After Lithuania has become a member of European Union higher reguirements are raised to it. The main priority of the family and educational institutes is to help a young person to develop the folloving social skills: self – cognition, self-esteem, communicative skills, ability to make a decision, solve a conflict, ability to control the emotions, overcome the stress, critical and creative thinking. The most important about educational institute is to focus the educational process on a child, his most important needs ( self – realization, status need, safety ) satisfaction. The aim of this work is to analyse what is the level of educational institution influence on pupils learning motivation emotional correspondence and social – psychological adjustment. These are the goald of the word: To summarize methodological, psychological, pedagogical adjustment; to state the emotional correlation of the learning motivation; to find out the cognitive activity, motivation attaining, suspense, rage influence on learning motivation process according to the age groups and sex; describe the social- psychological adaptacion and maladjustment peculiarities and factors, to state the vital correlation links. The methods used: guestionnaire, guality and guantity, statistic analysis. The size of the investigation: 167 pupils of the 6- 10 grades and 6 – 10 grades 86 boys. The investigation was performed in Gasciunu and Gatauciu basic school ( Joniskis region). The results of... [to full text]

Author of the research: Jūratė Leskauskaitė Title of the research: Motivation of Profession Choice of Social Pedagogy Students Location of the research: Lithuanian University of Agriculture. Department of Psychology and Professional Pedagogy. Akademija, 2006. Size of the research: 77 pages Research includes: 34 tables, 31 diagrams, 5 appendices. Literature recourses: 33 Object of the research: Factors of professional choice Methods of the research: 1. Analysis of scientific literature. 2. Questionnaire poll. 3. Statistical analysis of the data. Results of the research: According to the results of the research students of Social Pedagogy choosing the profession of a social pedagogue expect an interesting job. According to the students of Social Pedagogy meaningful job is one where a person could meet the requirements of four-level needs. According to the students of Social Pedagogy and English Pedagogy, if they were offered to choose their speciality once again, their choice would remain the same. According to the results of the research students of English Pedagogy choosing the profession of an English pedagogue expect a well-paid and permanent job. The students of English Pedagogy indicate the profession of an English pedagogue as prestigious and perspective. According to the research the factors of professional choice were the following: permanent, interesting, well-paid, perspective job.

Analizuojant socialinės pedagoginės pagalbos teikimo bendrojo lavinimo mokykloje subjektyvius pasirengimo teikti pagalbą, pagalbos teikimo krypčių, patiriamų sunkumų bei sėkmę lemiančių veiksnių vertinimus, pasirinktas kokybinis tyrimas, taikant turinio (content) analizės metodą. Tyrime apklausti 9 socialinės pedagoginės pagalbos teikėjai iš Šiaulių miesto bei rajono bendrojo lavinimo mokyklų. Interviu metodu siekta atskleisti socialinės pedagoginės pagalbos teikėjams reikalingas kompetencijas pagalbai teikti, taip pat aiškintasi, kokiomis veiklos kryptimis tenka dirbti dažniausiai, kokių patiria sunkumų teikdami socialinę pedagoginę pagalbą bei kokie veiksniai lemia pagalbos teikimo sėkmę. Analizuojant tyrimo duomenis, siekta atskleisti bendrojo lavinimo mokykloje dirbančių pagalbos teikėjų asmenines patirtis. / While analyzing subjective evaluation of social pedagogical support offered in comprehensive schools based on preparation to provide support, directions for support offering, obstructions and success factors, contents analysis method was used. There were 9 social pedagogical support staff questioned from Šiauliai city and district comprehensive schools. Using an interview method it was aimed to reveal the relevant competences that are necessary for social pedagogical support providers to offer this help. It was also analyzed, what were the most common directions for providing help, what were the main difficulties while providing social pedagogical help and what factors determined success in providing this help. Examining the research results it was aimed to reveal personal experiences of staff providing social pedagogical help in comprehensive schools.

O objetivo deste trabalho é compreender a forma como o adolescente em cumprimento de medida socioeducativa de internação é socialmente construído pelos funcionários que atuam ao final do processo de implementação de tal medida, como psicólogos, assistentes sociais, professores e agentes de apoio socioeducativo, ou seja, por aqueles que executam e vivenciam, a seu modo, a medida socioeducativa determinada pelo Judiciário ao adolescente. Dessa forma, intenciona-se acessar as formas como tais funcionários atribuem sentido às atitudes do adolescente com quem interagem cotidianamente, compreendendo as categorias e classificações produzidas e/ou reproduzidas por este grupo profissional ao delimitar direitos e deveres do adolescente internado. Dessa forma, entende-se aqui que as lógicas classificatórias utilizadas por tais funcionários mostram-se como fontes para julgamentos e atitudes, construindo um sistema de interpretação. Nesse contexto, objetiva-se compreender as classificações mobilizadas por tais funcionários, bem como as formas como tais classificações são instrumentalizadas no cotidiano da medida socioeducativa de internação / The goal of this research is to understand how confined juveniles are socially constructed by the employees who work in the end of the implementation process of the confinement measure, such as psychologists, social assistants, teachers and and social-pedagogical agents. These are the ones who execute and experience the social-pedagogical measure of confinement determined by the Juvenile Court. Therefore, I aim at understanding how these employees attribute meaning to the actions of the adolescents with whom they constantly interact, comprehending the categories produced and/or reproduced by this professional group considering that they are responsible for creating the confined adolescents boundaries of rights and duties. Therefore, I understand the categorization logics used by these employees as sources for judgments and actions, creating an interpretation system. It is considering this context that I intend to comprehend the categories used by the employees, as well as to understand how these categories are used during the day by day of the social-pedagogical measure of confinement

O objetivo deste trabalho é compreender a forma como o adolescente em cumprimento de medida socioeducativa de internação é socialmente construído pelos funcionários que atuam ao final do processo de implementação de tal medida, como psicólogos, assistentes sociais, professores e agentes de apoio socioeducativo, ou seja, por aqueles que executam e vivenciam, a seu modo, a medida socioeducativa determinada pelo Judiciário ao adolescente. Dessa forma, intenciona-se acessar as formas como tais funcionários atribuem sentido às atitudes do adolescente com quem interagem cotidianamente, compreendendo as categorias e classificações produzidas e/ou reproduzidas por este grupo profissional ao delimitar direitos e deveres do adolescente internado. Dessa forma, entende-se aqui que as lógicas classificatórias utilizadas por tais funcionários mostram-se como fontes para julgamentos e atitudes, construindo um sistema de interpretação. Nesse contexto, objetiva-se compreender as classificações mobilizadas por tais funcionários, bem como as formas como tais classificações são instrumentalizadas no cotidiano da medida socioeducativa de internação / The goal of this research is to understand how confined juveniles are socially constructed by the employees who work in the end of the implementation process of the confinement measure, such as psychologists, social assistants, teachers and and social-pedagogical agents. These are the ones who execute and experience the social-pedagogical measure of confinement determined by the Juvenile Court. Therefore, I aim at understanding how these employees attribute meaning to the actions of the adolescents with whom they constantly interact, comprehending the categories produced and/or reproduced by this professional group considering that they are responsible for creating the confined adolescents boundaries of rights and duties. Therefore, I understand the categorization logics used by these employees as sources for judgments and actions, creating an interpretation system. It is considering this context that I intend to comprehend the categories used by the employees, as well as to understand how these categories are used during the day by day of the social-pedagogical measure of confinement

Syftet med uppsatsen är att beskriva och kartlägga hur socialpedagoger arbetar på särskilt boende. Studien belyser hur delaktighetsbegreppet är kopplat till lärande i vardagliga situationer för personer med funktionshinder. Studien fokuserar på begreppen delaktighet och lärande samt hur socialpedagoger arbetar med detta. Frågeställningarna som besvaras är: Vad är socialpedagogernas roll på gruppboenden? Hur arbetar socialpedagoger för att få brukaren delaktig i vardagliga situationer på gruppbostäder? På vilket sätt arbetar socialpedagoger med att främja brukarens lärande i vardagsarbetet på gruppbostäder? Metoden i studien utgår från en kvalitativ ansats med grund i ett fenomenologiskt perspektiv. Grundtanken var att inhämta empiri från kvalitativa enkäter, arbetet har kompletterats med intervjuer. Vi har kodat och kategoriserat materialet och fått fram kategorierna: socialpedagogik, delaktighet och lärande. Teorierna och perspektiven är kopplade till kategorierna. Resultatet av studien presenteras i form av citat tagna ur enkäterna och intervjuerna. I analysen har vi kopplat ihop teorin med empirin och försökt se samband och likheter i materialet. Vår tolkning är att socialpedagogik, delaktighet och lärande hör ihop, samt att socialpedagogerna använder sig av dessa begrepp i sitt arbete. Studiens slutsatser är att lärandet sker i vardagen och att brukaren kan vara delaktig i en situation men inte i en annan. Det beroende på omgivande faktorer, exempelvis personal och samhället/miljön. Socialpedagogen arbetar för att ovanstående ska främjas. I diskussionsdelen framgår våra tankar om studien, vad som hade kunnat utvecklas mer samt vad som kan vara alternativa studier. / The purpose of this study is to identify how a social pedagogue works at sheltered accommodation. The study illustrates how the participation is connected to learning in everyday situations of people with disabilities. The study is based on a social pedagogical approach and focuses on participation, learning and how social pedagogue works with this concept. The questions we will answer in our study are: What is the social pedagogues roll at a sheltered accommodation? How social pedagogues get the individual to participate in everyday situations in the sheltered accommodation? How social pedagogues work to promote individual learning in everyday situations in the sheltered accommodation? As method we used a qualitative approach with a base in a phenomenological perspective. We have also supplemented with other methods books. The fundamental idea was to base the study on qualitative surveys, we have also complimented with interviews. We have coded and categorized, the category we came up with was Social pedagogical, participation, learning. The theories and perspectives we have used are connected with our categories. The outcome of the study is presented in quotes taken from the surveys and interviews. We have connected the theory with our study in the analyses and try to see connections and similarities in our material. Our interpretation is that social pedagogy, participation and learning is related to each other. And the social pedagogues use these concepts in their work. Our conclusions are that we are learning in the everyday and the individual can be participation in one situation but not in another one. It depends on environmental factors such as staff and community/environment. The social pedagogue works for this to be promoted. Our thoughts about the study and what we want to develop is processed in the discussion part.

New challenges and possibilities for society, traditional attitude, emphasising the importance of factual knowledge, does not fit the developing society and its activity needs. In educational institutions education, orientied to special skills, abilities and the acquisition of theoretical knowledge, exausted its possibilities in attitude of modified requirements of activity system and the needs of society. Developing a social service system for children and families, the subject matter of students’ social favour needs becomes very topical and important while foreseeing the organisation forms, trends, modes and methods of social aid at school. Society and different state institutions, as well as education system, consider the needs of social aid at school to be a certain generally acknowled problem that has eventually to be solved. This problem is undesirable and menaces for the future in Lithuania. This conditioned the introduction of shifts of social educationists. The purpose of those educationists are to help to work productively with children and families which experience social risk, children with special needs, also to take up the activity of the prevention of alcoholism and drug-addiction as waell as healthy way of living and others. School in society is highly respected for developing functional skills, for the preparation for a professional career and forming the nationalism. While solving complicated maturity, social intergration, healthy way of living, social... [to full text]

Abscract: This thesis deals with The socio-pedagogical approaches in the work of the school methodology of prevention in elementary school. The aim of this thesis is determine what kinds of approach and techniques are used by school prevention methodologists in their line of work, and how do they reflect on them. It discusses the types of social pedagogical approach and selected techniques used by a school prevention methodologist in their line of work. It recounts the specifics of their role and their job description. It looks into the legislative ambit of this occupational field, the methodologist's education, categorization, qualifications and rewards. It describes the ideal personality of a methodologist, draws attention to the risks of their work and the ethical aspect of the occupation. It focuses on specific activities within the job description of a school prevention methodologist. It defines selected types of social pedagogical approach and techniques, and incorporates them into the practical ambit. The empirical part of this thesis verifies the theoretical part by research. The results of research show that school prevention methodologists use various socio-pedagogical approaches. They also use a varied range of socio-pedagogical techniques, provided there is a necessary time range available. The...

This thesis deals with issues the specifice of social pedagogical rehabilitation of families in the region Ústí nad Labem. Is focused on the posibility of stabilizing and restoring the functionality of families faced with multiproblems, dysfunctional to ineffectiveness. The theoretical part is divided into five chapters. Focuses on the process of rehabilitation of families, the family and its problems in connection with the performance of its own functions, such as space environment for the education of the individual and that of an area of authority for child protection work with the family. The practical part is devoted to the research survey in which they were the main methods of data collection selected document analysis, interviews with parents and observations. The collected data was then prepared a detailed case study work with the family. For themselves survey research was elected one of the families showing sings for the posibility of obtaining a sufficient amount of data needed for research. After the necessary data has been carried out their evaluation.

AND KEY WORDS Social - pedagogical goals of community project concerning minorities Key words: Community, community work, community project, minority, social - pedagogical goals, semi-structured interview, field examine The theme of this thesis is community projects in the Czech Republic and their socio- pedagogical goals. The nature of work is theoretical work and research. In the theoretical part are defined basic concepts like community, community work, community project, minority and examples of organizations working with minorities through community projects. Research is based on semi-structured interviews within field examine, which introduces a view to Organisation Český západ, public participation in the implementation of community projects, what projects are highly relevant, to the skills acquired and in what situations seek the services of this organization in 2015. Their utterances are analyzed and interpreted in relation to individual objectives of this work. On the basis of this examine it was found that for informants was important to by employed. The conclusion summarizes the information from the interviews. Further value added of this thesis is the authentic assessment of direct participants in community projects and personal acquaintance with the opinion spectrum of the population...