Pedagoške implikacije razvijanja socijalne kompetentnosti dece i mladih bez roditeljskog staranja

Abstract

Cilj rada je da se utvrde potrebe dece i mladih bez roditeljskog staranja za primenom modela programa učenja socijalnih veština u funkciji razvijanja njihove socijalne kompetentnosti i boljeg socijalnog funkcionisanja. Ovako definisan opšti cilj operacionalizovan je kroz određene teorijske i empirijske celine rada. U prvom poglavlju teorijskog dela izložen je koncept socijalne kompetentnosti kroz opis razvoja ovog koncepta i prikaz integrativnog modela socijalne kompetentnosti koji pretpostavlja sagledavanje socijalne kompetentnosti na više nivoa. Rukovođeni ovim modelom, detaljnije smo prikazali determinante i korelate socijalne kompetentnosti koji se odnose, sa jedne strane, na različite pokazatelje socijalnog funkcionisanja, a sa druge, na socijalne veštine. Pošto je model programa razvijanja socijalnih veština potrebno prilagoditi ciljnoj grupi korisnika, ali i kontekstu obuke, posebna teorijska celina odnosila se na bliži opis i definisanje pojma deca i mladi bez roditeljskog staranja. Polazeći od ekološkog pristupa, u ovom poglavlju prikazana su teorijska i empirijska saznanja o uzrocima i faktorima porodičnih odnosa koji utiču na razvoj i socijalno funkcionisanje dece i mladih, kao i oblici socijalne zaštite dece i mladih bez roditeljskog staranja. U poslednjem teorijskom poglavlju, opisane su karakteristike institucionalne zaštite, odnosno kontekst u kojem žive i dalje se razvijaju deca i mladi bez roditeljskog staranja. Dat je prikaz dosadašnjih istraživanja o socijalnim odnosima i funkcionisanju dece i mladih u institucijama. Na ovaj način, kroz tri teorijska poglavlja, polazaći od integrativnog modela socijalne kompetentnosti sagledani su različiti pokazatelji socijalne kompetentnosti, njihove determinante i korelati, te diskutovani protektivni i rizični faktori razvijanja socijalne kompetentnosti dece i mladih bez roditeljskog staranja u institucionalnom kontekstu. U empirijskom delu rada prvo je sagledana socijalna kompetentnost dece i mladih bez roditeljskog staranja preko pokazatelja njihovog socijalnog funkcionisanja, a zatim sa aspekta razvijenosti socijalnih veština. Na oba nivoa analize, posebno su sagledane razlike u odnosu na intelektualni i porodični status dece. Za procenu različitih pokazatelja socijalnog funkcionisanja dece i mladih korišćene su: Skala oblika problematičnog ponašanja (Gresham, Elliott,1990), Skala snage i teškoće (Goodman, 1997) i Upitnik načina rešavanja konflikata (Rahim, 1983a). Za ispitivanje razvijenosti socijalnih veština dece i mladih primenjene su Ček lista socijalnih veština (Goldstein et al., 1998) i Skala socijalnih veština (Gresham & Elliott,1990). Ukupan uzorak činilo je 416 dece i mladih uzrasta od 12 do 18 godina, od toga v 210 bez roditeljskog staranja i 206 sa roditeljskim staranjem. Poduzorci u komparativnoj grupi dece i mladih sa roditeljskim staranjem bili su ujednačeni sa poduzorcima dece i mladih bez roditeljskog staranja u odnosu na intelektualni status, pol, uzrast, sredinu i školski uspeh. Rezultati prve faze istraživanja su pokazali da deca i mladi bez roditeljskog staranja imaju slabije razvijene socijalne veštine i lošije socijalno funkcionišu od dece i mladih sa roditeljskim staranjem. Potvrđeno je da roditeljsko staranje ima značajniji uticaj na socijalnu kompetentnost dece i mladih nego intelektualni status. Druga faza istraživanja se odnosila na utvrđivanje povezanosti pokazatelja socijalnog funkcionisanja i razvijenosti ispitivanih socijalnih veština u cilju koncipiranja modela programa razvijanja socijalne kompetentnosti dece i mladih bez roditeljskog staranja. Pored toga, ispitana je i povezanost institucionalnih varijabli, kao i karakteristike dece i mladih sa pokazateljima njihove socijalne kompetentnosti. Nalazi o visokoj povezanosti socijalnih veština sa pokazateljima socijalnog funkcionisanja, kao i visoka povezanost određenih varijabli institucionalne zaštite i karakteristika dece i mladih bez roditeljskog staranja sa njihovim socijalnim kompetencijama, potvdili su teorijski koncept iz područja socijalne kompetentnosti. U delu pedagoških implikacija dat je model programa učenja socijalnih veština koje mogu doprineti razvijanju socijalne kompetentnosti i efikasnijem socijalnom funkcionisanju dece i mladih bez roditeljskog staranja, kao i preporuke vezane za institucionalni kontekst obuke. Takođe, ponuđeni model programa pruža mogućnost daljih istraživanja u ovoj oblasti vezanih za evaluaciju efekata ovako koncipiranog programa i njegove realizacije u uslovima institucionalne zaštite, kao i pitanja same kompetentnosti i edukacije kadra za primenu programa.

The aim of the work is finding out the needs of children and young people without parental care and the implication of a modular programme for learning social skills with the function of development of their social competency and better social functioning. Defined in this way, the general aim has become operative through certain theoretical and empirical parts of the work. The first chapter of the theoretical part deals with the concept of social competency through the description of development of this concept and the view of Integrative model of social competency which includes the insight of social competency in several levels. Guided by this model, we presented the determinants and the correlates of social competency relating to different signposts of social functioning on one side, and social skills on the other. Since the model of development programme of social skills needs to be adjusted to the target group of users, and also to the context of the training, a specific theoretical part related to the closer description and definition of the term children and young people without parental care. Starting from the ecological point ,this chapter shows the theoretical and empirical knowledge of the causes and the factors of family relations which have impact on developement and social functioning of children and young people without parental care. The last theoretical chapter deals with the institutional protection, that is the context where children and young people without parental care continue to live and develop .There has been given a review of the recent research on social relations and functioning of children and young people in institutions. In this way, through the three theoretical chapters, starting from the Integrative model of social competency, different indicators of social competency have been considered, their determinants and correlates, and there have been discussed the protective and risky factors of social competency development with children and young people without parental care in the institutional context. In the empirical part of the work first social competency of children and young people without parental care has been reviewed through the indicators of their social functioning and then from the aspect of their social skills. Both levels of the analyses consider the differences relating the intellectual and family status of children. For the evaluation of different indicators of social functioning of children and young people we used: Scale of forms of problematic behaviour (Gresham, Elliott,1990, Scale of strength and difficulty, (Goodman, 1997) and the Questionnaire for ways of solving problems (Rahim, 1983). For the research of social skills of vii children and young people we have applied Check list of social skills (Goldstein & Glick 1987) and Scale of social skills (Gresham & Elliott,1990). The total sample consisted of 416 children and young people of the age 12 to 18 years, out of which 210 without parental care and 206 with parental care. The subsamples in the comparative group of children and young people with parental care were identical to the subsamples of children and young people without parental care, considering the intellectual status, sex, age and school achievement. The results of the first phase of research showed that children and young people without parental care have less developed social skills and weaker social functioning than children and young people with parental care. It has been confirmed that parental care has a more significant impact on social competency of children and young people than intellectual status. The second phase of research related to stating the connections between the indicators of social functioning and development of the studied social skills with the aim of making a concept for a model programme of social competency development of children and young people without parental care. It has also been studied the connection among institutional variables, as well as the characteristics of children and young people with indicators of their social competency. The evidences of strong connections of social skills with indicators of social functioning, as well as strong connection of certain variables of institutional care and characteristics of children and young people without parental care with their social competency, have confirmed the theoretical concept from the area of social competency. In the part dealing with the pedagogical implications there has been given a model of a programme for learning social skills which can contribute to the development of social competency and a more efficient social functioning of children and young people without parental care, as well as the references connected to the institutional context of the training. The presented model of the programme also offers a possibility of further research in this area, connected to the evaluation of effects of a programme concepted in such a way and its realisation in the conditions of institutional protection, as well as the issues of the very competency and education of people for implementing the programme.