranj, Šempeterska 3, 4000 Kranj. | |
| Povzetek Prispevek drži diagnostično ogledalo socialni pedagogiki, pri čemer analizira njene prednosti in pomanjkljivosti. Avtorica pri tem izhaja iz razmišljanja o položaju socialnega pedagoga v diagnostičnem timu različnih strokovnjakov. Socialnopedagoška diagnostična ocena se od drugih razlikuje v tem, da je pridobljena s presežkom tradicionalnih oblik diagnosticiranja. Prehod k alternativnemu pa je razlog zavračanja s strani drugih disciplin. Te pogojujejo mesto socialnega pedagoga v diagnostičnem timu s tim. objektivnimi podatki. Ker je v dobro uporabnika nujno, da socialni pedagog pridobi/ohrani in potrdi svoje mesto v diagnostičnem timu, mora sprejeti ta pogoj. To zahteva objektivno interpretacijo pridobljenih podatkov in njihov prevod v skupen, lasten jezik socialne pedagogike. Enoten strokovni jezik bi pripomogel tudi in najprej k objektivnejši predstavitvi stroke. Ključne besede: diagnostični tim, socialna pedagogika, interpretacija podatkov, subjektivnost, objektivnost, samopredstavitev, socialnopedagoški jezik. |
Abstract This article holds a mirror to the social pedagogy. The author starts from the position of the social pedagogue in a diagnostic team of various welfare workers. His/her diagnostic assessment is different in that it was reached by using the surplus of the traditional diagnostic methods. As it moves to the so called ‘alternative’ areas, it becomes rejected by other fields of work. They precondition its position in the diagnostic team by objective data. As it is necessary for the user's good that the social pedagogue maintains his position in the diagnostic team, he is forced to accept this condition. This requires of him/her to interprete and translate subjective data using the specific language of social pedagogy. Using such language could also help present the whole discipline in a more objective light. Key words: diagnostic team, social pedagogy, data interpretation, subjectivity, objectivity, self-presentation, socio-pedagogic diagnostics , socio-pedagogic language |
| Članek v PDF formatu | Socialna pedagogika, 2004 vol. 8, št. 3, str. 253-274. |
| Socialnopedagoška diagnostika: delo z negotovostjo | Socio-pedagogic diagnostics: work with uncertainty |
| Špela Razpotnik, dr. soc. ped., Pedagoška fakulteta v Ljubljani, Kardeljeva ploščad 16, 1000 Ljubljana. | |
| Povzetek Članek predstavlja enega od možnih pogledov na socialnopedagoško diagnosticiranje, oz. bolj splošno, na odnosno dogajanje. Usmerjenosti oz. izhajanju iz uporabnika, njegovih močnih točk, sistemskemu pristopu ter zavesti o strokovnjakovi lastni vpetosti v diagnostični proces dodaja še eno načelo, in sicer usmerjenost na interakcijo, ki se zgodi v odnosu med uporabnikom in strokovnjakom (tu in zdaj), v diagnostičnem intervjuju ali druge vrste institucionalnem pogovoru. Interakcijo razume predvsem kot edinstveno snov za analizo in ponuja v razmislek nekatere teme, prek katerih je mogoče izostriti ter senzibilizirati lastno razumevanje institucionalnih ter drugih interakcij. Intervju je v tem smislu razumljen kot reprezentacija realnosti, ustvarjena med sogovorcema, za oba sogovornika pa hkrati v danem trenutku edina skupna realnost. Tretjemu oz. analitiku, ki izhaja iz njegovega posnetka ali zapisa, pa edina dostopna. Članek predstavlja nekatera teoretska orodja, s pomočjo katerih se lahko ozremo na opravljen pogovor, ki smo ga opravili bodisi sami bodisi so ga opravili drugi, in ga razgrnemo kot prizorišče ustvarjanja pomena. Ključne besede: odnos, socialnopedagoška diagnostika, samopredstavitev, intervju, lingvistični pristop, analiza pogovora, institucionalni diskurz. |
Abstract The article presents one of the possible viewpoints on socio-pedagogical diagnostics, or, more generally speaking, on human interactions. It adds a new aspect to the diagnostic process, already including the focus on the user, his strengths, systemic approach and awareness of the professional's personal involvement in it, namely, it highlights the interaction between the user and the worker (here and now) in a diagnostic interview or any other conversation that takes place within the institutional boundaries. Interaction is understood as a unique subject for analysis; the article highlights a few topics which have the capacity to sharpen and sensitize our own understanding of institutional and other interactions. An interview in this sense is seen as a representation of reality, created between the two participants, and for both of them, this is at the same time their only common reality. To the third person, namely to the analyst, who has only the tape or notes available, this is the only way he can access this reality. The article presents some theoretical tools that can be applied when looking at the finished interview, either conducted by us or by another person, so that it can be used as a stage on which meaning was created. Key words: human interaction, socio-pedagogic diagnostics, self-presentation, interview, linguistic approach, analysis of verbal interaction, institutional discourse. |
| Članek v PDF formatu | Socialna pedagogika, 2004 vol. 8, št. 3, str. 275-294. |
| Večperspektivni diagnostični model | Multiperspective assesment model |
| Alenka Kobolt, dr. soc. ped., Jana Rapuš-Pavel, mag. soc. ped., obe Pedagoška fakulteta v Ljubljani, Kardeljeva ploščad 16, 1000 Ljubljana. | |
| Povzetek Prispevek se ukvarja s teoretskimi in praktičnimi dilemami ocenjevanja (diagnosticiranja) in načrtovanja pomoči otrokom, mladostnikom in odraslim s težavami v socialni integraciji. Predstavljen je razvoj dveh ključnih teoretskih tradicij, ki izhajata iz skupnega jedra - socialne diagnoze. Psihosocialni diagnostični model ji je dodal elemente objektivizacije psihološkega merjenja in se naslonil na pravno regulativo socialno-varstvenih ponudb. Model rekonstruktivno-razlagalne paradigme, razvit kot odgovor na pretiranost "objektivizacij" in regulativnost postopka ocenjevanja, poveže socialno diagnozo z objektivno hermenevtiko in etnografsko–biografsko usmerjenim socialnim raziskovanjem. Iz obeh avtorici izpeljujeta tretjega, razumeta ga kot ohranjanje pozitivnih elementov in ga umeščata v okvir uveljavljenih teoretskih usmeritev socialne pedagogike - življenjski prostor, večperspektivno ocenjevanje, aktivno participacijo in upoštevanje subjektivnih svetov vpletenih. Delovno ga poimenujeta večperspektivni diagnostični model. Usmerjen je v opolnomočenje in "izpogajanje" intervencij v procesu sodelovanja med uporabniki in strokovnjaki različnih strok. Ključne besede: diagnostika, ocenjevanje, psihosocialni in rekonstruktivni pristop, večperspektivni sodelovalni model. |
Abstract Article deals with theoretical and practical dilemmas of assessment (diagnosis) and planning help for children, adolescents and adults withe difficulties in their social integration. It presents the development of two key theoretical traditions, developed from the common core – social diagnosis. The psycho-social diagnostic model added to the tradition elements of objective psychological measurements and embraced the legal regulations of welfare offers. The model of reconstructive-hermeneutical paradigm, developed as a response to exaggerated “objectivisation” and regulation of the assessment process, links the social diagnosis with objective hermeneutics and ethnographic-biographical and qualitative social research. From both sources, we develop the third line and understand it as maintaining the positive elements of both positiones within the established theoretical trends of social pedagogy – contextual and multiperspective assessment, with active participation and taking into account the subjective worlds of those involved. We use a working name for it – multiperspective participative diagnostic model. It is aimed at empowerment and negotiation of interventions through the process of co-operation between the users and team work of different professionals. Key words: diagnostics, assesment, psychosocial model, reconstructive model, multiperspective-cooperative model. |
| Članek v PDF formatu | Socialna pedagogika, 2004 vol. 8, št. 3, str. 295-314. |
| Na profesionalno pot neobremenjeni s prtljago | Start your professional journey unburdened by baggage |
| Barbara Bizjan, prof. soc. ped., Vzgojni zavod Kranj, Stanovanjska skupina Stražišče, Šempeterska ulica 3, 4000 Kranj. | |
| Povzetek Prispevek prikazuje možnost uporabe postopkov in načel socialnopedagoške diagnostike kot oblike selekcioniranja kandidatov za študij pomočniških profesij. Avtorica naslanja prispevek na trditev, da v okviru študija in opravljanja pomočniških poklicev zadovoljujemo številne lastne potrebe. Izpostavljena je problematika latentnih motivov, ki (lahko) negativno vplivajo na odnos med strokovnjakom in uporabnikom. Ključne besede: socialnopedagoška diagnostika, pomočniški poklici, motivi, selekcija kandidatov za poklice pomoči. |
Abstract The article presents the possibility of applying procedures and methods of socio-pedagogical diagnostics to the selection of candidates for studies in helping professions. At the heart of this article is the claim that both study and the helping professions occupations themselves are satisfying our numerous private needs. The author looks at latent motives which can negatively affect the relationship between the worker and the user. Key words: socio-pedagogic diagnostics, helping professions, motives, selection of candidates for helping professions. |
| Članek v PDF formatu | Socialna pedagogika, 2004 vol. 8, št. 3, str. 315-330. |
| Socialnopedagoško diagnosticiranje v predšolskem obdobju: delo z otrokom s težavami v socialni integraciji | Socio-pedagogical diagnostics in the pre-school period; work with children with difficulties in their social integration |
| Darja Žnidaršič, univ. dipl. soc. ped., Cesta 1. maja 69, 4000 Kranj. | |
| Povzetek Članek predstavlja primer pomoči otroku, ki ima težave v socialni integraciji. Nanaša se na predšolske otroke in hkrati na vzgojno osebje v vrtcu. Vrtec kot institucija zmore ob upoštevanju varovalnih in ogrožajočih dejavnikov vsaj deloma uravnotežiti otrokovo ravnovesje, kadar so pogoji zanj v družini prešibki. Namen diagnosticiranja je v sistematičnosti procesa načrtovanja in izvajanja pomoči, v katerega je poleg drugih pedagoških strokovnih delavcev najprej vpeta vzgojiteljica. Socialni pedagog v vrtcu svetuje vzgojnemu kadru, staršem, sodeluje v timu, ukvarja pa se tudi neposredno z otrokom. Ključne besede: socialnopedagoško diagnosticiranje, varovalni dejavniki, dejavniki tveganja, težave v socialni integraciji. |
Abstract This article presents a case where a child with social integration difficulties was helped. It looks at pre-school children and at the preschool staff. The preschool as an institution can at least partially balance the child's inner unbalance when the conditions for this within his family are too week, provided certain safe-guarding and threatening factors are respected. The purpose of diagnostics is to systematically plan and implement the process of care which is beside all other workers in education first and foremost carried by the preschool teacher. The social pedagogue in the preschool can provide advice for the teaching staff, parents, participate in a team, and deal directly with children. Key words: socio-pedagogic diagnostics, risk and protective factors, problems in social integration. |
| Članek v PDF formatu | Socialna pedagogika, 2004 vol. 8, št. 3, str. 331-352. |
| Socialnopedagoška diagnostika v vrtcu: program dela z gibalno oviranim otrokom | Socio-pedagogical diagnostics in preschool: the program of work with physically disabled children |
| Breda Forjanič, univ. dipl. soc. ped., Vrtec Manka Golarja Gornja Radgona, Kocljeva ulica 2, 9250 Gornja Radgona. | |
| Povzetek Prispevek prikazuje študijo primera, in sicer gibalno oviranega otroka, vključenega v vrtec in v tem kontekstu intervencijo socialnega pedagoga. Z evalvacijo individualiziranega programa avtorica ugotavlja, da se socialnopedagoška diagnostika usmerja na konkretne pedagoške naloge, ki jih uresničujemo v vsakdanji vzgojni praksi. Dobro načrtovana in izpeljana individualna pomoč gibalno oviranemu otroku, prepoznavanje razvojnih faz, dobro socialno vzdušje, aktivno sodelovanje vseh udeležencev v vzgojno-izobraževalnem procesu in ustrezno načrtovano ter spodbudno učno okolje pripomorejo k temu, da tudi gibalno ovirani otroci lahko brez večjih težav napredujejo v razvoju. Pri tem pa je pomembno, da zaznamo otrokova »močna« področja in na njih gradimo načrte za dobro pedagoško delo in tako vplivamo na otrokov razvoj in pozitivno samopodobo. Ključne besede: socialnopedagoška diagnostika, kognitivni razvoj, gibalno oviran otrok, individualizirani program pomoči. |
Abstract This article presents a case of a physically disabled child integrated in preschool and the social pedagogue's intervention. Based on the evaluation of the personalised program, the author concludes that socio-pedagogical diagnostics highlights certain educational tasks that occur in everyday practice. A well planned and implemented personalised help for a physically disabled child, recognition of the development phases, a good social atmosphere, active cooperation of all involved in the educational process and a well planned and encouraging learning environment contribute to a smooth development of physically disabled children without many serious problems. In creating such an environment, it is important to recognise the child’s ‘strong’ areas and build the plans for educational work on them, thus encouraging the child’s development and a positive self-image. Key words: socio-pedagogic diagnostics, cognitive development, physically disabled child, individualized care plan. |
| Članek v PDF formatu |
Socialna pedagogika, 2004 vol. 8, št. 3, str. 353-366. |
| Praktična uporaba koncepta socialnopedagoškega diagnosticiranja in programiranja pri delu z romsko deklico | The practical application of the concept of socio-pedagogical diagnostics and programming work with a Romano girl |
| Darja Hristovski Kandušer, univ.dipl.soc. ped., Osnovna šola Venclja Perka, Ljubljanska 58a, 1230 Domžale. | |
| Povzetek Prispevek obravnava praktično uporabo koncepta socialnopedagoškega diagnosticiranja in programiranja pri delu z osnovnošolsko populacijo romskih otrok, upoštevajoč temeljne značilnosti socialnopedagoške diagnostike in programiranja (procesnost, vpetost v socialni kontekst, spremenljivost, usmerjenost v spoprijemalne strategije). Kot temeljna metoda pridobivanja podatkov je uporabljen nestrukturiran oziroma delno strukturiran intervju in opazovanje z udeležbo. Omenjeni načini omogočajo vpogled v celoten interaktivni prostor posameznika, njegove ožje in širše družine, inštitucij in organizacij. Prispevek prikazuje posamezne korake analize gradiva, pridobljenega z omenjenimi metodami, zaokroži pa z interpretacijo in oblikovanim načrtom dela oziroma pomoči. Ključne besede: socialnopedagoško diagnosticiranje in programiranje, Romi, delno strukturiran intervju, kvalitativna analiza. |
Abstract This article presents the practical use of the concept of socio-pedagogic diagnostics and individual care planning in work with elementary school Romani children, while taking into account basic characteristics of socio-pedagogic diagnostics and individual care planning: its process nature, its relation to the social context, orientation to coping strategies. As the basic method of gathering information, the author used the unstructured or partially structured interview and observation with participation. The mentioned methods enable an insight into the whole individual's interactive space, his close and extended family, institutions and organizations. The article presents the steps of analysis of the materials gathered by the mentioned methods and rounds it off with an interpretation and a plan of work/help. Key words: socio-pedagogic diagnostics and care planning, Romani children, partially structured interview, qualitative analysis. |
| Članek v PDF formatu | Socialna pedagogika, 2004 vol. 8, št. 3, str. 367-384. |
| Razumevanje socialnopedagoške diagnostike in njenih uporabnikov v šolskem prostoru z vidika šolskega svetovalnega dela | Understanding of the socio-pedagogical diagnostics and its users in the school environment from the perspective of the school counselling work |
| Natalija Plajnšek, prof. def. za motnje vedenja in osebnosti in domske ped., Osnovna šola Trnovo, Karunova 14/a, Ljubljana. | |
| Povzetek Prispevek opozarja na težavno obdobje odraščanja otrok in mladostnikov v sodobnem času, posledica česar je soočanje s številnimi stiskami, napetostmi in konflikti, ki jih bremenijo. Delo socialnih pedagogov, ki med drugim vključuje tudi socialnopedagoško diagnostiko, lahko pomembno prispeva pri pomoči in oblikovanju sveta mladih ljudi. Socialni pedagog se usmerja predvsem na aktualne življenjske naloge, ki jih mora mladostnik razrešiti, in ne raziskuje vzrokov neustreznega vedenja in motenj v zgodnjem otroštvu. Zanima ga pomoč »tukaj in zdaj«, hkrati pa poskuša razumeti preteklo dogajanje. Postopek dobrega socialnopedagoškega diagnosticiranja v vlogi pomoči zahteva podroben vpogled v življenjske okoliščine mladostnika in spremljajoče odnose v njih. Poteka v prostoru, kjer vladajo določeni odnosi, razmerja moči v posameznih sistemih in podsistemih. Nujno je upoštevanje socialnega konteksta, znotraj katerega se mladostnik nahaja. Socialni pedagog mora razumeti delovanje različnih sistemov ter vlogo strokovnjakov in njihove raznovrstne sisteme vrednot. Ključne besede: socialni pedagog, mladostnik, socialnopedagoška dignostika, timsko delo. |
Abstract This article highlights the difficulties in growing up in this time and age which leads to various problems, tensions and conflicts which further aggravate the situation of youth. The work of social pedagogues which among other things includes socio-pedagogical diagnostics can significantly contribute and assist young people in their dealings with the world around them. The social pedagogue concentrates on the ongoing problems young people have to resolve and does not look for the reasons for his inappropriate behavior and behavioral problems in his early childhood. He is interested in providing help here and now, while he also tries to understand the past. The procedure of good socio-pedagogical diagnosis in the function of assistance requires a very detailed insight into the life circumstances of the adolescent and the relationships within them. It positions itself in the space where certain relationships and certain distribution of power in various systems and subsystems exist. It is necessary to take into account the social context of the adolescent’s life. The social pedagogue has to understand how various systems work, the role of welfare workers and their various value systems. Key words: social pedagogue, adolescent, socio-pedagogic diagnostics, team work. |
| Članek v PDF formatu | Socialna pedagogika, 2004 vol. 8, št. 3, str. 385-402. |
| Doma vse poznam, več je takih »moje kategorije« | I know everyone at home, there are more of them of “my kind” |
| Samo Lesar, mag. soc. ped., Dijaški dom Bežigrad, Kardeljeva ploščad 28, 1000 Ljubljana. | |
| Povzetek Prispevek se ukvarja z vprašanji o pomembnosti, pomenu in izvedbi socialnopedagoške diagnoze v dijaškem domu. Podatki za prispevek so bili zbrani z vodenim intervjujem dijaka in testom nedokončanih stavkov, ki je povzet po priročniku Dejane Bouillet. Izkazalo se je, da sta bila tako intervju kot test nedokončanih stavkov zelo koristna predvsem za vzgojitelja. Avtor želi s prispevkom spodbuditi tovrstno pridobivanje informacij pri delu z na novo sprejetimi dijaki v dijaške domove. Ključne besede: dijaški dom, vzgojitelj, socialnopedagoška diagnoza, test nedokončanih stavkov. |
Abstract This article deals with the questions of importance, meaning and implementation of socio-pedagogical diagnostics in the boarding school. The data for the article was collected by conducting a structured interview with students, and running a test of unfinished sentences taken from Dejana Buillet's textbook. It showed that both the interview and the test of unfinished sentences were very useful, especially for the educator. With this article, the author would like to encourage further application of this method of gathering data in work with new students in boarding schools. Key words: boarding school, care worker, socio-pedagogic diagnostics, test of unfinished sentences. |
