Zusammenfassung Hintergrund und Ziel Fachkräfte in verschiedenen Bereichen der Jugendhilfe (z. B. Kitas, Schulsozialarbeit, Beratungsstellen) müssen auf psychische Auffälligkeiten bei ihren jungen ...Klienten reagieren. Generische Schulungen werden bereichsspezifischen Herausforderungen jedoch oft nicht gerecht. Als Grundlage für ein zielgruppenspezifisches Schulungskonzept wurde daher herausgearbeitet, welchen Schulungsbedarf Fachkräfte in 8 verschiedenen Bereichen der Jugendhilfe haben. Methoden Es wurden 7 Fokusgruppen mit insgesamt n = 28 Fachkräften der einzelnen Bereiche durchgeführt (2 Bereiche zusammengelegt). Alle Diskussionen wurden aufgezeichnet, transkribiert und anonymisiert. Die Transkripte wurden in Anlehnung an die inhaltlich strukturierende qualitative Inhaltsanalyse nach Kuckartz deduktiv-induktiv ausgewertet. Ergebnisse In allen Bereichen der Jugendhilfe gibt es Schulungsbedarf zur psychischen Entwicklung von Kindern und Jugendlichen als auch zu psychischen Erkrankungen. In den meisten Bereichen gibt es Schulungsbedarf zu Eltern mit psychischen Erkrankungen, zur Medienkompetenz und zu psychosozialen Hilfesystemen. Einige Bereiche benennen den Umgang mit Krisensituationen und Gesprächstechniken. Bereichsspezifische Themen sind Sexualität und Aufklärung, pornographische Inhalte, Transgeschlechtlichkeit, Bundesteilhabegesetz und altersgerechte Angebotserstellung. Diskussion und Schlussfolgerung Obwohl etablierte Themen wie psychische Entwicklung und Erkrankungen bereits in der Ausbildung sozialpädagogischer Fachkräfte verankert sind, scheint eine große Unsicherheit zu bestehen. Vereinzelt sind auch neue Themen aufgekommen. In den verschiedenen Bereichen der Jugendhilfe sollte ein Themenmix Gegenstand eines Schulungskonzepts zur Prävention psychischer Störungen sein.
Abstract Background and aim Professionals in various areas of youth welfare (e.g. daycare centres, school social work, counselling centres) have to respond to mental health problems in their young clients. However, generic training programmes often do not do justice to the specific challenges faced in these areas. As a basis for a tailored training concept, the training needs of professionals in 8 different areas of youth welfare were therefore identified. Methods Seven focus groups were conducted with a total of 28 professionals from the individual areas (2 areas were combined). All discussions were recorded, transcribed and anonymised. The transcripts were analysed deductively–inductively based on the content-structuring qualitative analysis according to Kuckartz. Results In all areas of youth welfare, there is a need for training on the mental development of children and young people as well as on mental illness. In most areas, there is a need for training on parents with mental illness, media skills and psychosocial support systems. Some areas mention dealing with crisis situations and dialogue techniques. Area-specific topics include sexuality and sex education, pornographic content, transgender issues, the German Federal Participation Act and age-appropriate programmes. Discussion and conclusion Although established topics such as psychological development and illnesses are already anchored in the training of social education professionals, there appears to be a great deal of uncertainty. Some new topics have also emerged. In the various areas of youth welfare, a mix of topics should be included in a training concept for the prevention of mental disorders.
This article aims to describe the role of social pedagogy in Slovakia, and in particular to answer the following questions: What are the social challenges that children and their families, schools ...and social pedagogues are facing during the COVID-19 pandemic? How do social pedagogues in Slovakia perceive the present situation and what can they do to help their students face these challenges? The article first describes the unfolding and the current state of the pandemic as well as the role of social pedagogues in Slovakia. It then analyses the reflections of 31 Slovak social pedagogues on current educational problems and the role of social pedagogy during the pandemic. In doing so, the article answers the question: In what sense does social pedagogy bring hope for various needy communities? The analysis presents some of the challenges social pedagogues are facing amid the chaos of social relations due to social distancing and pandemic lockdowns.
Communication is important in all human endeavours. This article evaluates the concept of “style” - in a professional setting. This paper comprehensively examines, the “individual style of ...communication”, the “style of pedagogical communication” and the “social pedagogues’ professionally-oriented communication style”. It also examines the essence of an individual style of professionally-oriented communication among social pedagogues. The main focus of this paper concentrates scientists’ views regarding the characteristics of each communication style. Finally, the major professionally-oriented communication styles within the spectrum of social pedagogues were similarly analyzed. An effective individual style of productive communication is the best style of professionally-oriented communication among social pedagogues
This article explores the relationship between social pedagogy and social work in Greece. The search begins with the identification of their philosophical roots, which, although they are common and ...start from the Ancient Greek philosophers, have led the course of each discipline in a different direction. What follows is the presentation of the most important defining elements of the development of the studies of social work and social pedagogy in Greece, which include features and historical landmarks. The different trajectories can be seen from the development of studies, where social work has a long tradition as an academic discipline, whereas the academic tradition of social pedagogy is much shorter. A similar differentiation is found in the professional frameworks of social work and social pedagogy in Greece, that is, in the institutionalisation of the profession of social worker and social pedagogue. Indicative data from the field of research of each discipline are then presented. Despite the differences and the autonomous trajectories, remarkable commonalities and similarities between social pedagogy and social work in Greece are identified, such as some basic principles, priorities, epistemological and methodological dimensions and some common areas of interest and action. Therefore, the autonomous trajectories of these disciplines do not separate them, but as potentially complementary, are able to make interdisciplinary connections between them, so that prevention and intervention programmes, especially in the fields of education and the community, can be developed.
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.
The article is devoted to the analysis of pedagogical conditions for the training of social pedagogues for project activities in postgraduate education. The purpose of the work is the theoretical ...substantiation of the requirements for the teacher's profession and his personality. Pedagogical conditions for the training of social pedagogues for project activities are determined as factors, circumstances, necessary and sufficient for the organization and conduct of such training in postgraduate education. The main pedagogical conditions are singled out: updating the content of advanced training courses with innovative modules which provide a cognitive basis for the readiness of social pedagogues for project activities; motivation of social pedagogues to implement project activities in social-pedagogical work; using of innovative technologies in the process of socio-pedagogical work; increasing the effectiveness of methodical support for the training of social pedagogues in postgraduate education. The specified pedagogical conditions ensure the effective development of the professional competence of social teachers and direct them to further professional growth. The results of a survey of social pedagogues regarding their attitude to project activities are presented. It was established that more than half of the respondents at advanced training courses were introduced to the elements of project activity, a small part of social pedagogues received information about the specifics of project activity during informal education: webinars, master classes. It has been proven that the implementation of the specified pedagogical conditions requires the updating of educational and professional programs for the training of social pedagogues in the institutions of higher and postgraduate education, the using of innovative pedagogical technologies in the training process, the introduction of new formations into the traditional system of training social pedagogues in advanced training courses.
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