2013,1 (62) - KlaipÄdos universitetas

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Džiuginta Baraldsnes, Astra Vaškienė Berns, R. (2009). Socializacija. Šeima, mokykla, visuomenė. Vilnius: Poligrafija ir informatika. Cameron, C., Moss, P. (2011). Social Pedagogy and Working with Children and Young People. Where Care and Education Meets. Jessica Kingsley Publishing. Doowne-Wamboldt, B. (1992). Content analysis: method, applications and issues. Health Care for Women international. Educational thinking in Social and Special Education concerning children and youngsters in care. Prieiga internetu:
SOCIALINIO PEDAGOGO IŠŠŪKIAI ORGANIZUOJANT IR TEIKIANT SOCIALINĘ-PEDAGOGINĘ... learning, school attendance problems, bullying and violence between pupils and so on. The content of pupil’s problems are changing according the period, therefore there is a need of theoretical and empirical analysis of social-pedagogical assistance for pupils in schools. The article deals with the scientific problem which is based on the following question: What kind of role performs a social pedagogue being an organizer of Child’s wellbeing commission? What are challenges of social pedagogue as a commission member and provider of the social-pedagogical assistance for pupils in school? The object of the research – challenges of a social pedagogue as a Child’s wellbeing commission member in organizing and providing social-pedagogical assistance for pupils in school. The aim of the research is to analyze the challenges of a social pedagogue as a Child’s wellbeing commission member in organizing and providing social - pedagogical assistance for pupils in school. Volume: 6 social pedagogues from Plungė and Telšiai were interviewed during the research. All interviewers were female and selected using the method of "snow ball chance”. Selection criteria: practical work experience as social pedagogue must be not lees than six year. Methods of the research: The scientific literature analysis and oral interview. The article contains the results of the qualitative research which was done over the period of October – December 2010. The collection of the research’s data: The data were collected using the semi-standardized interview method based on Girdzijauskienė (2006) qualitative interview guidelines. Interview had a flexible structure; the interview conditions were discussed by both the researcher and the interviewee. The study data was broken down into segments for meaningful search of topics. When segmented, data was grouped and combined into subcategories, categories, themes. On the basis of empirical results of the research it may be stated that a social pedagogue is the initiator and coordinator of the social pedagogical team sustaining, general regulator of social-pedagogical assistance. Social pedagogue carries the biggest load of responsibility in solving social-pedagogical problems of pupils in a school. The work of a social pedagogue, as a team member, is multiple and integrated. The Child’s wellbeing commission detects pedagogical diagnoses and makes decisions about pedagogical measures for pupils in a school. Social pedagogue has a significant role as a team leader. There is a great need to specify the roles of the Child’s wellbeing commission members, communication and collaboration in organizing team work and solving pupil’s social-pedagogical problems in a school. This qualitative research confirms the results regarding pupil’s social-pedagogical problems in a school which are found in scientific literature. Mostly commission deals with pupil’s nonacceptable behavior and school absence. Violence and bullying between pupils in a school are the most challenging problems for the social pedagogues as members of the Child’s wellbeing commission. The commission providing social-pedagogical assistance for pupils in school meets such challenges as parents’ indifference, not adequate evaluation of a problem, pupil’s 209
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ISSN 1392-3137 KLAIPËDOS UNIVERSIT
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PRATARMĖ ISSN 1392-3137. TILTAI, 2
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Lijana Gvaldaitė, Jekaterina Bordu
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Eugenijus Danilevičius Tyrimo tiks
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Eugenijus Danilevičius 1. INTELEKT
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Eugenijus Danilevičius tikoje daž
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Tomas Pukšmys (Klein, 2000, S. 52)
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Tomas Pukšmys sės samprata lemia
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Tomas Pukšmys jektą. Prevencinio
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Tomas Pukšmys pasiekiama prevencin
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Inga Normantė ir INOGATE), skirti
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Inga Normantė Straipsnio tikslas -
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Inga Normantė priklausomybės nuo
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Inga Normantė aspektais, nes energ
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Inga Normantė sant visų negandų
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Inga Normantė The fundamental goal
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Asta Budreikaitė stiliaus perėmim
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Asta Budreikaitė (siekiant išsiai
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Asta Budreikaitė socialiniam indiv
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Asta Budreikaitė Kardelis, K. (200
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2013,1 (62) - KlaipÄdos universitetas

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2013,1 (62) - KlaipÄdos universitetas