Nameščanje in diskurz o (ne)ustreznosti vzgojne pomoči otrokom/mladostnikom s čustvenimi in vedenjskimi težavami in/ali motnjami v vzgojnih zavodih

Crisis Situations Among Children/Adolescents with Emotional and Behavioural Disorders in Education

“…The crisis is thus expressed differently depending on the individual, while all the definitions have in common that if an individual, at a given moment cannot solve the stressful situation with normal life mechanisms or experiences, the situation escalates. Based on the reviewed literature (Krajnčan, 2003, Marovič, 2018, Skalar 2003, Kobolt, 2011, Zalokar, 2013, Šoln Vrbinc, Jakič Brezočnik, Švalj, 2016, Myschker, 2009, we classified the most common escalations or crisis situations faced by professionals in residential treatment centres into:…”

“…Therefore, it is the educator's duty to assess with empathy whether or when an individual experiences a situation as a crisis, even in cases when it is not expressed alarmingly. According to professionals (Krajnčan, 2003, Marovič, 2018, Skalar 2003, Kobolt, 2011, Zalokar, 2013, Šoln Vrbinc, Jakič Brezočnik, Švalj, 2016, Myschker, 2009, the most common crisis situations that require intervention are the following: externally-directed aggression and violence, self-aggression, use of illicit substances, abuse and mental disorders or mental health problems. The intensity of escalation is reflected differently.…”

“…We decided to list some disorders so as to provide insight into the varied spectrum of disorders or problems faced by educators in residential treatment centres and thus to highlight the issue of mixed disorders. In addition, we sought point out the Marovič (2018) also points this out, noting that most problems arise from a misalignment between the child/adolescent's disorder and the limited, sociopedagogical approach of a residential treatment centre, which then finds itself unable to cope with such a child/adolescent. She adds that: Problems mainly arise when we find that the child/adolescent has exceeded the scope of the residential treatment centre which with its socio-pedagogical approaches -due to a combination of various factors (individual's non-cooperation; various forms of aggression, violence against oneself and/or others; consumption of illicit substances; the institutional environment is more threatening than his/her home environment, etc.)…”

Nova družina: prehod mladostnika iz primarne družine v izvendružinsko institucionalno obravnavo

“…Vse te na novo definirane in pravnoformalno določene okoliščine od posameznika zahtevajo dobršno mero rekonstruiranja njegovega dosedanjega življenjskega miljeja, za kar pa je potreben čas. Zatorej proces prehoda, ki se prekriva z doživljanjem namestitve ter s prvim dnem v ustanovi, vsekakor predstavlja enega izmed ključnih in odločilnih dejavnikov, ki pomembno sovpada ne samo z nadaljnjo uspešnostjo socialnopedagoške obravnave v tovrstnih ustanovah, temveč tudi s temeljnim ciljem zavodske vzgoje -uspešno (re)integracijo v primarno življenjsko sredino (Nowacki 2014;Marovič 2017;Wolff in Hartig 2013). Izhajajoč iz navedenega je namen raziskave raziskati doživljanje mladostnikov in njihovih vzgojiteljev ob prehodu posameznika iz primarne družine v izvendružinsko institucionalno ustanovo/obravnavo.…”

“…Sodobna doktrina nameščanja v tovrstne ustanove v Sloveniji je danes (pravnoformalno) zajeta v samem izhodišču vzgojne pomoči. Upošteva inovativne socialnopedagoške koncepte zavodske vzgoje, ki izhajajo iz načel deinstitucionalizacije (Krajnčan 2019;Kobolt, Žižak in Zrim Martinjak 2019), normalizacije (Krajnčan 2012), participacije (Marovič 2017), v življenjski svet usmerjene socialnopedagoške pomoči (Grunwald in Thiersch 2008) ipd. Hkrati ustanovitev strokovnih centrov ter sprejetje novega Zakona o obravnavi otrok in mladostnikov s čustvenimi in vedenjskimi težavami in motnjami nosti izobraževanja in življenja v posamezni ustanovi ipd.)…”