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Irena Leliūgienė - One of the best experts on this subject based on the ideXlab platform.
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Manifestation of Social Pedagogue Competencies at School
Social Work, 2011Co-Authors: Irena Leliūgienė, Roma TerechovienėAbstract:The function of social Pedagogues at schools involves assessment and problem solution related to the different difficulties faced by schoolchildren, and accomplishment of preventive programmes targeted at solution of different issues (Job Description of Social Pedagogue approved by the Ministry of Education and Science of the Republic of Lithuania, 2001). With reference to the above-mentioned official job description (2001) and according to Kvieskienė (2003), a social Pedagogue seeks to overcome problems and issues faced by schoolchildren, working in a close collaboration with school administration personnel, other Pedagogues and educators, psychologists, speech therapists, parents or legal representatives of schoolchildren, local community and community of the school. The specific nature and versatility of this activity requires the specialist to have many different competences enabling him/her to render high-quality services in a highly qualified manner. However, a continually changing risk level of the problematic situations faced by schoolchildren in their lives makes the social Pedagogue alter his/her work techniques and methods accordingly, which in turn requires acquisition of new competences and development of existing ones. Consequently, the role of the social Pedagogue is highly important when dealing with issues and conflicts faced by both schoolchildren as well as other members of the school community. It is therefore worth describing the competences of the social Pedagogue.
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Social Pedagogue's managerial activity
Social Work, 2008Co-Authors: Irena Leliūgienė, Viktorija Baršauskienė, Eglė MertinkaitytėAbstract:The process of management, the organization of the social help process and its coordination in social educational institutions is a rather complicated and tiring activity. If a social Pedagogue does not plan and regulate his/her activity, he/she may experience a lot of difficulties. This topic is relevant because all the activity of a social Pedagogue is full of management as he/she constantly plans, organizes, controls, and supervises the process of students’ social education. Due to the fact that the managerial activity of a social Pedagogue has not been directly investigated, the author of this final paper is trying to answer the following question: what kind of a social activity does a social worker perform? How often does a social Pedagogue perform it while fulfilling his/her functions? The object of the research: the managerial activity of a social Pedagogue. The aim: to reveal the managerial activity of a social worker and find out how often he/she performs it. The objectives of the research: to show the theoretical and judicial aspects of a social Pedagogue’s activity; to justify the managerial activity of a social Pedagogue; to theoretically substantiate the managerial activity of a social Pedagogue. The methods of the research: collecting the data: the analysis of the scientific literature; a questionnaire using a semi-structural form. The analysis of the data: the statistical and qualitative analysis of the content. The results of the research. The performed research on social Pedagogue's managerial activity showed, that social Pedagogues often in their work do, plan, organize, lead, control social education process and their own activity, but due to the lack of theoretical knowledge, they do not treat it as managerial. In their work there are some limitations because social Pedagogues distribute their time irrationally, do not perform their functions, though during the quantitative research social Pedagogues pointed out that they would like to rate the strengths and weaknesses of their activity. However, the answers to open questions revealed that while making SWOT analysis, they did not distinguish the strengths of their work from the point of ergonomic work conditions. This showed that they lack managerial competence.
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The activity of school social Pedagogue: common structure components as the result of comparative analysis
Social Work, 2007Co-Authors: Lina Majauskienė, Irena LeliūgienėAbstract:The article seeks to analyze the phenomenon of the activity of school social Pedagogue (internationally called school social work – SSW). According to the results of comparative Lithuanian and German analysis, the authors search for structure elements of school social work, common for both social-cultural contexts, point out the arsenal of its potential components. This article allows getting an integrated look at the school social work as intensively developing self-contained field of social work with the specific location – comprehensive school. In the transformation period of the present school the social educational orientation of the most European school systems is observed. The demand on school social workers/school social Pedagogues in the last decade has increased enormously. Many scientists and practicians in the field of social work and social pedagogy internationally deals with different aspects of SSW, but still exists a lack of integral view to this phenomenon. The aim of this qualitative research was to realise comparative analysis of the activity of school social Pedagogues in Lithuania and Germany as well as to identify ´social independenti components of its structure.
Romualdas Malinauskas - One of the best experts on this subject based on the ideXlab platform.
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The Dynamics of Values among Future Sport Pedagogues in the Last Decade
Pedagogika, 2016Co-Authors: Romualdas MalinauskasAbstract:The problem of this research can be defined by the following research question: what is the dynamics of values held by future sport Pedagogues in the last decade? The study in 2004 documented number characteristics of values among future sport Pedagogues. The study conducted in 2014 aimed to answer the question of whether the changing social environment and educational reform in the last decade is related to the future sports Pedagogues’ values change. It was presumed that students in 2004 and students in 2014 have different values. Three surveys used were the Rokeach Value Survey for identification of the most important personal values, Leontiev Life Meaning Orientations Test for the evaluation of values pertaining to the meaning of life (defined as ideas about life goals, processes, results and control of life circumstances), Sniras Moral Value Survey for identification of the most important moral values. Not the same first year students were investigated twice: the first time in the year 2004 (N = 168) and the second time in the year 2014 (N = 163). The research findings revealed that ‘material well-being’ (financially secure lifestyle) and ‘public recognition’ (respect and authority) were the most important values among future sport Pedagogues in the year 2004 compared to them in year 2014. ‘Clear life goals’ was the value pertaining to the meaning of life that was most significant to future sport Pedagogues in 2014 compared to them in 2004. Forgiveness (not to diminish, not to revenge) was a significantly less important value for the first-year future sport Pedagogues in 2014 than it was for them in year 2004. Keywords: personally most important values, values of life, moral values, future sport Pedagogues. DOI: http://dx.doi.org/10.15823/p.2016.05
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The Influence of Social Training on the Empathy of Sports Pedagogue
2016Co-Authors: Romualdas Malinauskas, Vilija MalinauskienėAbstract:The factors of empathy of sport Pedagogues are researched not sufficiently enough. The problem of the research work is that data, which would reveal the level of empathy components of sport Pedagogues, is still lacking. The objective of the work is to define the influence of social training on the empathy of sport Pedagogues (basing on the experience of Lithuanian Academy of Physical Education). The subject of the research is the level of empathy components of sport Pedagogues. The research was based on questionnaire (Raigorodsky Empathy Scale ). The Social Skills Inventory was generated after providing an exploratory survey at Lithuanian Academy of Physical Education. The Empathy Scale demonstrated internal validity. The experiment was performed from 1998 till 2002. The experiment was performed with 230 students of the Faculty of Sport Educology, Lithuanian Academy of Physical Education, whom we divided in experimental group (136 students) and control group (94 students). In 1998 future sport Pedagogues were tested. In 2002, the same investigation was repeated. The investigation was provided with the same students. With the help of x-2 test it was proved that distribution of the students in experimental group below empathy components differ statistically significant (p 0.05) before experiment and after it according to cognitive and affective empathy. By comparing evaluations of the level of empathy components with t test, it is possible to assume that the level of empathy components of sport Pedagogues in experimental group differs statistically significant (p < 0.05) before experiment and after it according to cognitive and affective components of empathy.
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Development of Social Preparedness of Sports Pedagogues
2004Co-Authors: Romualdas MalinauskasAbstract:The paper seeks to reveal the development of social preparedness of sports Pedagogues in the con text of social training. The investigation was organized in two stages. In 2001, 118 future sports Pedagogues o f the Lithuanian Academy of Physical Education, were tested. In 2002, the same investigation was repeate d. It was established that after the teaching practice st udents (future sports Pedagogues) were statistically significantly more competent socially. Statisticall y significant differences were revealed regarding the capability of sports Pedagogues to create emotional ly positive and objective relations connected to the problem solution: during the second session of teac hing practice future sports Pedagogues were more striving for solidarity, communicating more easily, more oft en approving, more frequently proposing, indicating the direction of actions, expressing personal opinion a nd more frequently explaining.
Roma Terechovienė - One of the best experts on this subject based on the ideXlab platform.
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Manifestation of Social Pedagogue Competencies at School
Social Work, 2011Co-Authors: Irena Leliūgienė, Roma TerechovienėAbstract:The function of social Pedagogues at schools involves assessment and problem solution related to the different difficulties faced by schoolchildren, and accomplishment of preventive programmes targeted at solution of different issues (Job Description of Social Pedagogue approved by the Ministry of Education and Science of the Republic of Lithuania, 2001). With reference to the above-mentioned official job description (2001) and according to Kvieskienė (2003), a social Pedagogue seeks to overcome problems and issues faced by schoolchildren, working in a close collaboration with school administration personnel, other Pedagogues and educators, psychologists, speech therapists, parents or legal representatives of schoolchildren, local community and community of the school. The specific nature and versatility of this activity requires the specialist to have many different competences enabling him/her to render high-quality services in a highly qualified manner. However, a continually changing risk level of the problematic situations faced by schoolchildren in their lives makes the social Pedagogue alter his/her work techniques and methods accordingly, which in turn requires acquisition of new competences and development of existing ones. Consequently, the role of the social Pedagogue is highly important when dealing with issues and conflicts faced by both schoolchildren as well as other members of the school community. It is therefore worth describing the competences of the social Pedagogue.
Eglė Mertinkaitytė - One of the best experts on this subject based on the ideXlab platform.
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Social Pedagogue's managerial activity
Social Work, 2008Co-Authors: Irena Leliūgienė, Viktorija Baršauskienė, Eglė MertinkaitytėAbstract:The process of management, the organization of the social help process and its coordination in social educational institutions is a rather complicated and tiring activity. If a social Pedagogue does not plan and regulate his/her activity, he/she may experience a lot of difficulties. This topic is relevant because all the activity of a social Pedagogue is full of management as he/she constantly plans, organizes, controls, and supervises the process of students’ social education. Due to the fact that the managerial activity of a social Pedagogue has not been directly investigated, the author of this final paper is trying to answer the following question: what kind of a social activity does a social worker perform? How often does a social Pedagogue perform it while fulfilling his/her functions? The object of the research: the managerial activity of a social Pedagogue. The aim: to reveal the managerial activity of a social worker and find out how often he/she performs it. The objectives of the research: to show the theoretical and judicial aspects of a social Pedagogue’s activity; to justify the managerial activity of a social Pedagogue; to theoretically substantiate the managerial activity of a social Pedagogue. The methods of the research: collecting the data: the analysis of the scientific literature; a questionnaire using a semi-structural form. The analysis of the data: the statistical and qualitative analysis of the content. The results of the research. The performed research on social Pedagogue's managerial activity showed, that social Pedagogues often in their work do, plan, organize, lead, control social education process and their own activity, but due to the lack of theoretical knowledge, they do not treat it as managerial. In their work there are some limitations because social Pedagogues distribute their time irrationally, do not perform their functions, though during the quantitative research social Pedagogues pointed out that they would like to rate the strengths and weaknesses of their activity. However, the answers to open questions revealed that while making SWOT analysis, they did not distinguish the strengths of their work from the point of ergonomic work conditions. This showed that they lack managerial competence.
Halas Kaja - One of the best experts on this subject based on the ideXlab platform.
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Analysis of best practice cases of early intervention of special and rehabilitation Pedagogues
2020Co-Authors: Halas KajaAbstract:Early intervention is of extreme importance for preschool children with special needs and risk factors. With appropriate early intervention, we can improve a child’s performance in a variety of developmental areas as well as empower the entire family. A special and rehabilitation Pedagogue also plays an important role in this. The purpose of the research was to analyze examples of good practice, accompanying barriers and problems encountered by special and rehabilitation Pedagogues in early intervention. The purpose was also to evaluate the differences and similarities in the work strategies of special and rehabilitation Pedagogues, both those who are involved in the project "Integrated early intervention of children with special needs and their families and enhancing the competences of professionals" as well as those not involved in this project group. The results were obtained with the help of a survey questionnaire. 22 special and rehabilitation Pedagogues participated in the research. Of these, 9 special and rehabilitation Pedagogues are employed in the program for preschool children with adapted implementation and additional professional assistance, 6 in the adapted program for preschool children and 7 in the developmental clinic or early intervention center. Of the 22 participants, 8 are involved in the project – 4 from the eastern and 4 from the western region. The results showed that the Pedagogues design most work programs by themselves. In the process of recognition, they most often assess play, cognitive, perceptual and motor development. They most often use non-standardized diagnostic tests. The frontal form of work and the play method predominate. All participants use help and support strategies in their work. We found statistically significant differences in identification procedures between special and rehabilitation Pedagogues employed in kindergarten and those employed in developmental clinics. Employees in developmental clinics more often assess cognitive and perceptual development and more often use diagnostic tests, such as Token test, SDQ test, CTRS test. There are also differences in the conduct of hearings depending on the post they hold. Those employed in developmental clinics rarely work in groups, but they use the method of conversation more often than those employed in kindergarten. Apart from the choice of frontal form of work and the method of structured teaching, there are no significant differences between the team members of the eastern and western regions involved in the project. Team members from the western region use the frontal form of work more often and the method of structured teaching less often. There are also no differences in work strategies choices between special and rehabilitation Pedagogues who are a part of the team and those who are not. Diagnosing or identifying preschool children with special needs was highlighted as one of the biggest problems in their work
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Analysis of best practice cases of early intervention of special and rehabilitation Pedagogues
2020Co-Authors: Halas KajaAbstract:Zgodnja obravnava je za predšolske otroke s posebnimi potrebami in rizičnimi dejavniki tveganja izredno pomembna. Z ustrezno zgodnjo obravnavo lahko izboljšamo otrokovo uspešnost na različnih razvojnih področjih kot tudi opolnomočimo celotno družino. Pri tem ima pomembno vlogo tudi specialni in rehabilitacijski pedagog. Namen raziskave je bil analizirati primere dobre prakse, spremljajoče ovire in probleme, s katerimi se srečujejo specialni in rehabilitacijski pedagogi pri zgodnji obravnavi. Prav tako je bil namen ovrednotiti razlike in podobnosti v strategijah dela specialnih in rehabilitacijskih pedagogov, ki so vključeni v projekt »Celostna zgodnja obravnava otrok s posebnimi potrebami in njihovih družin ter krepitev kompetenc strokovnih delavcev« in so člani celostne zgodnje obravnave, kot tistih, ki niso del projektne skupine. Rezultate smo pridobili s pomočjo anketnega vprašalnika. V raziskavi je sodelovalo 22 specialnih in rehabilitacijskih pedagogov. Od tega je 9 specialnih in rehabilitacijskih pedagogov zaposlenih v programu za predšolske otroke s prilagojenim izvajanjem in dodatno strokovno pomočjo, 6 v prilagojenem programu za predšolske otroke in 7 v razvojni ambulanti oziroma centru za zgodnjo obravnavo. Od 22 sodelujočih jih je 8 vključenih v projekt – 4 iz vzhodne in 4 iz zahodne regije. Rezultati so pokazali, da si večina program dela oblikuje sama, v procesu prepoznavanja najpogosteje ocenjujejo igro, spoznavni, zaznavni in gibalni razvoj. Pri tem najpogosteje uporabljajo nestandardizirane diagnostične teste. Prevladuje frontalna oblika dela in metoda igre. Vsi sodelujoči pri svojem delu uporabljajo strategije pomoči in podpore. Ugotovili smo statistično pomembne razlike v postopkih prepoznavanja med specialnimi in rehabilitacijskimi pedagogi, ki so zaposleni v vrtcu, in tistimi, ki so zaposleni v razvojnih ambulantah. Slednji pogosteje ocenjujejo spoznavni in zaznavni razvoj ter pogosteje uporabljajo nekatere diagnostične teste, kot so Token test, SDQ test, CTRS test. Pojavile so se tudi razlike pri izvajanju obravnav glede na delovno mesto, ki ga opravljajo. Zaposleni v razvojnih ambulantah redko izvajajo delo v skupinah, pogosteje pa uporabljajo metodo pogovora kot tisti, ki so zaposleni v vrtcu. Med člani tima vzhodne in zahodne regije, ki so vključeni v projekt, ni bistvenih razlik, le v izbiri frontalne oblike dela in metodi strukturiranega poučevanja. Člani tima zahodne regije pogosteje uporabljajo frontalno obliko dela, medtem ko redkeje uporabljajo metodo strukturiranega poučevanja. Prav tako ni razlik v izbiri strategij dela med specialnimi in rehabilitacijskimi pedagogi, ki so člani tima, in tistimi, ki niso. Diagnosticiranje oziroma prepoznavanje predšolskih otrok s posebnimi potrebami pa so izpostavili kot eno izmed največjih težav pri svojem delu.Early intervention is of extreme importance for preschool children with special needs and risk factors. With appropriate early intervention, we can improve a child’s performance in a variety of developmental areas as well as empower the entire family. A special and rehabilitation Pedagogue also plays an important role in this. The purpose of the research was to analyze examples of good practice, accompanying barriers and problems encountered by special and rehabilitation Pedagogues in early intervention. The purpose was also to evaluate the differences and similarities in the work strategies of special and rehabilitation Pedagogues, both those who are involved in the project "Integrated early intervention of children with special needs and their families and enhancing the competences of professionals" as well as those not involved in this project group. The results were obtained with the help of a survey questionnaire. 22 special and rehabilitation Pedagogues participated in the research. Of these, 9 special and rehabilitation Pedagogues are employed in the program for preschool children with adapted implementation and additional professional assistance, 6 in the adapted program for preschool children and 7 in the developmental clinic or early intervention center. Of the 22 participants, 8 are involved in the project – 4 from the eastern and 4 from the western region. The results showed that the Pedagogues design most work programs by themselves. In the process of recognition, they most often assess play, cognitive, perceptual and motor development. They most often use non-standardized diagnostic tests. The frontal form of work and the play method predominate. All participants use help and support strategies in their work. We found statistically significant differences in identification procedures between special and rehabilitation Pedagogues employed in kindergarten and those employed in developmental clinics. Employees in developmental clinics more often assess cognitive and perceptual development and more often use diagnostic tests, such as Token test, SDQ test, CTRS test. There are also differences in the conduct of hearings depending on the post they hold. Those employed in developmental clinics rarely work in groups, but they use the method of conversation more often than those employed in kindergarten. Apart from the choice of frontal form of work and the method of structured teaching, there are no significant differences between the team members of the eastern and western regions involved in the project. Team members from the western region use the frontal form of work more often and the method of structured teaching less often. There are also no differences in work strategies choices between special and rehabilitation Pedagogues who are a part of the team and those who are not. Diagnosing or identifying preschool children with special needs was highlighted as one of the biggest problems in their work
