Učinki treninga socialno-interaktivnih veščin na nasilno vedenje učencev 4. razreda

• Main Author: Rolih, Mojca
• Other Authors: Smrtnik Vitulić, Helena
• Format: Master Thesis
• Language: Slovenian
• Published: M. Rolih 2017
• Subjects: vrstniško nasilje; preprečevanje; trening socialno-interaktivnih veščin; violence; school; nasilje; šola; info:eu-repo/classification/udc/373.3:316.6(043.2); sami
• Online Access: https://repozitorij.uni-lj.si/IzpisGradiva.php?id=87092; https://repozitorij.uni-lj.si/Dokument.php?id=90469&dn=; https://plus.si.cobiss.net/opac7/bib/11328585?lang=sl

Osrednji namen magistrskega dela je raziskati učinke treninga socialno-interaktivnih veščin na nasilno vedenje učencev 4. razreda osnovne šole. V teoretičnem delu vrstniško nasilje opredelimo kot ciljno usmerjeno vedenje, katerega namen je povzročitev škode, poškodbe ali groženje, usmerjene nase ali na druge. Predstavimo tudi razvojne značilnosti otrok v srednjem otroštvu, med katerimi so osrednjega pomena kakovostni odnosi z vrstniki, ki so pomembni tudi v šolskem kontekstu. V šoli med učenci prepoznavamo različne vrste nasilja, npr. verbalno, psihično, fizično in spolno, glede na vpletenost v nasilje pa tudi različne vloge, kot sta izvajalec ali žrtev nasilja. Eden od možnih načinov za zmanjšanje vrstniškega nasilja v razredu je trening socialno-interaktivnih veščin, ki ga uporabimo tudi v raziskavi. V empiričnem delu predstavimo rezultate raziskave, s katero smo preučevali učinke treninga socialno-interaktivnih veščin na nasilno vedenje učencev 4. razreda. Trening smo oblikovali sami, pri tem pa smo si pomagali z že obstoječimi interaktivnimi vajami. V trening smo vključili vsebine za prepoznavanje in preprečevanje nasilja in učinkovito komunikacijo za oblikovanje socialno sprejemljivega vedenja. Vzorec je bil izbran namensko, zajemal pa je enega izmed 4. razredov osnovne šole iz Notranjsko-kraške regije, na kateri smo opravljali pedagoško prakso. Trening smo izvajali tri tedne. Njegove učinke smo ugotavljali s posebej oblikovanim anketnim vprašalnikom, ki so ga pred treningom socialno-interaktivnih večin in po njem izpolnili vsi učenci v razredu. S petimi izbranimi učenci iz razreda smo pred treningom in po njem izvedli tudi intervjuje med njimi sta bila dva učenca, ki sta po samoporočanju v razredu najpogosteje izvajala nasilje, dva, nad katerima so drugi učenci najpogosteje izvajali nasilje, in eden, ki je bil hkrati izvajalec in žrtev vrstniškega nasilja. Pred treningom in po njem smo intervju izvedli tudi z razredno učiteljico. Rezultati so pokazali, da so bile različne vrste nasilja po treningu še vedno prisotne, so jih pa tako dečki kot deklice izvajali redkeje kot pred njim. Po treningu se je več učencev opredelilo za opazovalce vrstniškega nasilja, učenci pa so bili v primeru zaznanega vrstniškega nasilja v večji meri kot pred treningom pripravljeni pomagati žrtvi nasilja. Poleg tega so bili učenci po treningu glede na rezultate pred treningom uspešnejši pri reševanju konfliktov brez uporabe nasilja. Tako pred treningom kot po njem pa ni bilo razlik v (ne)odobravanju izvajanja nasilja med učenci. The main purpose of master degree thesis is to explore the effects of social interaction skills training to violent behaviour of 4th class pupils of primary school. In the theoretical part peer violent behaviour is defined as goal-oriented behaviour with the purpose of causing damage, injury or threats focused to themselves or others. The evolutionary characteristics of children in middle childhood are presented, the most important are quality relationships with peers that are also important in school context. Among pupils in schools different types of violence is recognized, such as verbal, psychic, physical or sexual. According to involvement in violence, different roles are recognised among pupils, such as bullies, victims and children who are at the same time bullies and victims. It is important that class teachers decrease peer violence occurrence since it has negative effect on pupils. One of possible ways to decrease peer violence is social interaction skills training that was used in the research. In the empirical part the results of the research are presented, the effects of social interaction skills training to violent behaviour of 4th class pupils were studied. The training was formed by us using existing interactive exercises. In the training different contents were included: recognizing and prevention of violence, effective communication and shaping socially acceptable behaviour. The pattern was chosen with purpose, it contained one of the 4th classes in Notranjsko-kraška statistical region where the pedagogical practice was done. The training lasted for three weeks. The effects of the training were tested by a specially prepared questionnaire that was filled out before and after the training by all the pupils. There were also five chosen pupils from the class that participated in interviewing. Among those five there were two pupils who according to self-reporting most commonly performed violence, two pupils who were most commonly victims of violence and one who was a bully and a victim at the same time. We also interviewed their class teacher before and after the training. The results have shown that different types of violence were still present however boys as well as girls performed them more rarely than before the training. After the training there were more pupils recognised as observers of peer violence. If pupils recognised peer violence, they were ready to help the victims of peer violence to a greater extent than before the training. Moreover after the training the pupils were more successful to solve conflicts without the use of violence. There were no differences between approval/disapproval of performing violence among pupils.