Youth mentoring is often used to engage increasing numbers of disaffected and marginalised young people. As such, this research explores the extent to which key workers, across a range professional settings, adopt and integrate mentoring practices into their primary role. The research suggests that key workers recognise an informal and caring dimension to their primary role and use the term mentoring to capture the diversity of this activity. However, the attempt to facilitate integration into mainstream values and norms suggests that key workers and youngsters are actually engaged in a form of social pedagogy; undertaking social action to promote the personal development and general wellbeing of the youngster. As a piece of qualitative action research – based primarily on semi-structured interviews with key workers and young people – this inquiry also explores the extent to which practitioner mentoring, or social pedagogy, is successful as a transformation strategy – that is, the extent to which young people alter their attitudes, behaviours and beliefs as a result of being supported in this manner. The findings suggest that the informality of the interactions, a shared activity, the strength of the relationships and the duration of contact, are important aspects of social pedagogy/youth mentoring. The research has clear implications for practitioners, since the development of a ‘pedagogic perspective’ introduces a body of social theory into work previously undertaken intuitively. This, in turn, requires practitioners across professional settings to; engage with ‘clients’ on an a personal level to build trust and rapport, develop pedagogic opportunities that facilitate access to mainstream activities and, finally, maintain meaningful relationships until social inclusion is secure.

The topic of this thesis is a social pedagogical work in EU countries. The main aim is to map approaches in selected European countries and the analysis of social-pedagogy work in these countries to identify reserves in this field in the Czech Republic and to propose possibilities to improve an existing concept. This thesis is based on theoretical studies as well as on the legal provisions, regulations and documents. Research problem is: "Effect of legislative changes and historical aspects in social-pedagogical activities in schools". There are defined three problematic issues: What is the role of global EU legislative for the social-pedagogy work in schools? What is the role of local legislation changes in EU countries in social-pedagogical work in schools? What is the difference in social pedagogy in schools in different EU countries related to their history? The thesis discusses basic socio-pedagogical concepts, defines social pedagogy as a scientific discipline and provides an overview of its main dimensions, areas of action, functions, methods and tasks. It specifies the social pedagogical worker in education system based on theoretical concept maps competences of such worker. It deals also with the conceptual terms of social-educational work in school and its consequences in the Czech...

Delaktighet är ett vanligt förekommande begrepp som bland annat används inom socialpedagogiken för att studera mänskliga relationer. Det finns dock många dimensioner av delaktighet, begreppet kan av individen upplevas ha både en subjektiv och objektiv betydelse. Enligt barnkonventionen har alla barn rätt att gå i skolan. Vidare påpekar barnkonventionen att skolan ska skapa delaktighet för barnen. Att känna sig delaktig kan således anses vara en mänsklig rättighet, men hur pass delaktiga upplever eleverna på skolan sig egentligen? Föreliggande studie har haft till syfte att studera och analysera hur elevers delaktighet framhävs i skolmiljön utifrån ett elevperspektiv, både under lektionstid med lärare och utanför lektionstid elever emellan. Arbetet har bedrivits i en kommunal namibisk skola med hjälp av deltagande observationer, semistrukturerade intervjuer och en mikroetnografisk metodologisk ansats. Resultaten av arbetet överensstämmer till viss del med tidigare forskning. Eleverna upplever mycket social och informell delaktighet mellan varandra, men skolan brister på att skapa relationell pedagogik och delaktighet i klassrummet. Bristen på inflytande över lärandet påverkar studiemotivationen, vilket i sin tur upplevs som dålig studieprestation av lärarna och leder till att eleverna bestraffas. Till skillnad från resultaten av tidigare forskning påvisades i föreliggande arbete ingen socioekonomisk påverkan på elevprestation. Detta har troligtvis att göra med att skolan kompenserar elever med lägre socioekonomisk status genom att erbjuda billigt boende, mat och skoluniform. Resultaten från arbetet kan användas för att bedriva liknande forskning. / Participation is a common concept, which is used in social pedagogy to study human relations. However, there are many dimensions of participation and the concept can be both a subjective and objective meaning. According to the Convention on the Rights of the Child (CRC), all children should have the right to go to school. Additionally, the CRC points out that the school should create participation for the children. To feel involved can thus be regarded as a human right, but how participated does the pupils experience themselves? This study aimed to study and analyze how pupils' participation is emphasized in the school environment from a pupils' perspective, both in class with teachers and outside of the classroom among the pupils themselves. The study has been conducted in a municipal Namibian school using participant observation, semi-structured interviews and a micro ethnographic methodological approach. The results of the study are consistent to some extent with previous research. Pupils experience very social and informal participation among each other, but the school fails to create relational pedagogy and participation in the classroom. The lack of influence is affecting the pupils study motivation, which in turn is perceived as bad study performance by the teachers and they therefore get punished. Unlike the results of previous research, this study shows that socio-economic status does not affect pupil performance. This probably has to do with the fact that the school compensates pupils with lower socio-economic status by providing affordable accommodation, free food and school uniforms. The results of this study can be used to conduct similar research.

abstract: The United States is currently the world's largest reception and placement country of the nearly 22 million refugees worldwide. Of the numbers of refugees resettled, almost half of them are under the age of 18 and are arriving in American schools having experienced trauma, stress, and limited education during the conflict in their home country. Teacher experiences with refugee students can have a profound effect on the way refugee children feel they are received in the school community. Drawing on previous studies that emphasize the challenges that refugee students face, this thesis looks at the training that teachers receive that prepares them to work with refugee students in public schools in Maricopa County, Arizona. Through a review of the literature and data collected from teacher and former refugee student interviews, this research explores what teachers know and need to know to teach refugee students successfully. Innovative practices that teachers employ are also highlighted, and recommendations for further research, policy, and practice are provided. / Dissertation/Thesis / Masters Thesis Social and Cultural Pedagogy 2017

Studiens syfte är att undersöka och analysera kompetensbehov inom olika kommunala human service-organisationer, där bland annat socialpedagoger är verksamma i Västerviks kommun. Min studie vill även undersöka inom vilka verksamheter högskoleutbildade socialpedagoger arbetar idag samt vilka kompetenser de har och vilka kompetenser lämpar sig för att arbeta inom human service-organisationer i Västerviks kommun. Denna studie strävar efter att vara ett stöd för att förbereda human service-organisationer i Västerviks kommun inför eventuella utmaningar vid framtida rekrytering av befintlig och ny kompetens. Samtidigt vill jag med min studie stärka kunskapen kring socialpedagoger. Studien består av både en kvantitativ och kvalitativ undersökning. Det empiriska materialet har insamlats via en enkätundersökning och en gruppintervju med personer som har medarbetar- och verksamhetsansvar inom olika human service-organisationer i Västerviks kommun. Resultatet av min studie påvisar att det finns ett kompetensbehov inom human service-organisationer i Västerviks kommun som främst präglas av intellektuella och sociala kompetenser. De intellektuella kompetenser som personalen behöver för att behärska arbetsmoment och situationer i det dagliga arbetet var formell utbildning och olika specialkompetenser i relation till sitt yrkesområde. Sociala kompetenser om hur personal agerar i relation till andra. Bemötande är andra framträdande kompetenser som nämns. Framtida behov av kompetens följer dagens framställningar dock betonas behoven att påverkas av personal bortfall samt lag- och uppdragsförändringar. I studien framkommer det att högskoleutbildade socialpedagoger är mest förekommande inom verksamheter som främst bedriver förändringsarbete med arbetsuppgifter som handläggning och utbildning. Det visar sig att socialpedagoger och socialpedagogiken har en plats inom human service-organisationer eftersom socialpedagogiken i sig är till för att anpassas efter behovet som efterfrågas i samhället inom socialt arbete. / The study aims to investigate and analyze skills required within the various municipal human service organizations, including social pedagogues working in Västervik. My study would also examine the activities within college-educated social pedagogues working today and what skills they have and what skills are suitable for working in human service organizations in Västervik. This study strives to be a support to prepare human service organizations in Västervik facing any challenges in future recruitment of existing and new skills. At the same time, I want to strengthen the knowledge of social pedagogues. The study consists of both a quantitative and qualitative study. The empirical data were collected through a questionnaire and group interviews with people who have employee and operational responsibilities within various human service organizations in Västervik. The results of my study indicate that there is a skills needs in human service organizations in Västervik mainly characterized by intellectual and social skills. The intellectual skills that staff need to master tasks and situations in the daily work were formal education and various special competences in relation to their professional field. Social skills of how personnel act in relation to others. Responding is the second prominent competencies mentioned. Future skills demand follows today's petition, however, emphasized the need to be affected by staff losses and legal and mission changes. The study shows that college-educated social pedagogues are most abundant in activities primarily engaged in change management with duties in the management and training. It turns out that social pedagogues and social pedagogy has a place in human service organizations as social pedagogy in itself is to be adapted to the needs that society demands of social work.

Esta pesquisa tem como objetivo a releitura de uma prática educacional forjada no interior da Pedagogia Escolar à luz dos princípios da Pedagogia Social, visando descobrir aproximações entre os referenciais citados, com ênfase nas relações entre o professor e o educador social. A presente investigação está pautada na análise da experiência de professores da rede municipal de ensino de Taboão da Serra, Estado de São Paulo, os quais realizam visitas às residências de seus alunos cuja prática faz parte do Programa Interação Família-Escola, desenvolvido neste município desde 2005, considerando a visitação domiciliar de alunos como uma situação que propicia a atuação do pedagogo em âmbito diferente da instituição escolar. A metodologia de pesquisa foi desenvolvida em uma abordagem qualitativa dos dados coletados, a qual foi pautada na análise dos relatórios descritivos de professores sobre as visitas realizadas entre 2005 e 2009, além de um questionário para coleta sobre suas apreciações sobre esta experiência. A leitura destes materiais revelou algumas categorias inerentes à experiência daqueles que visitaram seus alunos, as quais foram comparadas às habilidades necessárias aos educadores sociais no desempenho de suas práticas educativas. Ainda, os dados encontrados foram analisados em relação aos domínios de atuação da Pedagogia Social, evidenciando alguns elementos de articulação. Diante disso, observamos que a experiência destes professores, relacionada ao processo de visitação domiciliar de alunos, contém elementos da Pedagogia Social mesmo que esta seja uma situação oriunda da Pedagogia Escolar, encontrando-se fundidos elementos dos referidos campos, indicando um território de diálogo e complementaridade entre eles, descoberta que suscita questões sobre a formação de professores, educadores ou pedagogos sociais. / This research has as its objective, the reinterpretation of a practice educational forged within the School Pedagogy in light of the principles of Social Pedagogy, aiming to discover approaches between the references cited, with emphasis on relations between the teacher and the educator social. This research is based on the analysis of the experience of the teachers of municipal school of Taboão da Serra, State of São Paulo, which tours to homes of their students whose practice is part of the Program Interaction Family-school, developed in this city since 2005, considering the home visitation of students as a situation that provides the performance of the pedagogue in different scope of the school. The research methodology was developed in a qualitative approach of the collected data, which was based on the analysis of descriptive reports of teachers on the visits between 2005 and 2009, in addition to a questionnaire to collect on their assessments on this experience. The reading of these materials showed some categories inherent in the experience of those who have visited their students, which were compared the abilities necessary to social educators in the performance of their educational practices. Still, the data were analyzed in relation to the areas of performance of Social Pedagogy, showing some elements of articulation. Given this, we observe that the experience of these teachers, related to the process of home visitation students, contains elements of Social Pedagogy even though this is a situation of School Pedagogy, fused elements of such fields, indicating a territory of dialogue and complementarity among them discovery that evoke questions on the training of teachers, educators or social pedagogues.

Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-13T17:00:26Z No. of bitstreams: 1 IvoneidePereiradeAlencarTese2017.pdf: 2751434 bytes, checksum: 5a1bc148b88131845ec7e01ce2048f25 (MD5) / Approved for entry into archive by Sara Ribeiro (sara.ribeiro@ucb.br) on 2018-04-13T17:00:45Z (GMT) No. of bitstreams: 1 IvoneidePereiradeAlencarTese2017.pdf: 2751434 bytes, checksum: 5a1bc148b88131845ec7e01ce2048f25 (MD5) / Made available in DSpace on 2018-04-13T17:00:45Z (GMT). No. of bitstreams: 1 IvoneidePereiradeAlencarTese2017.pdf: 2751434 bytes, checksum: 5a1bc148b88131845ec7e01ce2048f25 (MD5) Previous issue date: 2017-12-12 / The general goal of this research is to analyze the relationships between socioeducational measures of internment and the initial phase of non-school social reintegration of adolescents in conflict with the law applied in a socioeducational internment unit, called CENTRO, for the purposes of this investigation. With respect to the methodology, we used a qualitative approach of exploratory nature and a holistic multiple case study, applying the following data generation techniques: observation, documentary analysis, semi-structured interviews and, for the data analysis, a content analysis based on Bardin???s (2011) framework. We based our understanding on the fact that the reintegration of adolescents in conflict with the law requires a participative and collaborative work between the State and civil society, creating thus a youth protection network. Among the obtained results, the following must be highlighted: a) the coexistence between the internees, the multiprofessional team, the family and society is weakened by the negative force of the infraction; b) the internal routine is based on discipline, a logic that resembles that of prisons; c) non-school education practices do not occur as a process of production of autonomous and emancipated subjects, aiming at training citizens for social reintegration; d) the expectations of adolescent internees are characterized by the belief that ???where there is a will there is a way???, allowing them to cope with the difficulties posed by reality outside the institution; e) the fragility of non-school socioeducational measures in the researched unit is possibly due to the absence of public policies, yielding an ineffective social integration. Finally, the research suggested three aspects to be overcome: 1) the implementation of non-school educational processes, including a preparation for work based on the realities of the current job market; 2) a balance between the socioeducational treatment offered at CENTRO and legal provisions (FC/88 and CYS, 1990) and 3) the development of public and social policies that support families and adolescents seeking to rebuild family ties. / Esta pesquisa tem como objetivo geral analisar as rela????es entre medidas socioeducativas de interna????o e a fase inicial de reintegra????o social n??o escolar de adolescentes em conflito com a lei aplicadas em uma unidade de interna????o socioeducativa, denominada CENTRO, para fins desta investiga????o. Quanto ?? metodologia, elegeu-se a abordagem qualitativa de car??ter explorat??rio e utilizou-se o estudo de casos m??ltiplos hol??stico, aplicando as seguintes t??cnicas de gera????o de dados: observa????o, an??lise documental e entrevista semiestruturada e, para tratamento e an??lise dos dados, a an??lise de conte??do nos moldes de Bardin (2011). Partiu-se do entendimento de que a efetividade do processo de reintegra????o do adolescente em conflito com a lei exige um trabalho colaborativo e participativo entre o Estado e a sociedade civil, criando uma rede de prote????o juvenil. Dentre os resultados alcan??ados, destacam-se: a) a conviv??ncia entre internos, equipe multiprofissional, familiares e sociedade fica fragilizada pela for??a negativa do ato infracional; b) a rotina interna ?? baseada no disciplinamento, tendo uma l??gica que se assemelha ao dos pres??dios; c) as pr??ticas de educa????o n??o escolar n??o acontecem como um processo de produ????o de sujeitos aut??nomos e emancipados, visando ?? forma????o cidad?? para uma reintegra????o social; d) as expectativas dos adolescentes internos caracterizam-se pela cren??a de que ???querer ?? poder???, para o enfrentamento de dificuldades postas pela realidade fora da institui????o, e e) a fragilidade das medidas socioeducativas n??o escolares na unidade pesquisada ?? devido, possivelmente, a aus??ncia de pol??ticas p??blicas, tornando ineficaz a reintegra????o social. Por fim, existem tr??s aspectos a serem superados, sugeridos pela investiga????o: 1) implementa????o de processos educativos n??o escolares, incluindo a prepara????o para o trabalho com base na realidade do mercado atual; 2) equil??brio entre o tratamento socioeducativo oferecido no CENTRO e os dispositivos legais (CF/88 e ECA, 1990) e 3) desenvolvimento de pol??ticas p??blicas e sociais de apoio ??s fam??lias dos adolescentes para reconstru??rem v??nculos familiares.

Esta pesquisa tem como objetivo a releitura de uma prática educacional forjada no interior da Pedagogia Escolar à luz dos princípios da Pedagogia Social, visando descobrir aproximações entre os referenciais citados, com ênfase nas relações entre o professor e o educador social. A presente investigação está pautada na análise da experiência de professores da rede municipal de ensino de Taboão da Serra, Estado de São Paulo, os quais realizam visitas às residências de seus alunos cuja prática faz parte do Programa Interação Família-Escola, desenvolvido neste município desde 2005, considerando a visitação domiciliar de alunos como uma situação que propicia a atuação do pedagogo em âmbito diferente da instituição escolar. A metodologia de pesquisa foi desenvolvida em uma abordagem qualitativa dos dados coletados, a qual foi pautada na análise dos relatórios descritivos de professores sobre as visitas realizadas entre 2005 e 2009, além de um questionário para coleta sobre suas apreciações sobre esta experiência. A leitura destes materiais revelou algumas categorias inerentes à experiência daqueles que visitaram seus alunos, as quais foram comparadas às habilidades necessárias aos educadores sociais no desempenho de suas práticas educativas. Ainda, os dados encontrados foram analisados em relação aos domínios de atuação da Pedagogia Social, evidenciando alguns elementos de articulação. Diante disso, observamos que a experiência destes professores, relacionada ao processo de visitação domiciliar de alunos, contém elementos da Pedagogia Social mesmo que esta seja uma situação oriunda da Pedagogia Escolar, encontrando-se fundidos elementos dos referidos campos, indicando um território de diálogo e complementaridade entre eles, descoberta que suscita questões sobre a formação de professores, educadores ou pedagogos sociais. / This research has as its objective, the reinterpretation of a practice educational forged within the School Pedagogy in light of the principles of Social Pedagogy, aiming to discover approaches between the references cited, with emphasis on relations between the teacher and the educator social. This research is based on the analysis of the experience of the teachers of municipal school of Taboão da Serra, State of São Paulo, which tours to homes of their students whose practice is part of the Program Interaction Family-school, developed in this city since 2005, considering the home visitation of students as a situation that provides the performance of the pedagogue in different scope of the school. The research methodology was developed in a qualitative approach of the collected data, which was based on the analysis of descriptive reports of teachers on the visits between 2005 and 2009, in addition to a questionnaire to collect on their assessments on this experience. The reading of these materials showed some categories inherent in the experience of those who have visited their students, which were compared the abilities necessary to social educators in the performance of their educational practices. Still, the data were analyzed in relation to the areas of performance of Social Pedagogy, showing some elements of articulation. Given this, we observe that the experience of these teachers, related to the process of home visitation students, contains elements of Social Pedagogy even though this is a situation of School Pedagogy, fused elements of such fields, indicating a territory of dialogue and complementarity among them discovery that evoke questions on the training of teachers, educators or social pedagogues.

The purpose of this study is to find, understand and discuss the experiences of former employees at SAAB, and present how this can be understood according to my core theoretical concepts, which are participation and identity. The questions asked in the study are based on how the labor is described, characterized and what comes forth as valuable, which is compared to absence of labor work. First, labor is described in an historical and social context, and at the same time related to the core theoretical concept. Second, the methodology chapter is presented, which mainly consists of 11 observations and 10 interviews. Third, the chapter regarding former theory leads to an analysis model, which is used on the empirical material of the study. The result shows that labor work at SAAB primarily is described as important for socializing, security and the possibility to be independent. The tasks at SAAB are described as backbreaking and monotonous, while the lack of labor work influences the physical and mental wellbeing. Unemployment also contributes to limitations in everyday life, and in addition, creates negative feelings and experiences due to lack of control in a new and changed world. In summary, the empirical and theoretical analysis taken together leads to the conclusion that labor work at SAAB is substantially described as positive, but there are however, parts which are less positive. Another conclusion is that lack of labor work primarily can be described as negative, but the opposite is also discernible. A third conclusion is that labor work is important for the understanding of participation and identity. When using the theoretical analysis model on the results given in the empirical material, three participation- and identity patterns can be found. These are then contextual and temporal, due to time and situation; the stabile and secure pattern, the loose and temporary pattern and the compensating and regenerative pattern. At the end of the essay there is an overall and concluding discussion regarding the findings in relation to context and society and which significance this may have on social pedagogy and its practice. Finally there is a brief section with reflections regarding the conducted study and perspectives on research to come.

Utifrån ett generellt kunskapsintresse behandlar studien hur barns uppväxtvillkor har påverkats av att växa upp i en familj där det har pågått ett alkoholmissbruk. Vi upplever att det är ett tabubelagt ämne i samhället idag som behöver belysas och pratas mer om. Valet av ämne blev därför hur vuxna barn har påverkats av att växa upp i en missbruksmiljö. Syftet med vår studie är att belysa och analysera hur vuxna människor har påverkats av sin uppväxt i missbruksmiljö samt diskutera hur deras upplevelser kan ha format och haft betydelse för deras liv idag. Studien är en narrativ forskning som utgår från tre livsberättelser. Vi har använt oss av en intervjumall för att studiens syfte och frågeställningar ska bli besvarade. De tre respondenterna i studien har blivit tillfrågade och gett sitt samtycke till ett deltagande. Resultatet analyserades och kopplades till vår teoretiska utgångspunkt- anknytningsteorin. Det resultat som tydligt framkommit i vår studie är att ett barns uppväxt i en missbruksmiljö kretsar mycket kring alkoholmissbruket. Det framgick i resultatet att respondenterna fick stå tillbaka mycket och fick ta ett stort ansvar i familjen. De beskrev att missbruket ofta hemlighölls. Resultatet visade även att varje respondent hade någon form av fritidsaktivitet samt en person som de kunde finna trygghet hos under uppväxten. Det visade att respondenterna blivit påverkade av sin uppväxt, både positivt och negativt samt att de har stärkts av sina erfarenheter. / From a general interest aspect the study looks into how a child´s upbringing has been affected by growing up in an alcohol abusive environment. We discovered that it is today a taboo subject that needs to be highlighted and talked about. Our choice of topic was therefore how adult children have been affected by growing up in an addictive environment. The purpose of our study is to highlight and analyse how adults have been affected by growing up in an addictive environment and to discuss how their experiences can have formed them and also had an impact on their lives today. The study is a narrative research based on three life story. We have used an interview template so that the aim of the study and questions should be answered. The three respondents in the study have been requested and have given their consent to participation. The results were analyzed and linked to our base theory - attachment theory. The result that became clear in our study is that a childs upbringing is greatly affected by alcohol addiction. It emerged in our study that respondents mostly took a back seat and had to take a lot of responsibility in the family. They described that the addiction was usually kept secret. Our result also showed that every respondent hade some form of recreational activity and also a person they felt safe with during childhood. It also showed that the respondents have been affected by their upbringing in positive and negative ways. Their experiences have strengthened them.