Since there has been an abundance of research concerning high and low social status and little on inconsistents, the present study intends to shed some understanding of this group by comparing their feelings and attitudes to the highs and lows. Four principle areas are emphasized: family relationships, attitude toward sex, interpersonal relationships and self concept, with sub-areas lending added data.

Bakalauro darbe analizuojamas perdegimo sindromo apraiškos socialinių pedagogų, dirbančių vaikų globos įstaigose, profesinėje veikloje pagal tris dimenisijas: depersonalizacija (neigiamas, abejingas, ciniškas požiūris į darbą, bendradarbius, ugdytinius), emocinis išsekimas - (fizinių bei emocinių resursų išeikvojimas, persidirbimo jausmas) ir asmeninių profesinių siekių redukcija (žmogaus bejėgiškumas, neigiamas savęs ir savo darbo vertinimas). Darbo tikslas - išanalizuoti vaikų globos įstaigųų socialinių pedagogų patiriamo perdegimo sindromo apraiškas profesinėje veikloje. Tyrime dalyvavo 100 socialinių pedagogų, dirbančių vaikų globos įstaigose. Uždaro tipo klausimyno metodu tirta socialinių pedagogų, dirbančių vaikų globos įstaigose, perdegimo sindromo apraiškos profesinėje veikloje, remiantis dimensijomis (depersonalizacija, emocinis išsekimas, sumažėję asmeniai laimėjimai) išskirti aspektai: darbo pobūdis, stresas darbe, darbo santykiai su kolegomis ir ugdytiniais, savęs vertinimas profesinėje veikloje, darbo sąlygos. Depersonalizacijos srities klausimai apima kolegų ir ugdytinių santykius, emocinio išsekimo sritis apima darbo pobūdį ir emocinę būseną darbo metu, o asmeninių profesinių siekių redukcija apima savęs vertinimą ir darbo sąlygas. Analizuojant tyrimo duomenis, bandyta įvertinti socialinių pedagogų, dirbančių vaikų globos namuose, perdegimo sindromo apraiškas profesinėje veikloje. Tyrimu nustatyta, jog gana sudėtingas socialinių pedagogų darbo pobūdis... [toliau žr. visą tekstą] / Bachelor's paper analyzes the social manifestations of burnout syndrome social pedagogue working in orphanages, according to the three professional dimentions: depersonalization (negative, indifferent, cynical attitude towards work, colleagues, and learners), emotional exhaustion (physical and emotional exhaustion of resources) and decreased professional accomplishment (human helplessness, negative self-evaluation and his job). The aim is to examine how the burnout syndrome is experienced by the teachers in children's social care homes. The study included 100 social pedagogues working in child care centers. Closed-ended questionnaire method was used. The volunteers were social pedagogues working in child care facilities who experience the burnout syndrome manifestations of the occupation. The principles of the basis of dimensions (depersonalization, emotional exhaustion, reduced the achievements of a person) were used to distinguish aspects: depersonalization, field questions from colleagues and pupils included relationships, emotional exhaustion areas included the nature and emotional condition at work, personal and professional goals included the reduction of self-evaluation, and working conditions. The analysis of the data was to try to assess the social educators, working in orphanage and assess manifestations of burnout syndrome in working life. The study found that relatively complex social nature of teachers' work (work intensity, complexity and... [to full text]

Orphans from child care institutions and from extended families attend the same schools as non-orphans. They are often given the same psycho-social support yet it is clear that they have different psycho-social needs. Their backgrounds are usually different from those of other adolescent learners because, often, they would have observed or nursed sick parents who eventually died from AIDS-related illnesses. This qualitative study aimed at investigating the psycho-social needs of orphaned adolescent learners in child care institutions and those in extended families in the context of HIV and AIDS. The study further sought to find out how the psycho-social needs affected the HIV- and AIDS-affected orphans’ school performance and social behaviour. In-depth interviews were conducted with four orphaned learners from child care institutions and four from extended families using open-ended questions. Thematic analysis was used to analyse the data. Findings of the study were that the psycho-social needs of AIDS-affected orphans in families were met by relatives more than those of AIDS-affected orphans in child care institutions. The results of the study also revealed that there was not much difference in school performance between HIV- and AIDS-affected orphans from extended families and those from child care institutions. Thus this study contributes to Sociological and Behavioural literature in the area of HIV and AIDS as well as the education literature of the vulnerable groups like orphans. The school offered psycho-social support en masse with no special programme for orphans affected by HIV and AIDS for fear of stigmatising the orphans. / Health Studies / M.A. (Social Behaviour Studies in HIV/AIDS)

Orphans from child care institutions and from extended families attend the same schools as non-orphans. They are often given the same psycho-social support yet it is clear that they have different psycho-social needs. Their backgrounds are usually different from those of other adolescent learners because, often, they would have observed or nursed sick parents who eventually died from AIDS-related illnesses. This qualitative study aimed at investigating the psycho-social needs of orphaned adolescent learners in child care institutions and those in extended families in the context of HIV and AIDS. The study further sought to find out how the psycho-social needs affected the HIV- and AIDS-affected orphans’ school performance and social behaviour. In-depth interviews were conducted with four orphaned learners from child care institutions and four from extended families using open-ended questions. Thematic analysis was used to analyse the data. Findings of the study were that the psycho-social needs of AIDS-affected orphans in families were met by relatives more than those of AIDS-affected orphans in child care institutions. The results of the study also revealed that there was not much difference in school performance between HIV- and AIDS-affected orphans from extended families and those from child care institutions. Thus this study contributes to Sociological and Behavioural literature in the area of HIV and AIDS as well as the education literature of the vulnerable groups like orphans. The school offered psycho-social support en masse with no special programme for orphans affected by HIV and AIDS for fear of stigmatising the orphans. / Health Studies / M.A. (Social Behaviour Studies in HIV/AIDS)