PODRŠKA I POMOĆ DJECI U PROCESU POVRATKA: INTEGRATIVNI PRISTUP

• Main Authors: Delale, Eva Anđela, Družić, Olja
• Format: Article in Journal/Newspaper
• Language: Croatian
• Published: Faculty of Law, University of Zagreb, Department of Social Work 1998
• Subjects: sami
• Online Access: https://hrcak.srce.hr/198512; https://hrcak.srce.hr/file/292331

U radu je predstavljen integrativni pristup radu s djecom u zajednici u povratku proveden od 1996. do 1998. godine u Hrvatskoj Kostajnici. Rad na projektu obuhvaćao je tri faze, a prva je započela procjenom potreba. Izdvojeno je 50 djece iz osnovne škole kod kojih je intenzitet posttraumatskih reakcija bio značajno veći nego kod ostalih učenika, i ona su uključena u grupne oblike rada. Sa 22 djece, čije su poteškoće bile posebno izražene, organiziran je ljetni kamp. Druga faza je obuhvatila 130 djece i predstavlja nastavak neposrednog individualnog i grupnog rada s djecom; cilj je bio prorada traumatskih iskustava i olakšavanje teškoća prilagodbe. Istodobno je educirano 30 nastavnika i nekoliko stručnjaka iz lokalne zajednice, kako bi zajednica bila osnažena za podržavanje djece u procesu povratka. Treća faza bila je usmjerena na dodatno ojačavanje dijela djece, koja su kroz dotadašnje aktivnosti pokazivala da bi mogla biti potencijalni voditelji mladih u toj lokalnoj zajednici. Šesnaestoro djece je ponovo uključeno u ljetni kamp, ali ovaj put s ciljem da ih se osnaži, podrži i nauči da dio aktivnosti, u kojima su i sami sudjelovali dvije godine, organiziraju i provode samostalno, kao dio strukturiranja slobodnog vremena. This article explains the integrative approach in working with children in the community of returnees. The assistance has been provided through two-years project, implemented in Hrvatska Kostajnica (1996 -1998). The project was implemented in three phases. At first the children ’s needs were estimated and 50 elementary school students were included in group work. These students showed significantly higher level of post-traumatic reactions than their peers. For 22 students, who suffered from very severe difficulties, we organized summer camp. The second phase included 130 students and actually was a continuation of individual and group work. Its aim was to work on traumatic experiences and to make adjustment easier. At the same time 30 teachers and some local professionals were trained. The idea was to help local community to become stronger in supporting children in the process of return. The third phase was targeted to those students, who had shown some qualities of potential leaders. We included 16 of these children in summer camp program with the idea to support and strengthen their skills of independent structuring leisure time for their peers.