Učinkovitost skupinske obravnave razreda s težavami na socialnem in čustvenem področju - Šantl, Maja (2020)
V teoretičnem in empiričnem delu magistrskega dela se osredotočamo na področje razvijanja socialnih in čustvenih veščin pri otrocih. Ti se lahko v odnosih z vrstniki znajdejo v situacijah, ki jih sami ne znajo uspešno obvladovati. Vzroki za to so različni, v šolskem kontekstu pa se lahko čustvene, vedenjske in socialne težave odražajo tudi v manj spodbudni razredni klimi. Če nekaj otrok iz razreda, kjer se pojavljajo tovrstne težave, vključimo v skupinsko obliko socialnega in čustvenega učenja, lahko ti v varnem okolju razvijajo spodbudnejše vedenjske vzorce, komunikacijo in izražanje sebe. To lahko dosežemo s socialnimi igrami, kreativnimi mediji in pogovorom, pri čemer je ključen odnosni vidik. Z razvijanjem socialnih in čustvenih veščin pri otrocih pa lahko spodbudno vplivamo tudi na razredno klimo. Naš raziskovalni pristop je akcijsko-evalvacijska raziskava, katere glavni cilj je ugotoviti pozitivne učinke skupinske obravnave na splošno počutje otrok v skupini in na ravni razreda. S vprašalnikom ocenjujemo počutje četrtošolcev v svojem razredu na izbrani mariborski redni osnovni šoli pred začetkom izvajanja srečanj in na koncu. V preučevani skupini so otroci iz razreda, kjer so prisotne večje čustvene, vedenjske in socialne težave, v primerjalni pa otroci iz paralelke. Iz preučevane skupine na podlagi prostovoljne prijave v trimesečno skupinsko obravnavo vključujemo 14 od 22 otrok. Posamezna srečanja evalviramo in jih akcijsko načrtujemo. Pridobljene podatke kvantitativno in kvalitativno analiziramo ter jih opisno interpretiramo in primerjamo. S to raziskavo želimo za šolske strokovne delavce neposredno iz prakse ponuditi smernice pri identifikaciji in nudenju pomoči skupinam otrok oz. razredom, znotraj katerih se pojavljajo čustvene, vedenjske in socialne težave. In the theoretical and empirical part of the master's thesis, we focus on developing social and emotional skills in children. In relationships with peers, they may find themselves in situations that they cannot manage on their own. There are different reasons for this, and in the context of school, emotional, behavioral and social problems can also result in less supportive classroom climate. If we include some children from the class, where such problems occur, in a group form of social and emotional learning, they can develop more appropriate behaviour, communication, and self-expression in a safe environment. This can be achieved through social games, creative media and conversation, with emphasis on relationships. By developing social and emotional skills in children, we can also have a beneficial impact on the classroom climate. Our research approach is an action-evaluation research, the main goal of which is to determine the positive effects of group work on the overall well-being of children in a group, and furthermore, in the class. With the questionnaire, we assess the well-being of fourth-graders in their class in one of Maribor regular primary schools, before starting the process of group work and afterwards. In the experimental group, there are children from the class with more significant emotional, behavioral and social problems, and in the control group there are children from the parallel class. On the voluntary basis, 14 of 22 children from the experimental group are included in a three-month group treatment. Meetings are regularly evaluated and planned accordingly. Results are analyzed quantitatively and qualitatively, and are interpreted and compared descriptively afterwards. With this research, we want to offer guidelines directly from practice, in order to help school workers identifying and helping groups or classes of children, where emotional, behavioral and social problems may occur.