scholarly journals An Alternative Neo-Kohlbergian Approach in Social Pedagogy

2017 ◽  
Author(s):  
Terje Halvorsen
Keyword(s):  
Moral Development ◽  
Final Part ◽  
Behaviour Problems ◽  
Aggression Replacement Training ◽  
Social Pedagogy ◽  
Viable Approach ◽  
Social Pedagogues

In many countries social pedagogues apply ART (Aggression Replacement Training), a multimodal programme designed to help juveniles with severe behaviour problems. In this programme Lawrence Kohlberg’s theory of moral development makes up an important element. The first part of this article offers a presentation of Kohlberg’s theory and some of the critique made of it. The second part describes how the Kohlbergian tradition is implemented in ART. In the final part of the article a problem with the ART programme is pointed out and an alternative neo-Kohlber-gian approach is described. This method may prove to be a viable approach in the field of social pedagogy and an adequate supplement to the ART programme.

scholarly journals Blended Learning as a form of Effective Organization of Professional Training of Future Social Workers / Social Pedagogues

2021 ◽  
Vol 1 (1 (339)) ◽  
pp. 265-279
Author(s):  
Yaroslava Yurkiv ◽  
Keyword(s):  
Blended Learning ◽  
Social Workers ◽  
Professional Training ◽  
Educational Process ◽  
Social Pedagogy ◽  
Online Lectures ◽  
Teachers And Students ◽  
National University ◽  
Effective Organization ◽  
Social Pedagogues

The article reveals some of the most important aspects of the organization of blended learning on the example of training future social workers / social pedagogues. Describes the experience of using Moodle, Microsoft Teams and Zoom in blended learning. There are such aspects as the possibility and features of conducting online lectures and practical classes. The article reveals in detail the technical capabilities of Moodle, Microsoft Teams and Zoom, which were used by teachers and students majoring in 231 "Social Work. Social pedagogy. Practical Psychology ”at the Taras Shevchenko Luhansk National University during the period of self-isolation. The presented material allows us to conclude that, despite the urgency and generality of the introduction of blended learning during the pandemic, its organization was well thought out and allowed to effectively organize the educational process.

scholarly journals Achievement Motivation and General Motivational Tendencies of Social Pedagogy Students

2015 ◽  
Vol 12 (1) ◽  
pp. 237
Author(s):  
Jana Martincová ◽  
Pavla Andrysová ◽  
Jana Trubelíková
Keyword(s):  
Czech Republic ◽  
Achievement Motivation ◽  
The Czech Republic ◽  
Change Dynamics ◽  
Social Pedagogy ◽  
Elementary Methods ◽  
Research Findings ◽  
Measuring Achievement ◽  
Level Of Motivation ◽  
Social Pedagogues

<p>This article introduces readers to the level of motivation of Social Pedagogy students within the context of this discipline in the Czech Republic. Herein it poses a number of topical questions, especially in relation to the manner of future social pedagogues’ preparation, selection of applicants, and their chances in the labor market. Equally it takes account of the elementary methods of measuring achievement motivation. In the empirical part the design of the research is proposed and the findings are presented. The primary aim of the research was to determine the level of achievement motivation of Social Pedagogy students at undergraduate preparation and their motivational tendencies. The secondary aim was to observe change dynamics in the level of achievement motivation and its individual components during university studies. The tests of LMI Achievement Motivation Questionnaire and MMG Multi-Motive Grid were used to obtain the results. In the conclusion of the work, the authors ask the question of how meaningful the contemporary approach of Social Pedagogy as a subject in the Czech Republic is; and they propose potential innovations. Moreover, research findings which have also shown prospective areas of students’ development can provide useful suggestions for pedagogues who research Social Pedagogy or educate future Social Pedagogues.</p>

Love, youth or marriage? Comparative perspective of pictures of marriage, family and partnership in the eyes of polish and french students.

2019 ◽  
Vol X (3 (28)) ◽  
pp. 129-149
Author(s):  
Anna Wachowiak
Keyword(s):  
Young People ◽  
Moral Development ◽  
Comparative Perspective ◽  
Final Part ◽  
Alternative Form ◽  
Marriage And Family ◽  
Raising Children ◽  
Key Questions

Family is one of the most important values in life of a man at every stage of his life, institution of moral development. But it still undergo transformation .Everyone is a part of family, though this structure , which part we consist of may be differ esentially. What are imagination about successful family, what kind of family would like to have young people in France and Poland, does marriage it’s foundations or partnership, is it related with children and with how many children? What is the attitude of responded students to homosexual relatinships, possibilities of raising children by them, cnditions of life of monoparental families, evaluations of others alternative form into marriagee and families, opinions about divorces, rising numbers of children born beyond formal marriages, and on the end-which is the course of contemporary marriage and family, this is the key questions asked franch and polish students. The final part incudes conclusions, as the results of examined differences.

scholarly journals Taking social pedagogy forward: Its fit with official UK statements on promoting wellbeing

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Pat Petrie
Keyword(s):  
Pilot Projects ◽  
Children's Services ◽  
Short Account ◽  
Social Pedagogy ◽  
Children’S Services ◽  
The Uk ◽  
Social Pedagogues

This article indicates the range of government interest in wellbeing, briefly describes the emergence of social pedagogy in the UK generally and indicates the part played in it by the UK governments since 2000. This is followed by a short account of the principles of social pedagogy and the profession and education of social pedagogues. There follow descriptions of pedagogy practice, accompanied by examples of government statements (focused on England) that are compatible with these. The article goes on to consider examples where social pedagogy has been introduced into English and Scottish children’s services, drawing on Claire Cameron’s overview of evaluations of demonstration and pilot projects. These evidence some congruence between the practice reported – and its effects – and the recommendations of government on promoting wellbeing. Finally, the article considers the conditions necessary for the continuing growth of social pedagogy, and social pedagogic approaches in the UK.

Behavioral Disorders

2022 ◽  
pp. 216-249
Author(s):  
Maria Jakovljevic ◽  
Sheryl Buckley
Keyword(s):  
Risk Factors ◽  
Behavioral Disorders ◽  
Behavioral Problems ◽  
Practical Knowledge ◽  
Behavioral Challenges ◽  
School Settings ◽  
Social Pedagogy ◽  
Scientific Disciplines ◽  
Time Utilization ◽  
Social Pedagogues

Behavioral disorders are on the rise at all levels of upbringing and education, among all categories of children and students, both in terms of their scope and forms of manifestation. The focus of this chapter is to elaborate on the notion of behavioral disorders to introduce a variety of definitions recognized by researchers and practitioners in different scientific disciplines studied by social pedagogy. Furthermore, the emphasis of this chapter is to investigate classifications, criteria, and categories of behavioral problems and identify risks and protective factors among children and young people. These risk factors were discovered in school settings, among peers, and in family climates instigating mild and serious behavioral challenges. The chapter provides a detailed insight into risk factors caused by genetics, family environments, school education, media influence, and free time utilization. The content of this chapter will expand the theoretical and practical knowledge of social pedagogues and other professionals who deal with diverse behavioral disorders in various societies.

Selected issues of historical research in the field of Polish social pedagogy

2020 ◽  
Vol XI (3 (32)) ◽  
pp. 9-23
Author(s):  
Arkadiusz Żukiewicz
Keyword(s):  
Methodological Approach ◽  
Social Activity ◽  
Scientific Research ◽  
Scientific Activity ◽  
Historical Research ◽  
The Other ◽  
Disciplinary Identity ◽  
The Past ◽  
Social Pedagogy ◽  
Social Pedagogues

The article deals with the issue of historical research on social activities. This research is a part of the field of scientific activity of Polish social pedagogy, whose creator was Helena Radlińska. This researcher has developed a method of historical research for social pedagogues. It is worthwhile to use this methodological approach in modern scientific research from social pedagogy. Their effects will serve to restore the truth about the past of social activity and its representatives, their scientific and practical achievements. On the other hand, the effects of this research will serve as a signpost for those seeking new solutions for the practice of social activity in the present and future. For social pedagogues, historical research will also be an opportunity to shape their own disciplinary identity.

scholarly journals Cross-National Understandings of the Purpose of Professional-Child Relationships: Towards a Social Pedagogical Approach

2013 ◽  
Author(s):  
Claire Cameron
Keyword(s):  
Training Requirements ◽  
Social Pedagogy ◽  
Care Workers ◽  
Social Pedagogues ◽  
Taking Action ◽  
Children In Care ◽  
The Relationship ◽  
Professional Child ◽  
Cross National

A reassertion of the value of relationships in UK practice with children in care is underway after a period when outcome focused work obscured their importance. But little is specified in the training requirements for foster carers or residential care workers about how to construct and maintain high quality relationships. This paper presents evidence from a study of understandings of professional-child relationships in three continental European countries that are informed by social pedagogy and from social pedagogues working in England. Four purposes of relationships are identified that hinge on questions of whether the relationship is about facilitating another objective such as building children’s skills, participation in society, taking action on their behalf, or about being together in an ethical encounter. The paper then discusses the role of trust in relationships and the deployment of the self. It concludes by identifying four practical indicators for social pedagogic professional-child relationships. They should be: present and future orientated; founded on practical actions; they require awareness of how the worker uses their ‘self’; and a supportive organisational environment.

Opinions Of Social Workers And Social Pedagogues About Their Professional Responsibility While Interacting With Clients

2015 ◽  
Vol 26 (1) ◽  
Author(s):  
Edita Jezerskytė ◽  
Vilma Žydžiūnaitė
Keyword(s):  
Social Workers ◽  
Social Worker ◽  
Service Organizations ◽  
Professional Responsibility ◽  
Human Beings ◽  
Social Service Organizations ◽  
Social Pedagogy ◽  
Purposeful Sampling ◽  
Social Pedagogue ◽  
Social Pedagogues

Abstract Professional responsibility of social worker and social pedagogue is related to social, psychological, moral, educational, material and / or financial and other aspects. Then which aspects within the professional responsibility are worth to both specialists? The object of the research is the professional responsibility of social worker and social pedagogue. Research questions in this study are the following: What aspects are meaningful for social workers and social pedagogues within their professional responsibility while interacting with clients? Are these aspects overlap for social worker and social pedagogue or differ? The research aim is to explore the opinions of social workers and social pedagogues about their professional responsibility within their occupations. The questioning survey was performed at schools and social service organizations in five regions of Lithuania. Research participants were chosen according to purposeful sampling and in research study were asked to participate only social workers and social pedagogues who have experience in their professional (social work or social pedagogy) activities not less than five years. Data were collected by applying the questioning survey (2014 year) using the questionnaire with closed-ended questions. For data analysis were used the Microsoft Excel 2013 and SPSS (Statistical Package for Social Sciences, 21.0). Findings showed that the self-perception, help to clients, professional ethics, trust are the components of professional responsibilities in the daily professional practices of social workers and social pedagogues. Conclusions highlight the idea that social workers and social pedagogues as responsible professionals must realize themselves not only as professionals, but also as human beings who must find the ways to connect with the diversity of clients.

Projective Doll Play Methodologies for Preschool Children

1999 ◽  
Vol 4 (3) ◽  
pp. 126-134 ◽  
Author(s):  
Matthew Woolgar
Keyword(s):  
Preschool Children ◽  
High Risk ◽  
Moral Development ◽  
Behaviour Problems ◽  
Children's Play ◽  
Factors Influencing ◽  
Children’S Play ◽  
Clinical Populations ◽  
Doll Play

There has been a resurgence of interest in the use of projective doll play techniques, partly arising out of the recognition of the sophistication of young children's play. This review considers a number of recent projective doll play innovations and evaluates the utility of these techniques for investigating young children's moral development, attachment beyond infancy, and for predicting behaviour problems. In addition, the use of these techniques with high-risk and clinical populations is described and a discussion of factors influencing the quality of projective play responses is presented.

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

2020 ◽  
Author(s):  
Mats Anderberg
Keyword(s):  
Literature Review ◽  
Social Exclusion ◽  
Psychosocial Problems ◽  
Social Pedagogy ◽  
School Norms ◽  
Preventive Work ◽  
And Function ◽  
Social Pedagogues ◽  
Role And Function ◽  
Primary Mission

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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