Sotsiaalsete oskuste treeningus osalenud erikooli õpilaste abistav sotsiaalvõrgustik
Date
2010-08-17
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Abstract
Käesoleva magistritöö eesmärk oli kirjeldada sotsiaalsete oskuste treeningus osalenud
kasvatuse eritingimusi vajavate õpilaste kooli tüdrukute abistavat sotsiaalvõrgustikku. Samuti
analüüsiti uurimuse käigus treeningus osalenud õpilaste sotsiaalset staatust.
Uurimuses osalesid ühe kasvatuse eritingimusi vajavate laste kooli õpilased, kes osalesid
sotsiaalsete oskuste treeningus – 12 õpilast vanuses 12-17 eluaastat. Uurimuse eesmärkidest
lähtuvalt koguti andmeid nii kõikidelt õpilastelt kasvatuse eritingimusi vajavate õpilaste
koolis kui ka õpilaste kasvatusrühma kasvatajatelt.
Läbiviidud uurimus tõi välja sotsiaalsete oskuste treeningus osalenud õpilaste abistava
sotsiaalvõrgustiku liikmed ning tajutud abi laadi. Uurimusest selgus, et õpilaste üldise
sotsiaalvõrgustiku liikmed on peamiselt sõbrad ja pereliikmed. Erikooli abistavasse
sotsiaalvõrgustikku kuuluvad peamiselt kasvataja, tugiisik ja õpetaja. Abi laadina nimetasid
õpilased üldise sotsiaalvõrgustiku puhul nõustamist, abi õppimisel, peresiseste probleemide
lahendamist ja rahalist abi. Erikooli abistava sotsiaalvõrgustiku puhul nimetati nõustamist, abi
õppimisel, koduste probleemide ja elukorralduslike küsimuste lahendamist ning vaba aja
sisustamist. Sotsiaalsete oskuste treeningu järgselt oskasid õpilased välja tuua rohkem
abistava sotsiaalvõrgustikku kuuluvaid liikmeid, samuti nägid nad laiemalt pakutud abi
võimalusi. Sotsiaalsete oskuste treeningus osalejate sotsiaalne staatus ei muutunud halvemaks
ühelgi uurimuses osalenud õpilasel, kes võtsid osa sotsiaalset oskuste treeningust.
The aim of this master thesis is to describe supporting social network for girls who study in schools meant for students with special needs and who participated in social skills training. The social status of the participants was also analysed. 12 students, who had participated in social skills training from school for students with special needs, participated in the study conducted. The data was gathered according to the aims of the study from special-needs students as well as from their teachers. The study conducted brought out the members of supporting social network and the support perceived by the students who participated in social skills training. The study showed that the main members of students' general social network are mainly friends and family. Members of the supportive social network of special school students are often educator, support person and teacher. The support perceived and mentioned by the participants of general social network was counselling, help with studying, solving domestic problems and financial aid. The support perceived for special-needs students from supportive social network was counselling, help with studying, solving domestic problems and life organization questions and spending leisure time. After passing social skills training the students could bring out more members of supporting social network and they saw more opportunities of the support given. The social status did not worsen for any of the students participating in the social skills training.
The aim of this master thesis is to describe supporting social network for girls who study in schools meant for students with special needs and who participated in social skills training. The social status of the participants was also analysed. 12 students, who had participated in social skills training from school for students with special needs, participated in the study conducted. The data was gathered according to the aims of the study from special-needs students as well as from their teachers. The study conducted brought out the members of supporting social network and the support perceived by the students who participated in social skills training. The study showed that the main members of students' general social network are mainly friends and family. Members of the supportive social network of special school students are often educator, support person and teacher. The support perceived and mentioned by the participants of general social network was counselling, help with studying, solving domestic problems and financial aid. The support perceived for special-needs students from supportive social network was counselling, help with studying, solving domestic problems and life organization questions and spending leisure time. After passing social skills training the students could bring out more members of supporting social network and they saw more opportunities of the support given. The social status did not worsen for any of the students participating in the social skills training.
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Keywords
pedagoogika, erikool, sotsiaalvõrgustik, teadusmagistritööd