Socialinio pedagogo ir tėvų bendradarbiavimo galimybės teikiant pagalbą elgesio ir emocijų sutrikimų turintiems vaikams

Siekiant vaiko gerovės, jam šiuolaikinėje bendrojo ugdymo mokykloje, būtina skirti ypatingai didelį dėmesį. Nuolat pabrėžiama, kad mokykloje ugdytiniams reikia padėti atskleisti savo gebėjimus, kūrybiškumą, plėtoti savirealizaciją, lavinti visas kompetencijas, įgyti išsilavinimą. Norint teikti pagalbą vaikams, kurie turi elgesio ir emocijų sutrikimą, reikalinga specialistų komandos veikla. Mokinių problemų sprendimui, organizuojama socialinių pedagogų ir šeimos bendradarbiavimo veikla. Abipusis tarpusavio pasitikėjimas galima tik tuomet, kai vyksta veiksmingas bendravimas ir bendradarbiavimas. Darbe sprendžiama mokslinė problema – kokios yra socialinio pedagogo ir tėvų bendradarbiavimo galimybės teikiant pagalbą elgesio ir emocijų sutrikimų turintiems vaikams? Darbo objektas – socialinio pedagogo ir tėvų bendradarbiavimo galimybės teikiant pagalbą elgesio ir emocijų sutrikimą turintiems vaikams. Darbo tikslas – išanalizuoti socialinio pedagogo ir tėvų bendradarbiavimo galimybes teikiant pagalbą elgesio ir emocijų sutrikimą turintiems vaikams. Darbo uždaviniai: 1. Ištirti socialinio pedagogo ir tėvų bendradarbiavimo galimybes teikiant pagalbą elgesio ir emocijų sutrikimų turintiems vaikams teorinė analizė. 2. Išsiaiškinti socialinio pedagogo požiūrį į bendradarbiavimą su tėvais teikiant pagalbą elgesio ir emocijų sutrikimą turintiems vaikams. 3. Atskleisti tėvų požiūrį į bendradarbiavimo su socialiniais pedagogais galimybes teikiant pagalbą elgesio ir emocijų sutrikimą turintiems vaikams. 4. Pateikti siūlymus siekiant efektyvesnio tėvų ir socialinių pedagogų bendradarbiavimo teikiant pagalbą elgesio ir emocijų sutrikimą turintiems vaikams. Darbo metodai: mokslinės literatūros, duomenų analizė, kokybinis tyrimas, taikant kryptingą (pusiau struktūruoto) interviu metodą. Tyrime dalyvavo 6 socialiniai pedagogai ir 6 tėvai, kurių vaikai, turi elgesio ir emocijų sutrikimą.

In the interests of the child, special attention must be paid to him in the modern general education school. It is constantly emphasized that at school students need to be helped to reveal their abilities, creativity, develop self-realization, develop all competencies, acquire education. A team of professionals is needed to help children with behavioural and emotional disorders. To solve students' problems, cooperation activities between social pedagogues and families are organized. Mutual trust is only possible through effective communication and cooperation. The scientific problem is solved in the work - what are the possibilities of cooperation between a social pedagogue and parents in helping children with behavioural and emotional disorders? The object of the work is the possibilities of collaboration between a social pedagogue and parents in providing assistance to children with behavioural and emotional disorders. The aim of the work is to analyse the possibilities of collaboration between a social pedagogue and parents in providing assistance to children with behavioural and emotional disorders. Final work tasks: 1. To investigate the possibilities of collaboration between a social pedagogue and parents in providing assistance to children with behavioural and emotional disorders. 2. To find out the attitude of a social pedagogue to cooperation with parents in providing assistance to children with behavioural and emotional disorders. 3. To reveal the attitude of parents to the possibilities of collaboration with social pedagogues in providing assistance to children with behavioural and emotional disorders. 4. Make suggestions for more effective collaboration between parents and social educators in providing assistance to children with behavioural and emotional disorders. Research methods: scientific literature, data analysis, qualitative research using semistructured interview method. The study involved 6 social educators and 6 parents with children with behavioural and emotional disorders. Research results. The study revealed that social pedagogues, in collaboration with parents, use the following effective methods to provide help: individual (individual conversations, meetings, 5 phone calls) and group (group sessions, sharing good practices, parent meetings, etc.). Specialists face the following communication and collaboration problems: parents lack social (communication) skills, pedagogical and psychological knowledge, so there is a lack of awareness of the need to address child behavioural and emotional disorders and responsibility in educating their children, so social educators suggest involving parents working with target groups, engaging in events, projects, conferences to address issues related to children with behavioural and emotional disorders. Examining the parents' approach to cooperation with social educators in providing support to children with behavioural and emotional disorders, it was found that the most effective forms of cooperation are one-on-one interviews. Individual attention to the child’s parent, and addressing that child’s problem, is the quickest way to help with the assistance process. In most cases, parents, in cooperation with social educators, face problems with their time management and the resulting consequences (insufficient knowledge of the child and family, lack of time for individual help). Parents suggest that to have a more effective and successful cooperation with a social pedagogue, parents and child educators should be involved in the process of providing assistance, educating them, and explaining the peculiarities of working with children. Conclusions. To achieve the full development of the child and the full formation of the child's personality, better relations between parents and social educators, social educators and parents should share their insights, achievements, share how to work with children with emotional and behavioural disorders. For support to be effective for children, the social educator should combine individual and group forms of collaboration with parents during the support process. The efforts and abilities of parents and social educators to learn from experience are also important for the education and development of children.