Prepoznavanje in preprečevanje trpinčenja otrok v vrtcu

• Main Author: Tomažič, Urša
• Other Authors: Devjak, Tatjana
• Format: Bachelor Thesis
• Language: Slovenian
• Published: 2020
• Subjects: otroci; children; sami
• Online Access: https://repozitorij.uni-lj.si/IzpisGradiva.php?id=119324; https://repozitorij.uni-lj.si/Dokument.php?id=134023&dn=; https://plus.si.cobiss.net/opac7/bib/27322883?lang=sl

Trpinčenje je pojem, ki označuje dolgotrajno nasilje in vključuje neravnovesje moči med žrtvijo in napadalcem, kjer se žrtev ne more braniti, pogostokrat občuti strah, nemoč, obup ipd. Znane so različne oblike trpinčenja: telesno trpinčenje, psihično trpinčenje, spolna zloraba, zanemarjanje in medvrstniško trpinčenje. Trpinčenje je pojav, pri katerem nekdo z nekom ravna na način, da bi ga prizadel. Tako pri nas kot tudi drugod po svetu je bilo trpinčenje vrsto let tabu tema in šele danes, v današnji družbi to temo obravnavamo nekoliko manj stigmatizirano, se o njej več pogovarjamo in se zavedamo nujnosti njene obravnave. To je tudi pogoj za prepoznavanje in preprečevanje trpinčenja. Prepoznavanje in preprečevanje trpinčenja otrok v vrtcu je pomembna naloga vzgojiteljev, strokovnih delavcev in hkrati tudi osrednja tema diplomskega dela. Vzgojitelj mora v prvi vrsti poznati znake posledic trpinčenja, saj lahko le tako zazna spremembe pri otroku, povezane s trpinčenjem, in nato učinkovito preprečuje nadaljnja tovrstna početja. V diplomskem delu smo raziskali in definirali različne opredelitve in oblike trpinčenja, kako prepoznavati znake trpinčenja in kako tovrstna početja obravnavati in preprečevati. V raziskovalnem delu smo se osredotočili na to, katere oblike trpinčenja poznajo strokovni delavci, kako prepoznajo nasilne, agresivne, neustrezne odnose do otrok v družini, šoli in okolju ter kako lahko kot strokovni ali pedagoški delavci pomagajo otroku, ki doživlja trpinčenje, stisko. Ugotovili smo, da strokovni delavci poznajo predvsem določene oblike trpinčenja, kot so fizično (telesno) in psihično (čustveno) trpinčenje, zanemarjanje, spolno zlorabo ter medvrstniško trpinčenje. Nekoliko manj poznana oblika je Munchausnov sindrom. Z raziskavo smo ugotovili tudi, da strokovni delavci prepoznajo trpinčenje predvsem po vidnih fizičnih poškodbah, po strahu pred naglimi gibi in žalosti ter da bi v primeru trpinčenja ali pa suma trpinčenja za pomoč prosili sodelavko, vodstvo in socialno službo vrtca, otroku pa nudili tolažbo, pogovor in mu zagotovili občutek varnosti. Kljub temu da so nekateri rezultati raziskave pokazali, da anketirani strokovni delavci menijo, da sami niso dovolj seznanjeni s tematiko trpinčenja otrok, in da jih velika večina meni, da lahko sami le stežka prepoznajo znake trpinčenja in temu primerno strokovno ustrezno ukrepajo, je zadnji sklop raziskave pokazal, da bi v primeru trpinčenja ali zgolj suma trpinčenja znali ustrezno ukrepati. Dejstvo je, da strokovni delavci (kakor tudi vsi ostali) ne morejo ukrepati, če problematike sploh ne zaznajo, zato menimo, da bi bilo smiselno v javnih institucijah organizirati izobraževanja na temo, kako prepoznati trpinčenje pri otrocih in kako primerno pristopiti. Maltreatment is a term that denotes long-term violence, which includes an imbalance in power between the victim and the attacker, where the victim cannot defend himself or herself and where he or she often feels fear, helplessness, despair, etc. Various forms of maltreatment are known: physical maltreatment, psychological maltreatment, sexual abuse, neglect and peer abuse. Maltreatment is a phenomenon in which someone acts with the intention of hurting somebody else. In Slovenia and elsewhere in the world, maltreatment has been a taboo topic for many years, only in today's society, we have started to look on this topic in a less stigmatized way, we talk more about it and we are aware of the urgency of its treatment. This is also a prerequisite for identifying and preventing maltreatment. Identifying and preventing maltreatment of children in kindergarten is an important task of educators, professional workers and at the same time the central topic of this bachelor’s thesis. First, an educator must know the signs of the consequences of maltreatment, only then can the changes related to maltreatment be detected in a child, and an educator can effectively prevent further maltreatment with appropriate measures. In the bachelor’s thesis, we have explored and defined different definitions and forms of maltreatment, how to recognize the signs of maltreatment, and how to treat and prevent this kind of behaviour. In the empirical part, we focused on what forms of maltreatment experts are familiar with, how they recognize violent, aggressive, inadequate relationships with children in a family, school and environment, and how to help a child experiencing maltreatment as a professional pedagogical worker. We have found that professional workers know mostly the following forms of maltreatment: physical (body related) and psychological (emotional) maltreatment, neglect, sexual abuse and peer abuse. A less known form of this behaviour is Munchausen's syndrome. We have also found out that the experts recognize maltreatment mainly after visible physical injuries or typical behaviour that is shown by a child, such as fear of sudden movements and sadness. This study also shows that in the case of maltreatment or suspicion of maltreatment educator would look for help in a colleague, the leadership or the social service of the kindergarten, either of which would be available, and the child would be comforted, talked to and given a sense of security. Although some of the results of the survey have shown that the surveyed professionals consider that they are not sufficiently familiar with the topic of child maltreatment and that the vast majority believe that they cannot easily identify the signs of maltreatment themselves and take appropriate actions accordingly, research has shown that in the event of maltreatment or mere suspicion of maltreatment, they would be able to take appropriate actions. The fact is that professionals (as well as all others) cannot act if they do not perceive the problem at all, so we believe that it would be sensible to organize trainings in public institutions on the topic of how to recognize child maltreatment and how to approach it appropriately.