“ME – YOU”: SOCIAL PEDAGOGUE’S HELP FOR SOCIAL RISK CHILDREN IN TERMS OF INTERRELATIONSHIP
DOI:
https://doi.org/10.17770/sie2018vol1.3333Keywords:
help, social pedagogue, social risk child, phenomenology, narrativeAbstract
Social pedagogue’s help for social risk children is a relevant part of education and of our society as well in Lithuania and in the world in general. The purpose of article is to describe social pedagogue’s help for social risk children through interrelationship perspective. Every relationship between social pedagogue and social risk child has different story. But the results presented in this article show all interrelationships between these two persons have the same idea – the respectful trust or trust-based respect is necessary. Only such relationships can create conditions for the provision of professional and effective help for social risk children both in short-term and long-term perspective. Interrelationship “me – you” between school social pedagogue and social risk children is looked through the ideas of A. Lingis and M. Buber. The research is based on the phenomenological narrative perspective.References
Baraldsnes, D. & Vaškienė, D (2013). Socialinio pedagogo iššūkiai organizuojant ir teikiant socialinę-pedagoginę pagalbą mokiniams mokykloje. Tiltai, 1, 199-210.
Batuchina, A. (2015). Vaikų migravimo fenomenologinis tyrimas. Daktaro disertacija. Klaipėdos universitetas.
Böhnisch, L. & Schröer, W. (2011). Social Pedagogy of the Life Stages. In Kornbeck, J.; Jensen, N. R. (Eds.) Social Pedagogy for the Entire Lifespan, Volume 1. Bremen: Europäischer Hochschulverlag, 15-29.
Buber, M. (1962/1998). Dialogo principas II. Dialogas. Klausimas pavieniui. Tarpžmogiškumo pradai (Trans. T. Sodeika). Vilnius: Katalikų pasaulis.
Clandinin, D. J. (2006). Narrative Inquiry: A Methodology for Studying Lived Experience. Research Studies in Music Education, 27, 44-54.
Clandinin, D. J. et al. (2016). Engaging in Narrative Inquiries with Children and Youth. New York: Routledge.
Dietrich, C. (2011). A Phenomenological Study of Social Science Instructors’ Assessment Practices for Online Learning. Doctoral Dissertation. Walden University.
Estés, C. P. (2005). Bėgančios su vilkais. Laukinės Moters archetipas mituose ir pasakose. Vilnius: Alma Littera.
Etzion, D. & Romi, S. (2015). Typology of youth at risk. Children and Youth Services Review, 59, 184-195.
Ezechil, L. (2015). Social pedagogy – new perspectives. Procedia – Social and Behavioral Sciences, 180, 13-18.
Hämäläinen, J. (2003). The Concept of Social Pedagogy in the Field of Social Work. Journal of Social Work, 3(1), 69-80.
Hämäläinen, J. (2012). Social Pedagogical Eyes in the Midst of Diverse Understandings, Conceptualisations and Activities. International Journal of Social Pedagogy, 1(1), 3-16.
Juodaitytė, A. (2009). Sociologinės paradigmos raiška edukologijoje: naujos žinios ir socialinės pedagogikos statusas. Mokytojų ugdymas, 13(2), 10-25.
Klanienė, I. & Šmitienė, G. (2013). Risk group children: characteristics of their social-pedagogical counselling. Changing education in a changing society, 2, 50 – 57.
Kozan, S. et al. (2014). The Role of Social Support and Work-Related Factors on the School Engagement of Italian High School Students. Journal of Career Assessment, 22(2), 345-354.
Leliūgienė, I. (2003). Socialinė pedagogika. Kaunas: Technologija.
Lietuvos socialinis žemėlapis (2016a). Socialinės rizikos šeimose augančių vaikų skaičius 1000-iui vaikų. Retrieved from: http://www.socialiniszemelapis.lt/index.php?rod=9.
Lietuvos socialinis žemėlapis (2016b). Socialinės rizikos šeimų skaičius 1000-iui gyventojų. Retrieved from: http://www.socialiniszemelapis.lt/index.php?year=2014&rod=8.
Lingis, A. (2010). Bendra kalba, paskiri balsai (Trans. D. Bacevičiūtė). Vilnius: UAB „Baltų lankų“ leidykla.
Liu, W. et al. (2016). Age and Gender Differences in the Relation Between School-Related Social Support and Subjective Well-Being in School Among Students. Age and Gender Differences, 125, 1065-1083.
Lovitt, T. C. (2010). What Teachers Can Do for Children Living in Difficult Circumstances. Intervention in School and Clinic, 45(5), 317-320.
Mylonakou-Keke, I. (2015). 1844-2014: 170 Years of Social Pedagogy – Can Greece’s Economic Crisis Highlight the Potential of Social Pedagogy? International Journal of Social Pedagogy – Special Issue ‘Social Pedagogy in Times of Crisis in Greece’, 4(1), 2-23.
Schuitema, J. et al. (2016). Longitudinal relations between perceived autonomy and social support from teachers and students' self-regulated learning and achievement. Learning and Individual Differences, 49, 32-45.
Tian, L. et al. (2015). School-related social support and subjective wellbeing in school among adolescents: The role of self-system factors. Journal of Adolescence, 45, 138148.
Van Manen, M. (1990). Researching Lived Experience. Human Science for an Action Sensitive Pedagogy. New York: State University of New Your Press.
Van Manen, M. (2014). Phenomenology of Practice. California: Left Coast Press.
Wood, L. et al. (2017). School personnel social support and nonsupport for bystanders of bullying: Exploring student perspectives. Journal of School Psychology, 61, 1-17.
Downloads
Published
Issue
Section
How to Cite
