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Sociala medier är en arena där många ungdomar är uppkopplade på stora delar av dygnet. Den nya arenan att umgås på har många fördelar, som till exempel bibehålla och utöka de sociala kontakterna. Samtidigt som det finns fördelar med ungas aktivitet på internet, finns det risker som sömnsvårigheter, internetberoende och internetkränkningar. Studiens syfte är att undersöka ungdomars uppfattning om vad det förekommer för kränkningar på sociala medier och hur ungdomar anser att dessa kränkningar kan förebyggas och motverkas. Studien har en kvalitativ ansats där resultat och analys grundas på tre stycken halvstrukturerade intervjuer i fokusgrupper. Ungdomarna i studien går på en gymnasieskola i en mindre ort i södra Sverige och är i studien anonyma. Vi har använt oss av symbolisk interaktionism som teoretisk referensram, där definitionen av situationen, social interaktion, symboler och tonvikt på aktivitet är våra teoretiska begrepp. Studiens resultat visar att kränkande bilder och kränkande kommentarer om personers sexuella läggning, politiska åsikt och utseende är de mest förekommande kränkningarna på sociala medier. Det har visat sig vara ett hårt klimat på sociala medier och att kränkningar sker öppet, framförallt på de sociala medierna där användarna kan vara anonyma. Ungdomarna anser att ett av flera sätt att förebygga dessa kränkningar skulle vara genom ökad förståelse och kontinuerliga diskussioner bland vuxna och ungdomar. / The social media center is a platform where most of the young people are online a considerable time of their freetime. The new arena to socialize has many advantages, such as containing and exploring the social life. At the same time there are benefits with the huge activity on the internet. There are also plenty of risks such as sleep disorders, internet addiction and internet violations. The purpose of the study is to examine the youth's perception of what kind of violations there are on the social media center and how they may be prevented and inhibited. The study has a qualitative approach where our results and analysis are based on three semistructured life-world interviews in form of focus groups. The young people of the study attend a secondary school in a smaller town in southern Sweden and are anonymous in the study. We have used the symbolic interactionism as a theoretical reference framework, where the "definition of the situation", "social interaction", "symbols" and "emphasis on activity" are our theoretical concepts. The results of our study show that offensive images and offensive comments about the sexual orientation, political opinion and appearance are the most common violations of social media. It has been shown to be a hard climate on social media and that violations can be seen openly, especially in social media where users can be anonymous. The young participants of the study believe that one of several ways to prevent these violations are through better understanding and continuous discussion among adults and teenagers.

(in English) This diploma thesis focuses on the Intergenerational Center Julie, that combines kindergarten and day care center for the elderly and adults. The facility works with clients, both children and adults, with communication disorders. The aim of the thesis is to describe educational activities with both groups of clients and especially those activities that take place, when both groups are together and that can be defined as the intergenerational learning. The thesis is of theoretical and empirical nature. The theoretical part briefly describes individual pedagogical fields applied in the Intergenerational Center Julie, which are preschool pedagogy, special pedagogy (speech therapy), gerontagogy and social pedagogy. Last but not least, I will outline the issue of the intergenerational learning and I will introduce several types of organizations that work with multiple generations and that implement intergenerational programs. I will also mention already existing literature and researches on this topic. The empirical part consists of qualitative research of case study design in the Intergenerational Center Julie. The data was collected using the methodology of observation in the institution and semi-structured interviews with twelve chosen clients and employees of the facility.

This diploma thesis deals with the topic of Ethical dilemmas of social pedagogues in the department of social and legal protection of children. The aim was to find out what ethical dilemmas the social pedagogues at OSPOD had dealt with most frequently. The theoretical part includes a general part on the social and legal protection of children, basic legislation of children and family rights, the role of a social pedagogue, and an ideal profile of a social pedagogue is also included. In the next chapters ethics in social pedagogy is mentioned theoretically, ethical dilemmas and their consequences are presented as well. The Code of Etics of social workers can be encountered at the end of the theoretical part. In the practical part of the thesis, the dilemmas social pedagogues deal with most frequently have been established, by the coding method on basis of interviews carried previously. Among such dilemmas belong: taking children from biological families, the manipulation of parents towards children or the dilemma of boundaries among social workers and their clients.

1 ABSTRACT This thesis analyses the way how Janusz Korczak, in his selected works, pictures the child and his upbringing. It summarizes his philosophical principles of education, shows how his work contributes to the current pedagogy and how his ideas are actual. This work is theoretical and is based on an analysis of Korczak's texts and texts of the authors who deal with the Korczak's work. The thesis contains also current, mainly Polish, references to his pedagogical work. The thesis is divided into five chapters. The first and the second are about Korczak's life. They describe his life periods and show Korczaks in the different roles he had to live in his complex life. It deals with the pedagogical and educational philosophy of Janusz Korczak. in particular with the human dignity and children rights, their autonomy, with the image of the teacher and the educational methods that may be used to work with children. In this thesis, Janusz Korczak's personality is connected to the idea of self-sacrifice and this idea is discussed in terms of the possible motives of his self-sacrifice. KEYWORDS Social pedagogy, education, philosophy of education, dignity and rights of the child, autonomy, self-sacrifice

Music is universal and appreciated by many, yet it is rarely spoken of in the context of social work. The extent to which music is used in social work in Sweden is not clear, as there is not much research in the area. Therefore, the aim of this study was to explore how music can be used in social work with clients, specifically in the field of disability. The goal was to investigate whether music can have an impact on the well-being of clients, and whether music can encourage active participation in society. The purpose was also to investigate if social workers feel that they can use music both for creating relationships with clients and as a means of communication. To address these issues, four people working with music as a tool in social work were interviewed. The four individuals work with individuals with disabilities in Malmö, Sweden. A synthesis of previous research and empirical evidence from this study together with social pedagogy as a theoretical starting point strongly suggests that music can be used to encourage active participation in society, provide a sense of community, improve health and well-being, and that it can be a tool for relationship building and communication between client and social worker. Furthermore, music can both motivate the client and positively affect mood. Social pedagogical work is often applied in everyday situations, where the worker needs to be creative and solution-focused to develop strategies that are effective in interaction with others, the conclusions drawn in this study make a compelling case for music as a useful tool in social pedagogical work – music becomes a positive and personal element in the interaction between social worker and client.

Meeting the life and career values in social-pedagogical work Abstract: My thesis deals with the possibilities of finding and implementing the values of social pedagogue in the context of his profession and even in the context of the personal life. Its objective is based on an analysis of scientific literature, reflecting own experience and on the qualitative research, to show where and how the helping professionals can find their personal and professional values and how they manage to fulfill them. For these reasons I decided to make a research that would support the content of the theoretical part and was able to bring life caring professionals through finding their innermost attitudes - values, motivations and motives - which are private but in the end affect the quality of their work. Through analysis of the results of semi-structured interviews conducted with social pedagogues it was found that personal values of employees in many ways penetrate into the professional values, the main motivation to pursue social pedagogical work lies in th need of transcendence and that the benefits of this mission in many ways exceeds it caused losses. Key words: Profession of the social pedagogue, client of social pedagogical work, helping professions, professional and personal values, search for meaning, logotherapy,...

The thesis deals with the topic of psychological aspects which are essential for the work of social pedagogue in the area of social work. It deals with individual psychological aspects selected by comparison of the specific literature and researches in that area. Chosen terms consist of social interaction, social communication, social intelligence and empathy. Social communication emphasizes social pedagogical communication which is used by the social pedagogue during the communication process with clients. Further, it specifies the problematics of social interaction as a basis of the creation of interpersonal relationships. The thesis defines basic paradigms in the area of social intelligence and social competence, especially it deals with the term of social skill. Specifically, it shows the skill of active listening, which is classified as a basis of dialogue with clients. At the end the thesis emphasizes the significance of empathy among helping professions, it defines models and theories of empathy. The aim of the thesis concerns the definition of individual psychological aspects in the work of social pedagogue in the area of social work and classify them to the context of helping profession.

Made available in DSpace on 2016-04-27T14:31:29Z (GMT). No. of bitstreams: 1 Maria Noemi Goncalves do Prado Manfredi.pdf: 2119987 bytes, checksum: fbae6cbc9925479b6fbe18362a9bb13d (MD5) Previous issue date: 2014-12-08 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This PhD thesis has as object the counter-hegemonic field in education in the Neoliberal Decade analyzed by historical and polítical aspects, oriented by bibliographical research and deep interviews with theoretical-educators: Dermeval Saviani (Historical-Critical Pedagogy), José Carlos Libâneo ( Critical-Social Pedagogy of Contents), Oder José dos Santos (Practice Pedagogy, or Social Conflicts Pedagogy) and Lisete Regina Gomes Arelaro (Liberating Pedagogy by Paulo Freire). The theoretical and methodological treatment, in a dialectical conception, presents different ways to be counter-hegemonic from the conflict of ideas between the different and not between the antagonistic, showing the social and polítical role of the education for the social transformation. The analytic category as reference for this study development is hegemony/counter-hegemony by Antonio Gramsci and Boaventura de Sousa Santos. The relevance of the investigation the theme is justified as support for counterhegemonic movement future analyzes in education in Brazil and for the new educators generation / Este estudo de doutorado tem como objeto o campo contra-hegemônico em educação na década neoliberal analisado sob os aspectos histórico e político, orientado por pesquisas bibliográficas e entrevistas em profundidade realizadas com os teóricos-educadores: Dermeval Saviani (Pedagogia Histórico-Crítica), José Carlos Libâneo (Pedagogia Crítico- Social dos Conteúdos), Oder José dos Santos (Pedagogia da Prática ou Pedagogia dos Conflitos Sociais) e Lisete Regina Gomes Arelaro (Pedagogia Libertadora fundamentada por Paulo Freire). O tratamento teórico-metodológico, numa concepção dialética, apresenta as diferentes maneiras de ser contra-hegemônico a partir do conflito de ideias entre diferentes e não entre antagônicos, concebendo o papel social e político da educação na perspectiva da transformação social. A categoria analítica de referência para o desenvolvimento dessa tese é hegemonia/contra-hegemonia em Antonio Gramsci e Boaventura de Sousa Santos. Justificase a relevância na investigação do tema também como respaldo para futuras análises do movimento contra-hegemônico em educação no Brasil para as novas gerações de educadores

A presente pesquisa teve como objetivo geral realizar um estudo exploratório sobre a função social da escola pública brasileira. O estudo recorreu à revisão da bibliografia especializada, à pesquisa documental e teve como base empírica os dados estatísticos do Programa Bolsa Família (PBF). Partimos do pressuposto de que a escola pública brasileira foi, gradualmente e de forma irreversível, assumindo funções para além de suas atribuições didático-pedagógicas e para as quais não existe, no país, uma sistemática de avaliação. A revisão bibliográfica e a análise documental demonstraram a limitação dos modelos de estudo tradicionais quanto à função social da escola pública, mas apontaram para outra perspectiva de investigação. Concluímos que a função social da escola pública brasileira está estreitamente vinculada à promoção de direitos civis, sociais e políticos decorrentes da adesão do Brasil aos tratados e convenções internacionais de Direitos Humanos, possibilitando que as chamadas políticas públicas compensatórias fossem transformadas em políticas sociais, fortemente entrelaçadas com a política educacional. Para analisar a inclusão escolar destes novos sujeitos de direitos, cujas necessidades não se limitam ao processo de escolarização formal, recorremos ao referencial teórico-metodológico da Pedagogia Social, enquanto um novo paradigma educacional que, servindo simultaneamente às práticas de educação popular, social e comunitária, é também complementar à Pedagogia Escolar e à Educação Escolar. / This research aimed to conduct an exploratory study on the social function of Brazilian public school. The study enlisted the literature review, the documentary research and the empirical basis statistical data of the Bolsa Família Program (PBF). We assume that the Brazilian public school has been gradually and irreversibly, assuming functions beyond their didactic and pedagogical assignments and for which there is not in the country, a systematic assessment. The literature review and document analysis demonstrated the limitations of traditional study models as the social function of public school, but pointed to other research perspective. We conclude that the social function of Brazilian public school is closely linked to the promotion of civil, social and political rignts resulting from the accession of Brazil to international treaties and conventions on Human Rights, enabling the compensatory public policies calls were transformed into social policies, strongly intertwined with educational policy. To analyze the school inclusion of these new rights holders, whose needs are not limited to formal schooling process, we resort to the theoretical and methodological framework of Social Pedagogy as a new educational paradigm, serving simultaneously to popular education practices, social and community it is also complementary to the School Education and School Education.