Doprinos študija socialnega dela k zmožnosti vživljanja v drugega

• Main Author: Vuković, Midjana
• Other Authors: Rihter, Liljana
• Format: Bachelor Thesis
• Language: Slovenian
• Published: M. Vuković 2020
• Subjects: empatija; izobraževanja za socialno delo; prispevek študija; Fakulteta za socialno delo; učenje (razvijanje) empatije; empathy; social work education; study contribution; Faculty of Social Work; learning (developing) empathy; sami
• Online Access: https://repozitorij.uni-lj.si/IzpisGradiva.php?id=119069; https://repozitorij.uni-lj.si/Dokument.php?id=133723&dn=; https://plus.si.cobiss.net/opac7/bib/36630019?lang=sl

V diplomskem delu raziskujem doprinos študija socialnega dela k zmožnosti vživljanja v drugega. Z izvedeno raziskavo sem želela ugotoviti, kako študentje sami dojemajo empatijo in kako vidijo mesto empatije v izobraževanju za socialno delo ter kakšen je prispevek študija k empatiji študentk in študentov socialnega dela. Rezultati kvalitativne raziskave na neslučajnostnem priložnostnem vzorcu, v katerega sem vključila devetindvajset študentk, pričajo o tem, da študentje vživljanje v drugega dojemajo predvsem kot razumevanje čutenja in doživljanja osebe. Zmožnosti vživljanja v drugega pripisujejo velik pomen na splošno in še večji v socialnem delu tako v procesu izobraževanja za socialno delo kot pri samem opravljanju poklica socialnega dela. Rezultati so pokazali obstoj določenih načinov učenja empatije tekom študija, kar vodi do spoznanja, da fakulteta prispeva k empatičnosti študentov. Prav tako sami študentje opažajo razliko pri lastni empatiji po štirih letih študija predvsem v smislu razvoja empatije. Navkljub izraženemu zadovoljstvu s strani študentov glede vpetosti empatije v izobraževalni proces, rezultati izkazujejo tudi nezadovoljstvo v smislu nezadostne in posredne umestitve empatije v učni kurikulum. Iz tega izhajajo predlogi za v prihodnje, ki bi omogočili intenzivnejše učenje in razvijanje empatije. In a Graduation Thesis, I researched how the study of social work contributes to the ability to empathize with another. With the research, I wanted to find out how students themselves perceive the empathy and how do they see the role of empathy in social work education, and what is the contribution of studies to the empathy of social work students. The results of the qualitative research on a non-random casual sample, in which I included twenty-nine female students, showed that students perceive empathy for another primarily as an understanding of a person's feelings and experiences. They consider that the capability of to empathize with the other is of great importance in general and even higher in social work, both in the process of education for social work and in the practice of the social work profession itself. The results showed that there are specific ways of learning of empathy during studies, which leads to the realization that the faculty contributes to the empathy of students. In the development of empathy, students also notice the difference in their empathy after four years of study. Even though students expressed satisfaction with the amount of how much empathy is involved in the educational process, results also showed dissatisfaction with the insufficient and indirect placement of empathy in the learning curriculum. These led to suggest for the future that would allow for more intensive learning and the development of empathy.