Vloga in položaj socialnega pedagoga kot svetovalnega delavca v osnovni šoli - Povše, Lea (L. Povše, 2017)
Slovenija je ena izmed redkih držav, kjer znotraj šolskega sistema deluje tudi šolska svetovalna služba. Sprva so na mesta svetovalnih delavcev zaposlovali psihologe, socialne delavce in pedagoge, kasneje še specialne pedagoge in v šolskem letu 1998/99 socialne pedagoge, ki so se izkazali za nepogrešljiv strokovni profil. Socialni pedagogi imajo zelo širok spekter znanja in kompetence na področjih socialne izključenosti, prepoznavanja in reševanja odklonskih pojavov, dela s posamezniki z vedenjskimi in čustvenimi motnjami, teh pa je v sodobnem času v šolah vedno več. Z namenom pridobitve bolj natančnega vpogleda v obravnavano temo o vlogi in položaju socialnega pedagoga v šolski svetovalni službi, sem izvedla kvantitativno raziskavo s pomočjo dveh anketnih vprašalnikov. Anketne vprašalnike sem poslala na vse slovenske osnovne šole, kjer so v šolski svetovalni službi zaposleni socialni pedagogi. Anketni vprašalnik 1 je bil namenjen socialnim pedagogom, anketni vprašalnik 2 pa ostalim svetovalnim delavcem in predstavnikom vodstva šole. Z raziskavo sem tako pridobila vpogled v to, s katerimi področji se v večini ukvarjajo socialni pedagogi, ki so zaposleni kot svetovalni delavci na slovenskih osnovnih šolah, kako so zadovoljni s pogoji dela, kako vidijo svojo vlogo socialni pedagogi sami in kako njihovo vlogo in položaj zaznavajo ostali svetovalni delavci in vodstvo šole. Ugotovila sem, da se v večini ukvarjajo z vsemi predpisanimi področji, prevladuje pa predvsem področje nudenja neposredne pomoči učencem s posebnimi potrebami in učencem z učnimi težavami. Socialni pedagogi poročajo, da je zelo pomembno tudi področje preventivnega dela z učenci, vendar pa zaradi naraščanja obsega administrativnih nalog, za omenjeno pogosto primanjkuje časa, zaradi česar se šolski svetovalni delavci velikokrat znajdejo v vlogi šolske krizne službe. Slovenia is one of few counries where school system also operates with school counselors. At first, as school counselors were employed psychologists, social workers and pedagogues, later also special pedagogues and in school year 1998/99 social pedagogues, who have proven to be an indispensable professional profile. Pedagogues have a very wide range of skills and competences in the fields of social exclusion, identifying and resolving negative phenomena, work with individuals with emotional and behavioral disorders, which in school appears more and more. In order to obtain more accurate insight into topic of the role and position of social educator in the school counseling service, I conducted a quantitative survey using two questionnaires. I sent questionnaires to all Slovenian primary schools, where are employed social pedagogues as school counselors. The questionnaire 1 was aimed to social pedagogues, a questionnaire 2 was aimed to other counselors and headmasters. Through my research I acquired insight into which areas social pedagogues, who are employed as school counselors in Slovenian primary schools, paid most attention, how are they satisfied with work conditions, how they see their role and how the role of social pedagogues is seen through eyes of other counselors and headmasters. I found out that social pedagogues deal with all work areas, especially with direct assistance to pupils with special needs and with pupils with learning problems. Social pedagogues reports that area of preventive work with pupils is also very important work, but because increase of administrative tasks, there is not enought time for that. This is why school counselors often find themselves in the role of school crisis services.