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V teoretičnem delu magistrske naloge sem opisala teorijo svetovalne službe. Osredotočila sem se še posebej na sodelovanje med učiteljicami in svetovalnimi delavkami, na preventivni in krizno-kurativni model, in na to, kaj lahko socialno delo doprinese v šolsko svetovalno službo. V empiričnem delu sem predstavila svojo raziskavo. Raziskava je bila mešana, torej kvalitativna in kvantitativna. Opravila sem 5 intervjujev s svetovalnimi delavkami v osnovni šoli, del intervjuja s socialno delavko, ki je zaposlena v osnovni šoli s prilagojenim programom, in 10 anket z učiteljicami. Ugotovila sem, da je v teh šolah zaposlenih bolj malo socialnih delavk ali nobena. Socialno delo lahko doprinese v svetovalno službo veliko, sploh z vidika socialnih problemov. Znanja in veščine socialne delavke so predvsem empatija, sprejemanje brez predsodkov, delovanje »tukaj in zdaj« in sodelovanje z družino, učiteljicami in vodstvom, kjer se sklenejo dogovori in reševanje problemov. Pridobiti pa bi morali kompetence predvsem iz pedagogike in dela z učenci s posebnimi potrebami. Svetovalne delavke se trudijo delati predvsem po preventivnem modelu, a včasih to ni mogoče, sploh v primerih, kjer so svetovalne delavke preobremenjene. Razmerje med svetovalno službo in učiteljicami vidijo svetovalne delavke kot sodelovalno in v večini primerov se ne vidijo kot strokovni servis, saj je njihova naloga, da priskočijo na pomoč ob težavah. In the theoretical part of the paper I describe the theory of counselling services. I especially focused on the collaboration between the teachers and counselling workers, on the preventive and crisis models and on what benefits social work can attribute to the schools’ counselling services. In the empirical part I presented my research. It consisted of a mixture of quantitative and qualitative methods. I conducted 5 interviews with counsel workers in a primary school, an interview with a social worker employed at a primary school with a special adjusted program, and 10 question polls with teachers. The results showed that these schools employ few or no social workers. Social work can greatly benefit counselling services, especially from a social problems’ perspective. The knowledge and skills of a social worker consist manly of empathy, accepting without judgment, acting “here and now” and collaboration with the family, teachers, and leaders where decisions and problem solving takes place. It is important to gain on competence especially in the field of pedagogics and working with special needs children. The counsel workers are trying to work mostly with the preventative model but sometimes this is not possible, especially in cases where they are overworked. The relationship between the counselling service and the teachers is seen as collaborative from the perspective of the first, and in most cases they do not view themselves as only a professional service, as it is their role to assist when trouble arises. |
