Utilizing professional relationships with at-risk children

Veronika Štenclová; Bohdana Richterová; Hana Kubíčková

doi:10.7179/PSRI_2024.45.09

Autores/as

Veronika Štenclová Universidad de Ostrava https://orcid.org/0000-0002-5964-5888
Bohdana Richterová Universidad de Ostrava https://orcid.org/0000-0001-5372-4465
Hana Kubíčková Universidad de Ostrava https://orcid.org/0000-0001-7755-2709

DOI:

https://doi.org/10.7179/PSRI_2024.45.09

Palabras clave:

Principios educativos, relación de ayuda, niño en situación de riesgo, intervención educativa, investigación cualitativa

Resumen

Se puede considerar que un niño o una niña está en situación de riesgo si sus necesidades básicas no están cubiertas o corren el riesgo de no estarlo. Su entorno o condiciones se desvían tanto de la norma que pueden perjudicar directamente su desarrollo, educación e integración en la sociedad. Por lo tanto, se utiliza una serie de procedimientos pedagógicos específicos cuando se trabaja con niños y niñas en situación de riesgo y se hace gran hincapié en la experiencia del personal. Este documento presenta los resultados de un análisis secundario de entrevistas semiestructuradas con 26 miembros del personal educativo que trabajan con estos niños y niñas en diversos entornos y organizaciones. El objetivo del análisis es presentar el uso de la relación y la comprensión que el personal educativo tiene de ella en las intervenciones. Para ello, se utilizaron procedimientos analíticos de codificación abierta y posterior análisis temático. La entrevista se realizó a ocho educadores y educadoras de un hogar infantil, ocho trabajadores y trabajadoras de orientación y terapia y diez profesores y profesoras de la escuela primaria. Se identificaron aspectos significativos de la comprensión y el uso de la creación de relaciones, que por un lado variaban según el enfoque de los informantes. Por otro lado, surgió el denominador común de la creación de relaciones como condición para el éxito de todas las intervenciones en los procesos educativos y reeducativos.

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Biografía del autor/a

Veronika Štenclová , Universidad de Ostrava

Doctor of pedagogy with a focus on social pedagogy, currently working as an assistant professor at the Department of Social Pedagogy, Faculty of Pedagogy, University of Ostrava. At the same time, she has been working with children in institutional care. The object of her professional interest is work with children at risk, the educational process with people exhibiting risky behavior and also educational work in institutions of institutional. She also participates in a number of research projects, is a lecturer at educational seminars and a participant in the psychotherapy training of Virginie Satirová’s Transformational Systemic Therapy. In the Czech Republic, she advocates the legislative inclusion of the job position of social pedagogue in primary education.

Bohdana Richterová , Universidad de Ostrava

Doctor of pedagogy, the head of the Department of Social Pedagogy, which educates experts in bachelor’s and master’s degree studies. In her research she is focused on two areas; socially vulnerable groups of children and personal development of students and teachers. As part of the design of action research, she worked with groups of educators to improve their professional practice. In the Czech Republic, she advocates the legislative inclusion of the job position of social pedagogue in primary education.

Hana Kubíčková , Universidad de Ostrava

Assistant professors at The Faculty of Education, University of Ostrava. Her research is focussed on issue vulnerable children and their families, youth at risk and foster families. Her other research interests include personality and social development of students and teachers.

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