School Preventive Socio-Educational Work of Social Pedagogues in the Slovak Republic and an Outline of Their Activities in the Other V4 Countries

Emmerová, Ingrid

doi:10.15804/tner.2016.46.4.08

Cited by 2 publications

(8 citation statements)

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“…Social pedagogues are expected presences in primary and secondary schools in several countries, including Austria (Heimgartner and Sting, 2013), Belgium (Kornbeck and Radermaecker, 2011), Croatia (Bouillet, 2016), the Czech Republic (Lorenzova, 2018), Denmark (Madsen, 2013), Finland (Hämäläinen, 2019), France (Kern and Reichhart, 2011), Germany (Kreuzer, 2009), Lithuania (Kraus and Hoferkova, 2016), Norway (Borg et al, 2014), Poland (Kantowicz and Wilinska, 2009), Romania (Ezechil, 2015), Russia (Romm, 2016) and Slovakia (Emmerová, 2016). There is growing or rekindled interest in introducing the concept in schools in other countries, such as England (Black et al, 2017), Estonia (Kraav, 2003), Greece (Mylonakou-Keke, 2015a), Ireland (Hämäläinen, 2015), Scotland (Smith and Whyte, 2008), Spain (Úcar, 2011) and Sweden (Eriksson, 2014).…”

Section: Resultsmentioning

confidence: 99%

“…All pupils can benefit from social pedagogy; however, the professional practice of social pedagogy is primarily resourced to focus on individuals in settings where particular needs are evident, such as with children facing acute personal problems, looked after children in residential care and foster homes, those with disabilities, and those who have become marginalised from the mainstream of society and social activities. (Kyriacou, 2015, p. 431; see also Madsen, 2005;Storø, 2013) Several of the children and adolescents who are the targets of social pedagogical interventions in the analysed texts thus belong to various risk groups, such as pupils with high absence rates, various physical or mental disabilities, difficulties concentrating, problems of aggression, difficulties cooperating, dyslexia, learning disabilities, family problems or drug problems, as well as recently arrived immigrants and unaccompanied minor refugee youth, stressed or low-performing pupils and looked-after children and adolescents, as well as pupils who are being bullied or discriminated against due to other ethnicity, gender or social class (Borg et al, 2014;Emmerová, 2016;Erlandsen and Langager, 2013;Heimgartner and Sting, 2013;Kornbeck, 2014;Kraus and Hoferkova, 2016;Kraav, 2003Kraav, , 2015Langager and Vonsild, 2007;Lorenzova, 2018;Madsen, 2013;Romm, 2016;Storø, 2012;Vikaer Andersen et al, 2017;Zemancíková, 2010). Overall, this involves pupils at risk of school failure, social exclusion at school, quitting school on their own initiative or being suspended or expelled.…”

Section: Pupil Groups In the Border Zone Between Normality And Deviancementioning

confidence: 99%

“…In several countries, the social pedagogue has an explicit expert or specialist role which in some cases may be governed by the education laws of the specific country, as in the Czech Republic (Lorenzova, 2018), Croatia (Bouillet, 2016;Zizak, 2014), Lithuania (Kraus and Hoferkova, 2016), Slovakia (Emmerová, 2016;Mátel and Preissova Krejcí, 2016), and French-speaking Belgium (Kornbeck and Radermaecker, 2011). Social pedagogues in Swedish enhanced resource schools are often ascribed an unquestioned expert role in close cooperation with teachers, special education teachers, parents and social services (Bolin, 2010).…”

Section: The Social Pedagogue As a Specialistmentioning

confidence: 99%

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In search of a social pedagogical profession in schools. Missions and roles under reconsideration

Anderberg¹

2020

International Journal of Social Pedagogy

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School is one of the areas where social pedagogy has taken on an increasingly important function. Supported by available literature, the aim of this literature review is to describe and analyse how the work of social pedagogues in schools can be manifested. The literature review shows that social pedagogical work in schools is common in many countries and emerging in others. The study shows a wide variation both between and within countries with regard to the mission and goals, status, role and function, tasks and activities of social pedagogues. The primary mission is inclusion of pupil groups or individuals with various types of psychosocial problems or school-related difficulties, followed by preventive work aimed at all pupils to counteract social exclusion in school, disciplining groups of pupils who are in various ways disrupting or breaking school norms, a consciousness-raising and mobilising mission and a more general teaching mission aimed at citizenship and democratic upbringing. The literature review shows that social pedagogy as a profession enjoys high currency and relevance in schools with a view to preventing the segregation and exclusion of pupils.

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Section: Resultsmentioning

confidence: 99%

Section: Pupil Groups In the Border Zone Between Normality And Deviancementioning

confidence: 99%

Section: The Social Pedagogue As a Specialistmentioning

confidence: 99%

See 1 more Smart Citation

In search of a social pedagogical profession in schools. Missions and roles under reconsideration

Anderberg¹

2020

International Journal of Social Pedagogy

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“…Matos -A. Seixas (2014), I. Emmerová (2015Emmerová ( , 2016, K. Hollá (2016), L. Pašková (2014), etc. In addition, prevention of risks related to the use of modern information-communication technologies is referred to also in two priorities of the "Strategy of Prevention of Criminal and Other Antisocial Activities in the Slovak Republic for Years 2016-2020" (Stratégia prevencie kriminality a inej protispoločenskej činnosti v SR na roky 2016 až 2020.).…”

Section: Resultsmentioning

confidence: 99%

“…Hanuliaková (2017), I. Emmerová (2016), K. Kopecký, R. Szotkowski, V. Krejčí (2015, M. Dulovics (2014Dulovics ( , 2017, etc.…”

Section: Introductionmentioning

confidence: 99%

Forms of Cyber-bullying from the Aspect of Cyber-victims – Elementary and Secondary School Pupils

Niklová¹,

Makúchová²

2018

tner

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The Internet and cyber-space create a platform where a new form has emerged, i.e., bullying, so far occurring mainly within school premises. The study presents results of empirical research conducted at selected elementary and secondary schools in Slovakia in 2017. The aim of the study was to elucidate the most frequent current cyber-bullying platforms and occurrence of individual forms of cyber-bullying with regard to cyber-victims. The research sample consisted of 1004 respondents, aged 10 -20 (AM 14.9). Empirical data were collected using the method of questioning in the form of a written questionnaire. We focused on cyber-bullies, electronic platforms and identification of cyber-bullying forms from the point of view of cyber-victims and pupils' gender and age. It was found out that 24.50% of pupils reported to have been cyber-victimized, girls more often than boys. The most frequent form of cyber-bullying from the point of view of cyber-victims was abusive or offensive language on the Internet and spreading rumours on the Internet.

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School Preventive Socio-Educational Work of Social Pedagogues in the Slovak Republic and an Outline of Their Activities in the Other V4 Countries

Cited by 2 publications

References 2 publications

In search of a social pedagogical profession in schools. Missions and roles under reconsideration

In search of a social pedagogical profession in schools. Missions and roles under reconsideration

Forms of Cyber-bullying from the Aspect of Cyber-victims – Elementary and Secondary School Pupils

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