Recently in Lithuania from behind the worsen material and social life a decency of the family. Also, tne defence of children is diminished. Children most ofter become the sacrifices of the social development. Families who live in poverty encaunter partycularty with difficulties in the upbringing, in the child – minding and in the control of behaviour of children. There are many children who don,t work, learn. Some children are on the road. They often get mixed up in criminal activity. This is a drug addiction and an alcoholizm. In my work I considired peculiarities of the children of the group of the risk and the dependence of the peculiarities on the surroundings. In order to clear up the age peculiarities of the children of the group of the risk was carried out an experiment and 666 children of the group of the risk from 4 th – 10 th forms were questioned. Having analised the given experiment, it is possible to maintain, that the peculiarities of the children of the risk are different and they depend on the age. In order to help children of the risk, to bring the children up to be fully fledged, that they became the generation of the future, it is necessary to strengthed an influence of the famoly in the life of the child. It is necessary to pay more attention to the employment and leisure of the children.

Ziel dieser Diplomarbeit ist Ähnlichkeiten und Untershiede in der Erziehung der polnishen und litaunishen Kinder festzustellen, die durch Deviationsverhalten gekennzeichnet sind. Im Laufe der Arbeit wurde die pedagogische und psychologische Literatur der beiden Länder analysiert, die mit diesem Problem verbunden ist. Damit wurden die Hauptfaktoren festgestellt, die das Deviativnsverhalten der Kinder und Jugendlichen in Polen und Litauen beeinflussen. In der Dimplomarbeit wurden juristische Basys der Kinderrechtschutz in Polen und Litauen sowoll auch der Niveau der prophylastischen Tätigkeit mit den Kindern analysiert, die Veranlagung zur Deviationsverhalten haben.

Nonattendance is permanent process which is active or passive in some periods of time. This social problem needs systematic solution and includes education, social, juridical security and many other actions of different institutions. Nonattendance of school may be related to bad behaviour in the classroom, not attending lessons and even crime. The social surrounding of children is differentiated according to sex. Sex is one of the most important differentiate features its background of identity and experience. Scientists say that there is a great difference between girls and boys psychology so the nonattendance of both sex should be researched separately. The researches done in 2003 shows that the boys have more problems in learning, staying calm at the lessons and keep close contacts with teachers. The main problems for girls in studies are kept by not clear explanation of the subject. In conclusion we may say that needs and attitudes of boys and girls in studies are different so it is important to make clear nonattendance reasons by researching students sex differences. While doing researches of many different data it wasn��t noticed so many information about children sex differences. The aim of this paper work is to clear the reasons which determine nonattendance between girls and boys. The subject of the research is no attending school risk group students of the 4th – 10th of secondary and main schools. The aim of the research is to research the sex differences of risk... [to full text]

Šalies statistika rodo, kad ne visos šeimos užtikrina vaikų gerovę ir tinkamai atlieka vaikų ugdymo ir socializacijos funkciją. Vaikai, augantys rizikos grupei priklausančiose šeimose, dažnai stokoja socialinių gebėjimų, kurie jiems leistų užmegzti ir palaikyti draugiškus santykius su bendraamžiais, konfliktus spręsti socialiai priimtinais būdais, dalyvauti įvairioje, socialiai prasmingoje veikloje. Neturėdami tinkamai išugdytų socialinių gebėjimų rizikos grupės vaikai dažnai linkę save nuvertinti, jie dažniau nei kiti vaikai patiria mokymosi, adaptacijos sunkumus, linkę užsiimti nusikalstama veikla. Šiame magistriniame darbe bandoma atskleisti rizikos grupės vaikų socialinių gebėjimų ugdymo ypatumus įgyvendinat „Savęs pažinimo“ programą. Tai svarbu vertinant šios grupės vaikų socialinių gebėjimų plėtotę juos įtraukus į socialines pratybas. Tyrimo tikslas: išnagrinėti ugdymo programos „Savęs pažinimas“ taikymo ypatumus rizikos grupės vaikų socialinių gebėjimų ugdymui. Rizikos grupės vaikų socialinių gebėjimų ugdymo ypatumams išnagrinėti buvo pasirinktas ugdymo projektas, kuriame dalyvavo septyni 9-12 metų vaikai, lankantys prevencinių programų studiją „Rafaelis“. Vieną mėnesį iki ugdymo projekto pradžios vaikai buvo stebimi įvairioje veikloje. Stebint buvo renkami duomenys apie vaiko psichosocialinius ypatumus. Remiantis surinkta informacija, vaikai suskirstyti į keturias grupes: 1 grupė - „tyleniai“ - tylūs, savimi nepasitikintys, nedrąsūs, neryžtingi vaikai; 2 grupė –... [toliau žr. visą tekstą] / The statistics of the country indicates that not every family guarantees the welfare of their children and carries out the function of children education and socialization in a proper way. The children being brought in families at risk very often lack social skills allowing them to establish and maintain friendly relations with their peers, to solve the arising conflicts in socially acceptable ways, to take part in various socially meaningful activities. Lacking properly educated social skills, the children at risk very often tend to devalue themselves, more often than other children they face learning difficulties or adaptation difficulties; tend to be involved in criminal acts. This final Master’s thesis tries to reveal the peculiarities of the education of social skills of the children at risk in the implementation of the programme “Self-cognition”. This is very important for the evaluation of the development of social abilities of these particular children after their involvement into social trainings. The aim of the research is to analyze the peculiarities of the application of the programme “Self-cognition” for the development of social skills of the children at risk. To analyze the peculiarities of the education of social skills of the children at risk an educational project was chosen which involved seven children aged between 9-12 and attending the club of preventive programmes “Rafaelis”. One month prior to the beginning of the educational project the children... [to full text]

The pedagogical, psychological scientific literature about the problems of children at risk are analyzed, the results of children’s at risk attitude to the criminality and recommendations for the crime prevention programs are presented in this study. The study aimed to investigate the attitude of children at risk to the criminality. There were 98 subjects - children’s at risk (60 perc. – Female; 40 perc. – Male). The method of investigation is questionnaire. The results of study: children at risk understand the concept of crime as single crimes (theft, snatch, murder and etc.) or evaluate the concept as „bad“ or „very bad“. The children at risk have an opinion that the numbers of crimes are higher in the society neither among their peers. 30 perc. of children at risk have made a crime, 51 perc. of children have friends who have made crimes. 62 perc. of children at risk who have made crimes have never been punished for it. The opinion of children at risk to the criminality depends on the category of crime. The children at risk have more positive opinion to the theft, snatch, larceny, having illegal guns, fraud, hooliganism, breaking of traffic rules, neither to the crimes like mayhem, sexual violence, murder, crimes connected to the drugs or racket. The differences are statistically significant. The children at risk make proposals for the youth crime prevention. In their opinions the most useful methods for the crime prevention are leisure time occupations and discussions... [to full text]

Non attendance of school is a worldwide problem. It existed for ages. However it got to be comprehensive when we began to realize the policy (the law of education of Lithuania claims that all children and teenagers under 16 must attend school) of compulsory education. Many teachers and parents encounter unwillingness of children to learn and attend school and face the problem of nonattendance. While taking care of nonattendance of pupils, it is important to characterize them. These pupils usually have no wish to attend or attend not properly, commit crimes or stay in the street. At school they irritate teachers, prevent from giving lessons, have problems in learning. Such children feel repudiated by their friends, avoid showing their feelings and joking, they are unable to concentrate and are impulsive. Very often such children are either super responsible or having no responsibility at all. They are very difficult to communicate, don’t think about possible consequences, difficult to achieve aims. Not full and discordant families, use of drugs and alcohol in families, constant rows and conflicts between parents, lack of emotional relationship between parents and children, various mistakes of upbringing and other possible factors negatively influence child’s personality and forming of his interests. Organizing the activity of children we have to stimulate their interests, excite their curiosity and purposefully direct this activity. Intending to change the attitude of risk... [to full text]

This final work of postgraduate studies of educology is commited to the analysis of learning difficulties between children in the at-risk group both in the city and country schools in Lithuania. The goals of this work are to analyse scientific literature (pedagogical, psychological and sociological) about children at-risk and their learning difficulties, to complete practical research of these difficulties – to carry out practical survey (inquiry) about learning difficulties both in schools which are in the city and in the country, to analyse empirical data of survey (inquiry), to give conclusions and recommendations. The main scientifc methods which were used to complete this work were analysis of scientific literature and other documents (legal documents which describe status of children in the at-risk group). Also an empirical method - inquiry of children and their teachers – was used. Answers to the questions of this inquiry were processed with the help of computer programmes SPSS_10 and MS Excel. It is necessary to mention that the main results of this work are that it gives broad description of children in the at-risk group, describe their individual qualities, measure not attending of school as one of the most important pedagogical and psychological problems of children in the at-risk group, according to the statistical data describes a degree of this problem and also gives recommendations how to solve this problem. The work also gives analysis of influence of the... [to full text]

Darbe atlikta teorinė socialinės rizikos šeimose augančių vaikų ypatumų ir ugdymosi institucijos poveikio rizikos grupės vaikų socialinei adaptacijai analizė. Iškelta hipotezė, kad socialinės rizikos šeimose augančių vaikų psichosocialinių poreikių tenkinimo galimybės lemia ugdymosi ypatumus. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas – atskleisti rizikos grupės vaikų socialinės raidos ypatybes ugdymo(si) kontekste. Atlikta statistinė (aprašomoji dažnių, vidurkių, koreliacinė, chi kvadrato testo) duomenų analizė. Tyrime dalyvavo 100 moksleivių iš rizikos grupės šeimų, 100 moksleivių iš kitų šeimų, 100 bendrojo lavinimo mokyklų pedagogų ir 100 tėvų iš rizikos grupės šeimų. Empirinėje dalyje nagrinėjamas rizikos grupės vaikų ir kitų vaikų ugdymosi ypatumų, elgesio apraiškų socialinėje aplinkoje, laisvalaikio pomėgių bei ugdymosi poreikių tenkinimo popamokinėje veikloje ryšys su ugdymu šeimoje. Svarbiausios empirinio tyrimo išvados: 1. Tyrimo pradžioje iškelta hipotezė pasitvirtino, tyrimo tikslas įgyvendintas. Gauti rezultatai parodė, kad socialinės rizikos šeimų vaikų menkas psichosocialinių poreikių užtikrinimas, lemia ugdymosi ypatumus. 2. Tyrimo rezultatai atskleidė reikšmingus mokymosi tikslų skirtumus, sąlygojamus tėvų nuostatų į mokslą. Mokiniai ne iš rizikos grupės šeimų buvo labiau orientuoti į ateitį, kurią siejo su aukštojo mokslo siekimu. Tuo tarpu rizikos grupės mokiniai svarbiausiu mokymosi motyvu laikė savo statuso įtvirtinimą... [toliau žr. visą tekstą] / Integration difficulties of children and teenagers at school of a not big town, the emotional and behavior orientated problems are particularly identifiable. It is especially important to refer and to recognize them already for this reason that in a little while these teenagers will have to join the society, to start their families and inside of them their life model. We have to clarify the most important reasons of a not proper behavior and to define the communication problems, which attend these schoolchildren, if we want to help the children and teenagers practically to develop sufficient life experience and to conduct the pro-social behavior norms. The paper includes the theoretical analysis about the children characteristics from the social risk families and about the educational institution’s influence on the social adoption of the risk group children. The hypothesis implies that the psychosocial needs’ fulfillment possibilities of the children, who have grown up in the social risk families, affect the educational characteristics. The survey as a questionnaire interviewing method is performed with the target to analyze the social development characteristics of the risk group children within the educational context. The statistical data analysis (descriptive, of frequencies, of averages, correlative, chi-square test) is being made. 100 schoolchildren of the risk group families, 100 schoolchildren of the other families, 100 pedagogues of the secondary education schools... [to full text]

SANTRAUKA SOCIALINĖS RIZIKOS ŠEIMŲ VAIKŲ PSICHOLOGINIAI IR SOCIALINIAI YPATUMAI Vaiko psichikos sveikata – didelė vertybė, visuomenė turi ją branginti ir sudaryti sąlygas bręsti darniai asmenybei. Socialinės rizikos aplinkoje vaikas dažniau patiria nepriežiūrą, prieš jį naudojama prievarta, todėl iškyla pavojus vaiko fizinei, protinei, dvasinei raidai bei saugumui. Planuoti pagalbą reikia vertinant vaiką ir jo aplinką, analizuojant rizikos bei apsauginius veiksnius. Darbo tikslas – išanalizuoti socialinės rizikos šeimų vaikų psichologinius ir socialinius ypatumus, atsižvelgiant į vaiko aplinką. Atlikus tyrimą, analizuoti 46 tyrime dalyvavusių 7-10 metų vaikų iš socialinės rizikos šeimų duomenys. Tyrimas atliktas taikant anketinės apklausos metodą, naudojant Galių ir sunkumų klausimyną (SDQ, Goodman, 1997) bei anketą vaiko socialinei aplinkai įvertinti, pateiktą mokytojams, tėvams ir socialiniams darbuotojams. Rezultatai parodė, kad vaikai iš socialinės rizikos šeimų pasižymi blogesne psichikos sveikata nei jų bendraamžiai, negyvenantys socialinės rizikos šeimose. Mokytojai vaikų elgesyje pastebi daugiau problemų su bendraamžiais ir emocinių sunkumų, tėvai nurodo daugiau hiperaktyvumo simptomų. Tėvai nepastebi vaikų emocinių problemų ir nesikreipia į specialistus. Daugiau nei trečdalis vaikų, augančių socialinės rizikos šeimose turi specialiųjų ugdymosi poreikių, tačiau 65 proc. tėvų retai arba visai nesidomi vaikų mokymosi rezultatais, elgesiu mokykloje. Vaikai iš socialinės... [toliau žr. visą tekstą] / SUMMARY PSYCHOLOGICAL AND SOCIAL PECULIARITIES OF CHILDREN FROM THE FAMILIES AT SOCIAL RISK Children’s psychic health is of great value and the society should appreciate it and allow the personality to mature harmoniously. Children at social risk are more often neglected; they are under compulsion that is why their physical, intellectual and spiritual development is at risk. While planning assistance it is necessary to assess the surroundings of the child and analyse the factors of risk. The aim of the final paper is to analyse psychological and social peculiarities of children from the families at social risk taking into consideration the surroundings of the children. 46 children (7-10 years old) from the families at social risk took part in the research. The research was performed using the questionnaire method, Skills and difficulties questionnaire (SDQ, Goodman, 1997) and the questionnaire to assess the social surroundings of the child. The latter questionnaire was given to the teachers, parents and social workers. The results of the research proved that children from the families at social risk have worse psychic health than their contemporaries who do not live in the families at social risk. Teachers notice that those children have more emotional problems, whereas parents point out the symptoms of hyperactivity. Parents do not notice emotional problems of their children and do not refer to specialists. More than one third of the children from the families at social risk... [to full text]

Darbe atlikta teorinė socialinio pedagogo (darbuotojo) veiklos analizė ikimokyklinėje ugdymo įstaigoje bei šio tipo įstaigos veiklos specifikos analizė. Anketinės apklausos metodu buvo atliktas tyrimas, kurio tikslas - atskleisti socialinio pedagogo veiklos ypatumus bei tendencijas socialinio pedagogo etatams plėsti. Atlikta statistinė duomenų analizė. Tyrime dalyvavo 157 Kauno ikimokyklinio ugdymo įstaigų pedagogų. Empirinėje dalyje nagrinėjami socialinių pedagogų kadrų plėtros galimybės ikimokyklinėje ugdymo įstaigoje. Svarbiausios empirinio tyrimo išvados: 1. Socialinio pedagogo veikla grindžiama teisiniais norminiais aktais, socialinio pedagogo pareigybiniu aprašymu. Socialinio pedagogo veikla yra susijusi ne tik su vaiku ir jo šeima, jis turi bendradarbiauti su įstaigos vadovu, administracija, kitais pedagogais bei specialistais. 2. Auklėtojos susiduria su pilnomis, nepilnomis, daugiavaikėmis šeimomis, kuriose vienas ar abu tėvai piktnaudžiauja alkoholiu, neturi darbo, yra socialiai remtini. Nemažai vaikų lankančių darželį yra patyrę išnaudojimus - emocinis išnaudojimas ar nesirūpinimas – nepamaitinti ar paliekami vieni namuose. 3. Auklėtojos susiduria su situacijomis, kuriose reikia padėti vaikams ir jų šeimoms auklėjimo ir ugdymo tema, tokių šeimų yra beveik kiekvienoje įstaigos grupėje. Pedagogės, dirbančios įstaigoje, kur nėra socialinio pedagogo, problemas, susijusias su vaiku stengiasi spręsti pačios arba į vaiko tėvus, pedagogės, kurių įstaigose dirba... [toliau žr. visą tekstą] / The work carried out theoretical social pedagogue (the employee) in preschool training and pre-school education institutions operating specifics of the analysis. Questionnaire survey method of investigation for the purpose – to reval the social activities of teacher characteristics and trends of the social pedagogue post expansion. Conducted a statistical analysis of the data. Kaunas study included 157 pre-school education teachers and Kaunas city pre-school education institutions. Empirical part of the social educational opportunities for personnel development in pre-school training. The most important empirical findings of the study: • Social activities are based on teacher's normative legal acts, social pedagogue function`s description. Teacher Social activities are concerned not only with the child and his family, he must cooperate with the office manager, administration, teachers and other professionals. • Educator faces to the full, parent, large families where one or both parents abuse alcohol, are unemployed, are socially disadvantaged. A number of children attending day care have been victims of exploitation - exploitation, or emotional neglect - hungry or left alone at home. • Educator faced with situations in which to help children and their families, parenting and educational themes, such families are in almost every institution within the group. A teacher working in the office, where the teacher is not social, problems associated with trying to deal with the... [to full text]