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V okviru magistrskega dela sem raziskovala učenje socialnih veščin mladostnikov s čustvenimi in vedenjskimi motnjami (ČVM) s pomočjo konj. Raziskovala sem na podlagi pilotnega programa, ki sem ga oblikovala za te potrebe. V teoretičnem delu sem predstavila teoretična izhodišča za opredelitev mladostnikov s ČVM, njihovih socialnih veščin in različnih oblik pomoči s konji. Izhajala sem iz ugotovitev raziskav, ki so proučevale socialne veščine pri mladostnikih s ČVM in intervencije s pomočjo konjev. V empiričnem delu sem s kvalitativnim raziskovalnim pristopom raziskovala, ali pilotni program, ki sem ga pripravila, prispeva k učenju socialnih veščin mladostnikov s ČVM. Izvedla sem program, ki je temeljil na aktivnostih s pomočjo konjev, doživljajski pedagogiki in socialno interaktivnih igrah. Sedem srečanj se je odvijalo v hlevu in njegovi okolici, sodelovala sta dva konja, ki sta bila šolana za izvedene aktivnosti. Skupino mladostnikov so sestavljali trije: mladostnica in mladostnik, ki imata ČVM, in mladostnica brez posebnih potreb. Analiza je bila opravljena na podlagi intervjujev s starši mladostnikov, intervjujev z mladostnikoma s ČVM, odgovarjanjem mladostnikov na nedokončane povedi in dnevniških zapisov srečanj. Rezultati so pokazali, da je program »Učenje socialnih veščin s pomočjo konjev« omogočil mladostnikoma s ČVM krepitev (izbranih) socialnih veščin v varnem in sprejemajočem okolju. Konj se je izkazal za glavnega motivatorja pri učenju socialnih veščin, pri čemer je omogočil tako neposredno kot tudi posredno učenje socialnih veščin. Heterogena skupina mladostnikov glede na (ne)prisotnost ČVM se je izkazala za pomemben dejavnik učenja socialnih veščin. Evalvacija pridobljenih podatkov bo pripomogla k oblikovanju programa, ki bi ga lahko izvajala v okviru dejavnosti strokovnega centra za mladostnice in mladostnike s čustvenimi in vedenjskimi motnjami. Prispevek stroki je inovativnost na področju aktivnosti s pomočjo konjev in doprinos nove metode dela k metodiki socialnopedagoškega dela. As part of my master's thesis, I conducted research on the learning of social skills in youth with emotional and behavioral disorders (EBD) through the use of horses, based on a pilot program I designed for this purpose. In the theoretical part, I presented the theoretical foundations for defining youth with EBD, social skills, and different forms of assistance with horses. I relied on research findings that examined social skills in children with EBD and interventions involving horses. In the empirical part, using a qualitative research approach, I investigated whether the pilot program I prepared contributes to the learning of social skills in youth with EBD. I implemented a program based on activities with horses, experiential pedagogy, and socially interactive games. Seven sessions took place in the stable and its surroundings, involving two horses trained for horse-assisted activities. The group of youth consisted of three participants: a boy and a girl with EBD and a girl without special needs. The analysis was conducted based on interviews with parents of youth with EBD, interviews with the youth themselves, completion of unfinished sentences by the children, and diary entries from the sessions. The results showed that the Horse-Assisted Social Skills Learning program enabled the youth with EBD to enhance their (selected) social skills in a safe and accepting environment. The horse proved to be a key motivator for learning social skills, facilitating both direct and indirect social skill acquisition. The heterogeneous composition of the group, considering the presence or absence of EBD, emerged as an important factor in learning social skills. The evaluation of the obtained data will contribute to the development of a program that could be implemented within the activities of a specialized center for children and adolescents with emotional and behavioral disorders. The contribution to the field lies in the innovation of horse-assisted activities and the introduction of a new working method to the methodology of social pedagogy.

Namen magistrskega dela je izdelati pripomoček za ocenjevanje izraženosti odnosne kompetence svetovalnih delavcev ter preveriti njegovo ustreznost. Poleg tega me je zanimala tudi izraženost odnosne kompetence in njenih posameznih elementov pri svetovalnih delavcih, razlike v izraženosti odnosne kompetence med različnimi skupinami svetovalnih delavcev in povezanost odnosne kompetence z velikimi petimi osebnostnimi lastnostmi. V raziskavi je sodelovalo 312 slovenskih svetovalnih delavcev v vzgoji in izobraževanju. Udeleženci so odgovorili na sociodemografska vprašanja in izpolnili dva vprašalnika, Vprašalnik petih velikih faktorjev in preliminarno obliko Vprašalnika odnosne kompetence pri šolskih svetovalnih delavcih. Slednji je bil sestavljen iz 68 postavk, ki smo jih oblikovali v sodelovanju s strokovnjaki in svetovalnimi delavkami. Na podlagi rezultatov faktorske analize je v končni obliki Vprašalnika odnosne kompetence pri šolskih svetovalnih delavcih ostalo 34 postavk, razporejenih v osem faktorjev. Glede na odgovore svetovalnih delavcev so pri njih vsi vidiki odnosne kompetence izraženi visoko največ točk so dosegli pri faktorjih zaupnost, spoštovanje individualnosti in sprejemanje svetovanca ter pristnost. Sledijo faktorji globlje razumevanje svetovanca in konteksta, brezpogojno pozitivno sprejemanje svetovančevih odločitev, empatija in svetovalne spretnosti, najmanj izražen vidik pa je dogovor. Zanesljivosti posameznih faktorjev so ustrezne. Dosežki na faktorjih so bili pričakovano pozitivno povezani z ekstravertnostjo, vestnostjo, sprejemljivostjo in odprtostjo ter negativno z nevroticizmom. Med skupinami svetovalnih delavcev v izraženosti odnosne kompetence glede na delež zaposlitve, podsistem vzgoje in izobraževanja ter prisotnost dodatnih strokovnih znanj ni bilo razlik. Glede na izobrazbo in delovno dobo je bilo pri parnih primerjavah med skupinami svetovalnih delavcev nekaj statistično pomembnih razlik, ki pa so bile nižje od pol točke. Razvit Vprašalnik odnosne kompetence pri šolskih svetovalnih delavcih omogoča, da svetovalni delavci individualno ali v inter- oz. supervizijskih skupinah samoevalvirajo izraženost odnosne kompetence in na osnovi tega skrbijo za svoj strokovni razvoj. The purpose of this master's thesis is to develop and validate a tool for assessing the relational competence of school counselors. I was also interested in the expression of relational competence and its elements in school counselors, differences in the relational competence between different groups of school counsellors and the connection of relational competence with the big five personality traits. 312 Slovene school counsellors participated in the research. Participants answered sociodemographic questions and completed two questionnaires, the Big Five Inventory, and the preliminary form of the Relational competence questionnaire for school counselors. The latter consisted of 68 items, which we designed in cooperation with experts and school counselors. Based on the factor analysis results, 34 items divided into eight factors remained in the final form of the questionnaire. All aspects of relational competence were highly expressed, with the most points achieved in the factors of confidentiality, respect for individuality and acceptance of the counselee, and authenticity. This are followed by a deeper understanding of the counselee and the context, unconditional positive acceptance of the counselee's decisions, empathy and counseling skills, and the least expressed aspect is agreement. The reliability of individual factors is sufficient. As expected, scores on the factors were positively related to extraversion, conscientiousness, agreeableness, and openness, and negatively related to neuroticism. There were no differences between the groups of school counselors in the expression of relational competence in relation to the employment share, organization, and additional professional skills. In relation to profession and years of service, there were some statistically significant but very small differences between groups of consultants. The developed Relational competence questionnaire for school counselors enables counselors to self-evaluate the expression of relational competence individually or in inter- and supervisory groups and take care of their professional development based on this.

Teoretični del magistrskega dela je razdeljen na tri dele. V prvem delu predstavimo motnjo v duševnem razvoju. V drugem delu pišemo o tradicionalnih in sodobnih teorijah socialnega učenja ter opredelimo socialne veščine in socialno sprejetost, to pa povežemo s prilagoditvenim vedenjem in socialnimi veščinami pri otrocih z motnjo v duševnem razvoju. V tretjem delu je pozornost namenjena umetnosti na vzgojno-izobraževalnem področju, in sicer predstavimo pristop ustvarjalnega giba in plesa, njegovo vključevanje v vzgojo in izobraževanje ter prednosti tega pristopa za otroke z motnjo v duševnem razvoju. V empiričnem delu nas zanima vpliv učenja in urjenja socialnih veščin s pomočjo pristopa ustvarjalnega giba in plesa na otroke z motnjo v duševnem razvoju. Predstavimo mešano študijo primera (kombinacija kvalitativnega in kvantitativnega pristopa), v okviru katere smo izvedli enofaktorski eksperiment brez kontrolne skupine. V ta namen smo oblikovali delavnice, v katere smo vključili učence vzgojnega programa domov za učence s posebnimi potrebami. Za pridobitev empiričnih podatkov smo uporabili dve tehniki zbiranja podatkov, in sicer intervju in opazovanje, pri katerem smo si pomagali z instrumenti, kot so ocenjevalna lestvica pred izvajanjem delavnic, ocenjevalna lestvica po izvajanju delavnic, protokoli za opazovanje doseganja ciljev in anekdotski zapisi. Z raziskavo smo ugotovili, da učenje in urjenje socialnih veščin s pomočjo učnega pristopa ustvarjalnega giba in plesa vplivata na izboljšanje socialne sprejetosti in socialne kompetentnosti otrok z motnjo v duševnem razvoju, vključenih v vzgojni program domov za učence s posebnimi potrebami. Na podlagi intervjuja ugotavljamo, da je ključna prednost tega pristopa, da omogoča drugačen način učenja in poučevanja. V zvezi z uporabo pristopa ustvarjalnega giba in plesa pa se pojavljajo tudi nekateri pomisleki, ki so vezani predvsem na izvedbo takšne učne enote in dvom strokovnih delavcev v lastno usposobljenost za uporabo pristopa. The theoretical part of the master's thesis is divided into three parts. In the first part, I present intellectual disabilities. In the second part, I discuss the traditional and modern theories of social learning and explain the definition of social skills and social acceptance, which we then connect with adaptive behavior and social skills among children with intellectual disabilities. In the third part, the focus is on art in the field of upbringing and education. The approach of creative movement and dance is presented, its inclusion in upbringing and education, and the advantages of this approach for children with intellectual disabilities. In the empirical part, I am interested in the impact of learning and training social skills using the approach of creative movement and dance among children with intellectual disabilities. I present a mixed-case study (a combination of the qualitative and quantitative approach) in which I conducted a one-factor experiment without a control group. For this purpose, I designed workshops in which I included students from the educational program of homes for students with special needs. To obtain empirical data, I used several data collection techniques such as interview and observation, assisted by tools such as a pre-workshop rating scale, a post-workshop rating scale, protocols for observing the achievement of goals, and anecdotal records. In the final part of the master's thesis, I present a grounded theory study, point out the shortcomings of the research, and make suggestions for further research. The study has shown that learning and training social skills using the approach of creative movement and dance improve social acceptance and social competence among children with intellectual disabilities, who are included in the educational program of homes for students with special needs. Based on the interview, we have determined that the key advantage of this approach is that it enables a different kind of learning and teaching. In connection with using the approach of creative movement and dance, certain misgivings arise which mostly concern the implementation of such learning units and the professional staff doubting their own qualifications for using this approach.

Ljudje v procesu svojega vseživljenjskega razvoja osvajamo in izpopolnjujemo socialne veščine, ki se kažejo v odnosu do drugih ljudi in sporazumevanju z njimi. Za slednje je na začetku zaslužna družina, kasneje pa k temu doprinese tudi socialna mreža, ki si jo ustvarimo. Veščine pridobimo z učenjem skozi vzgojo in šolanje ter prostočasne aktivnosti. Namen diplomskega dela je raziskati morebitne socialne veščine, ki so jih mladi razvili z ukvarjanjem s košarko, nogometom ali rokometom. In če so jih osvojili, ali se kažejo tudi v vsakdanjem življenju na drugih področjih. V teoretičnem delu kratko predstavim socialni razvoj v katerem oseba oblikuje svojo osebnost, podobo o sebi. Opišem pomen športa za življenje športnika, tako da opozorim na pomembno funkcijo prostočasnih dejavnosti mladih. Poudarim dobre lastnosti športa in značilnosti posameznika, ki je član ekipe. Na šport se ozrem skozi oči socialnega dela, tako da – šport opredelim kot potencialni vir moči in osvetlim, na kaj mora biti socialni delavec pozoren oz. kaj mora upoštevati pri delu z mladimi. Nazadnje podrobneje predstavim posamezne socialne veščine, ki so pomembne za socialni razvoj človeka. V empiričnem delu uporabim anketni vprašalnik in intervju. V anketnem vprašalniku sodeluje vzorec 500 oseb, v intervjuju pa 6 športnikov – po eno dekle in en fant iz posameznega športa. Zanima me, kaj jim je šport dal, kako usklajujejo šolo in šport, katere veščine so osvojili, kako delujejo znotraj ekipe, kaj jim pomeni šport in ali glede naštetih tem obstajajo razlike med dekleti in fanti ter med dijaki in študenti. Ugotovim, da študenti v primerjavi z dijaki menijo, da so s športom osvojili več socialnih veščin. Dekleta pa v večjem številu kot fanti v športu vidijo obliko neformalnega učenja. Večina vprašanih meni, da jim je šport veliko dal – tako prijateljev kot veščin za komunikacijo z ostalimi ljudmi. Pridobili so tudi organizacijske, delovne sposobnosti. In the process of a person's lifelong development, we conquer and perfect the social skills that we see relating to other people in communicating with them. In the beginning, a family plays a crucial role in learning social skills, and later on, the social network we create also plays a major role in learning new social skills. We acquire skills through education and leisure activities. The aim of the thesis is to explore the social skills that young people have acquired through their involvement in basketball, football or handball. And once accepted, the skills can be seen in other areas of everyday life. In the theoretical part I briefly present the social development in which a person shows his personality, his self-image. I describe the importance of sport in athlete's life by emphasizing the importance of leisure activities among young people. The importance of good sporting qualities and the characteristics of the individual who is a member of the team is crucial. I look at sport through the eyes of a social worker, defining sport as a potential source of strength and pointing out what the social worker has to pay attention to and what needs to be considered when working with young people. Finally, I present the individual social skills that are important for the social development of humans. In the empirical part, I conduct a questionnaire and an interview. A sample of 500 people took part in the survey and 6 athletes - a girl and a boy from different sports areas - took part in the interview. I analyze what sport has given them, how they coordinate school and sport, what skills they have learned through sport, how they get along in a team, what sport means to them, whether there are differences between girls and boys and between pupils and students on the topics mentioned above. I find that students have acquired more social skills through sport compared to pupils. Girls, on the other hand, see sport more as a form of informal learning than boys. The majority of respondents believe that sport has given them a lot - both friendships and the ability to communicate with other people. They have also acquired organizational and work skills.

V magistrski nalogi obravnavamo razvijanje socialnih veščin pri mladostnikih v dijaškem domu. Zanima nas mnenje vzgojiteljev o možnostih za razvijanje socialnih veščin v dijaškem domu in njihovo delo na tem področju, pripravili in izvedli pa smo tudi program treninga socialnih veščin s skupino dijakinj, ki bivajo v dijaškem domu. V teoretičnem delu smo najprej pozornost namenili preventivno-vzgojni vlogi vzgojno-izobraževalnih ustanov in opozorili na potrebe teh ustanov in njihovih uporabnikov ter nujnost vzgojne dimenzije dela v teh ustanovah. Nato smo osvetlili razvojno obdobje mladostništva z namenom predstavitve izzivov, s katerimi se posamezniki v tem obdobju srečujejo in zaradi katerih je razvijanje socialnih veščin tako pomembno. V nadaljevanju smo opredelili pojem socialne skupine, jo predstavili kot prostor socialnega učenja in pozornost namenili še skupinskemu delu in izkustvenemu učenju kot pogostima načinoma dela z mladostniki v dijaškem domu in učinkovitima načinoma učenja socialnih veščin. Socialne veščine smo opredelili skozi različne definicije, predstavili njihov pomen za mladostnike in na kakšne načine socialne veščine lahko razvijamo. Dodali smo kratek pregled nekaterih socialnih veščin, v nadaljevanju pa smo se osredotočili na vlogo vzgojiteljev pri razvijanju socialnih veščin v dijaškem domu. Zadnje poglavje teoretičnega dela naloge je namenjeno predstavitvi metode treninga socialnih veščin (TSV), ki je primeren za delo z različnimi skupinami v vzgojno-izobraževalnih institucijah. Teoretična izhodišča so nam predstavljala okvir, s pomočjo katerega smo lahko v celoto povezali ugotovitve, pridobljene v empirični raziskavi. V empirični raziskavi magistrske naloge smo raziskovali, kako pomembno se vzgojiteljem v dijaškem domu zdi spodbujanje razvoja socialnih veščin pri mladostnikih, ki bivajo v dijaškem domu, ali vzgojitelji poznajo metodo TSV, kakšna je po njihovem mnenju njihova vloga pri razvijanju socialnih veščin mladostnikov, na kakšen način in kako pogosto to počnejo ter kaj, poleg njihovega dela, na ravni dijaškega doma in gimnazije, ki jo ti dijaki obiskujejo, še spodbuja razvijanje socialnih veščin pri mladostnikih. Zasnovali in izvedli smo tudi program TSV za dijakinje dijaškega doma. S pomočjo samoocenjevalnih lestvic, ki so jih udeleženke programa izpolnjevale pred udeležbo v programu TSV in po njej, smo ugotavljali, ali se samoocena udeleženk po programu TSV razlikuje od samoocene pred udeležbo v programu, štiri udeleženke pa smo kasneje v intervjujih vprašali, kaj jim je od programa TSV najbolj ostalo v spominu, ali v svojem vedenju po udeležbi v programu TSV opazijo kakšno spremembo, napredek in ali si za udejanjanje katere od obravnavanih socialnih veščin zavestno prizadevajo. Rezultati empirične raziskave kažejo, da se vzgojitelji v dijaškem domu zavedajo pomena socialnih veščin za mladostnike in da je trening socialnih veščin primeren za spodbujanje reflektiranja lastnega vedenja in razvoja socialnih veščin pri mladostnikih. Ugotovili smo, da vzgojitelji v vsakodnevnem pedagoškem delu najdejo veliko priložnosti za razvijanje socialnih veščin pri dijakih, metode TSV pa v večini ne poznajo. Svojo vlogo vidijo v spodbujanju mladostnikov v medsebojnih odnosih, podpori dijakom pri reševanju problemov in grajenju samopodobe, predvsem pa v vzoru, ki ga vsakodnevno dajejo dijakom. Najpogosteje razvijanje socialnih veščin spodbujajo tako, da dijake vključujejo v načrtovanje in izvedbo projektov in druge skupinske aktivnosti v vzgojni skupini in dijaškem domu. Udeleženke izvedenega programa TSV po udeležbi v programu v svojem vedenju opažajo napredek in si za udejanjanje nekaterih obravnavanih socialnih veščin posebej prizadevajo, kar pomeni, da je program TSV pri dijakinjah spodbudil refleksijo o lastnem delovanju in jim razvil željo po napredovanju. Spremembe v zavedanju lastnega vedenja po udeležbi v programu TSV so pokazale tudi samoocenjevalne lestvice. Med samoocenami pred udeležbo v programu in po njej so se namreč pokazale številne razlike. My master's thesis deals with the development of social skills regarding adolescents in the hall of residence. The opinion of teachers on the social skills in the hall of residence and their work in that field is also included. In addition, the programme of training social skills with the group of students staying in the hall of residence was formed and carried out. The theoretical part's first chapter highlights the preventive educational role of educational establishments and the need of such establishments and their users, as well as the necessity of the educational role in such establishments. The next chapter focuses on the development period of adolescence with the aim of presenting challenges that individuals face with and their important role in developing social skills. The following chapter defines the concept of social group and its notion as the social learning space. It also pays attention to the group work and empirical knowledge as common working methods with adolescents in the hall of residence and efficient ways of learning social skills. Social skills are explained through different definitions, their importance for adolescents and various ways of learning them. The short overview of some of the social skills and further on, the role of teachers in developing them in the hall of residence are included as well. The last chapter of the theoretical part concentrates on the method of training social skills which is appropriate for working with various groups in educational establishments. The theoretical bases demonstrate the framework by means of which the findings gathered in the empirical research were linked into a whole. Master's thesis's empirical part researches how important is the encouragement of social skills development in adolescents staying in the hall of residence for teachers. It explores if teachers know the method of training social skills, what is their attitude towards the development of social skills in adolescents, by what means and how often do they use the method and what, besides their work, encourages the development of social skills in adolescents on the basis of the students staying in the hall of residence and students attending secondary school. The programme of training social skills was formed and carried out as well. With the help of self-evaluation scales filled in by the participants before and after the programme, we determined if the self-evaluation of participants after the programme differs from the self-evaluation before it. Four participants were also interviewed on their experience in the programme, observations of some changes or development in their behaviour and whether they have to make a bigger effort for actualising a certain examined social skill. The results of the empirical research suggest that teachers in the hall of residence are aware of the importance of social skills for adolescents and that the training of social skills is an appropriate tool for the encouragement to reflect on their own behaviour and the development of social skills in adolescents. The research shows that teachers find many opportunities for developing social skills in students in their everyday pedagogical work, however, they are not familiar with the method of training social skills. Their mission is to encourage adolescents in mutual relationships, support them when it comes to solving problems, building their self-esteem and above all, setting a good example in their everyday life with students. The most common ways of developing social skills in students is for teachers to include them in planning and carrying out projects, as well as other group activities in educational groups in the hall of residence. The participants of the programme notice progress in their behaviour and are eager to improve some of the examined social skills, which means that the before-mentioned programme encourages reflexion on their own behaviour and thirst for improvement. Self-evaluation scales showed changes in the realisation of their own behaviour after the programme as well. The self-assessments of students before and after the programme actually showed many differences.

Magistrsko delo raziskuje vpliv šole v naravi na prestrukturiranje razredne dinamike ter kako šola v naravi vpliva na razvoj socialnih veščin. Povezuje polje socialnega dela, šolstva in športa na področju dela z mladimi. Pri delu z mladimi je za mladinske delavce bistvenega pomena poznavanje konceptov dela z mladimi, zato je v teoretičnemu uvodu poglavje namenjeno predstavitvi le-teh. Za boljše teoretično razumevanje področja raziskave je v nadaljevanju predstavljen pomen gibanja za otroke in mladostnike, ki nas vpelje v predstavitev doživljajske pedagogike in na koncu še na področje šole v naravi. Šole v naravi pomembno vplivajo na celosten razvoj otrok, ob aktivnostih v naravi in življenju v skupnosti otroci razvijajo fizične, čustvene in socialne veščine. Iz rezultatov raziskave je razvidno, da v šoli v naravi poučevanje poteka v bolj sproščenem vzdušju, preko doživetij, igre, izkušenj in aktivnosti v naravi, kar se pokaže kot učinkovit vzgojno-izobraževalni pristop, ki vpliva na večjo motiviranost za učenje in spoznavanje nove snovi in aktivnosti. Otroci si znanje, ki ga pridobijo na podlagi doživetja in izkušnje, hitreje zapomnijo in ga ponotranjijo. Raziskava je pokazala, da otroci preko premagovanja ovir in strahov, krepijo samostojnost, iznajdljivost, voljo in vzdržljivost. Medsebojne vezi se v šolah v naravi poglabljajo in krepijo. V novem, neznanem okolju se razvije večji občutek pripadnosti skupini, medsebojna pomoč in sodelovanje potekata v večji meri kot v razredu. Šola v naravi ima pomembno vlogo, da otroci v varnem okolju nahranijo potrebo po avanturi. Med skupnim življenjem in skupnimi aktivnostmi v naravi, se krepijo medsebojni odnosi med učenci ter med učenci in učitelji, odnosi med učenci in učitelji so bolj sproščeni in enakovredni. Kot pomembno se je pokazala aktivna participacija razrednika v šoli v naravi, ki s svojo udeleženostjo, daje zgled učencem. V šoli v naravi se preko skupnega življenja in spoznavanja sošolcev v novih življenjskih situacijah, poglabljajo medsebojni odnosi in krepijo socialne vezi. Življenje in aktivnosti v naravi, pozitivno vplivajo na otroke z učnimi, socializacijskimi in vedenjskimi težavami ter njihovo sproščenost, zmanjša se pogostost odklonskega vedenja. Otroci z učnimi, socializacijskimi in vedenjskimi težavami se v šoli v naravi lažje uveljavijo, izrazijo svoja močna področja in s tem krepijo samozavest. Iz raziskave je razvidno, da je pri izvedbi šol v naravi pomembna socialna komponenta in znanje socialnih veščin. Za kvalitetno izvedbo šol v naravi je pomembno sodelovanje športnih pedagogov in oseb s socialno delovnim znanjem, s tem otroci v šolah v naravi pridobijo pomembno izkušnjo in imajo možnost, da krepijo svoj fizični, umski in socialni razvoj. The master's thesis explores the influence of school in nature on the restructuring of class dynamics and how school in nature affects the development of social skills. It connects fields of social work, education and sport in the field of youth work. When working with young people, it is essential for youth workers to be familiar with the concepts of working with them. Therefore, in the theoretical introduction, the chapter is intended to present these concepts. For a better theoretical understanding of the field of research the importance of the movement for children and adolescents is introduced below. It introduces us into presentation of an experiential pedagogies and finally to the field of school in nature. Schools in nature have a significant impact on the overall development of children, in activities in nature and in community life children develop physical, emotional and social skills. The results of the research show that in nature teaching takes place in a more relaxed atmosphere, through experiences, games and activities in nature, which proves to be an effective educational approach that increases the motivation to learn and recognize new substances and activities. Children learning from the experience can memorize and internalize everything more quickly. The research has shown that by overcoming obstacles and fears, children strengthen autonomy, resourcefulness, will and endurance. Relationships in schools in nature are deepened and strengthened. In a new, unfamiliar environment, a greater sense of belonging to the group develops and mutual assistance and cooperation are greater than in the classroom. School in nature is important for children, this is a place where they can nurture their need for adventure in a safe environment. During living together and sharing activities in nature, the relationships between students and between students and teachers are strengthened, and the relationships between students and teachers are more relaxed and equal. Active participation of a class teacher in a school in nature, which through its participation, sets an example for students, has proved to be important. At school in nature, through living together and getting to know classmates in new life situations, relationships are deepened and social bonds gets stronger. Life and activities in nature have a positive effect on children with learning, socialization and behavioral problems and on their easiness, the frequency of deviant behavior is reduced. These children find it easier to establish themselves in school in nature, to show their strong areas and thus to increase self-esteem. The research shows that the social component and knowledge of social skills are important in the implementation of schools in nature. For the quality performance of schools in nature it is important that the sports educators and persons with social work skills cooperate, with that children in schools in nature gain an important experience and have the opportunity to enhance their physical, mental and social development.

Šola ne predstavlja zgolj okolja, ki izobražuje, ampak tudi okolje, v katerem lahko otrok razvija socialne veščine, ki mu omogočajo učinkovito vedenje v socialnem prostoru. Zato je pomembno, da tudi v šoli skrbimo za razvoj in vzdrževanje socialnih veščin, saj lahko v nasprotnem primeru prihaja do težav, ki se znajo odražati na učnem področju, na področju odnosov in duševnem zdravju, ter se lahko pojavljajo tudi v obdobju adolescence in kasneje v življenju. Za preprečitev morebitnih posledic primanjkljajev na področju socialnih veščin, smo v ta namen oblikovali trening socialnih veščin, ga izvedli in tudi evalvirali. Izvedli smo ga v četrtem razredu osnovne šole pri urah oddelčne skupnosti, ki so med drugim namenjene ravno ustvarjanju optimalnih pogojev za osebnostni razvoj posameznika ter pripravi učencev za kakovostno življenje v skupnosti. Podatke o evalvaciji intervencije smo zbrali s kvantitativnimi in kvalitativnimi metodami pedagoškega raziskovanja. Analiza intervjuja, vprašalnika, evalvacijskih vprašalnikov in lastne refleksije izvajalca je pokazala, da je po izvedbi prišlo do manjših sprememb na področju odnosov in socialnega položaja posameznikov ter do določenih pozitivnih sprememb na področju obravnavanih socialnih veščin. Prav tako smo iz strani učencev in učiteljice zaznali naklonjenost do delavnic treninga socialnih veščin pri urah oddelčne skupnosti in željo po tovrstnem delu v prihodnosti. School does not only represent an environment for education but it is also an environment in which a child is able to develop social skills that enable effective behaviour in social space. Therefore, it is important for school to take care of the development and maintenance of social skills. This is important in the event of different problems, which can reflect in the educational sphere, in relationship and mental health field and can occur during adolescence and later in life. In order to prevent possible consequences of social skills deficits we have designed and performed a social skills training and evaluated it. The training was performed in the 4th grade of primary school in class meetings, which are among other things meant for the creation of optimal conditions for individual personal development and the preparation of pupils for high quality life in a community. The information regarding the evaluation of the intervention was collected with quantitative and qualitative methods of educational research. The analysis of the interview, questionnaire, evaluation questionnaires and self-reflection of the performer have shown that small changes occurred after the performance. Changes occurred in the area of relationships and the social status of the individuals and some positive changes happened in the area of the involved social skills. We have also perceived some affections towards social skills training workshops not only from the teacher but also from the pupils and their desire for this type of work in the future.

Uspeh posameznika v skupini je ključnega pomena za širši uspeh v življenju. Za oba uspeha so socialne veščine in komunikacijske kompetence osnovni dejavniki, ker omogočajo, navezovanje stikov, konstruktivno reševanje problemov in vključitev v širše socialno okolje. Za odrasle z motnjo v duševnem razvoju so te osnovne spretnosti velik napor in stres prav zaradi pomanjkanja komunikacijskih kompetenc ter socialnih veščin, ki predstavljajo osnovne gradnike za socializacijo. Raziskava je temeljila na kombiniranju kvalitativnih in kvantitativnih tehnik pridobivanja podatkov s pomočjo individualizirane ocenjevalne lestvice, opazovanja z udeležbo, pogovorov s strokovnimi delavci in branja strokovnih mnenj. Rezultati v empiričnem delu naloge so pokazali, da so se izbrani osebi med praktičnimi delavnicami in po njih izboljšale socialne veščine in komunikacijske kompetence. Prav tako so rezultati pokazali, da besedila v lahko berljivi obliki pomagajo izboljšati učenje komunikacije in socialnih veščin pri odrasli osebi z motnjo v duševnem razvoju. Odrasli osebi z motnjo v duševnem razvoju se je s pomočjo besedil v lahko berljivi obliki izboljšala tudi samoiniciativnost govora. The success of an individual in a group is crucial for wider success in life. Social and communication skills are fundamental factors for both types of these successes. The skills enable constructive solving of problems and integration into a wider social environment. These basic skills cause a great deal of effort and stress to adults with mental disorders who lack in all aspects of these skills which are basic building blocks for socialization. The research for this thesis was based on acquiring a combination of qualitative and quantitative data with the help of an evaluation scale, observation with participation, conversations with the professional staff. and reading different expert opinions. The results of the empirical part of this research showed that the subject of the research improved both her social and communication skills during and after her practical workshops. Research also showed that reading easy-to-read materials improve social and communication skills of adults with intellectual disabilities. The subject’s initiative to converse was also improved with the help of easy-to-read materials.

V magistrski nalogi smo proučili vlogo šolskega svetovalnega delavca pri razvijanju socialnih veščin. V teoretičnem delu smo najprej opredelili šolsko svetovalno službo, njene osnovne dejavnosti ter področja dela. V nadaljevanju smo proučili socialne odnose in opisali dve najpogostejši obliki socialnih odnosov, ki ju učenci vzpostavijo v šoli. Opredelili smo pojem socialne veščine ter opisali posledice slabo razvitih socialnih veščin, pojasnili smo, kako poteka učenje socialnih veščin ter našteli in opisali najpogostejše oblike dejavnosti namenjene učenju socialnih veščin in spretnosti. V empiričnem delu smo s pomočjo anketnega vprašalnika proučili vlogo šolskega svetovalnega delavca pri razvijanju socialnih veščin. V raziskavi je sodelovalo 119 osnovnošolskih svetovalnih delavcev. Osredotočili smo se predvsem na področja, na katerih svetovalni delavci opažajo največje pomanjkljivosti v razvoju veščin, kdo najpogosteje načrtuje in izvaja dejavnosti, katere oblike dejavnosti so najpogosteje uporabljene, kako poteka učenje, katerim področjem dajejo največji poudarek, preventivo na tem področju ter usposobljenost svetovalnih delavcev. Pri tem nas je zanimalo, ali obstajajo razlike glede na izobrazbo svetovalnih delavcev in trajanje njihove trenutne zaposlitve, ter glede na to, ali se šola nahaja v mestnem ali podeželskem okolju (lokacija šole). Ugotovili smo, da ima svetovalni delavec pomembno vlogo pri razvijanju socialnih veščin in spretnosti, saj je pogosto načrtovalec in izvajalec dejavnosti, pri delu pa preko posvetovalnega odnosa sodeluje tudi z učitelji. Pri delu največkrat uporablja individualno svetovalno delo ter socialne igre. In this master's thesis, we studied the role of a school counselor in developing social skills. In the theoretical part, we first defined the role of school counselors and their basic activities and fields of work. In our next step, we took a look at social relations and described the two most common social relations the students form in school. We defined the term social skills and discussed the consequences of badly developed social skills. Additionally, we examined how we learn social skills and listed and described the most common activities aimed at learning these skills. In the empirical part, by leaning on the results of a survey, we studied the role of a school counselor in developing social skills. 119 primary school counselors participated in the survey. We focused primarily on areas where counselors perceive the greatest deficiencies in the development of skills, on who plans and executes activities aimed at learning social skills, what types of activities are most commonly used, how the learning takes place, which areas are given the greatest emphasis, prevention in this area, and the qualifications of counselors. We also explored if there are differences in the level of education and training of the counselors, in the duration of their current employment, and whether the school is located in a city or a rural setting. We have discovered that a school counselor plays an important role in developing social skills, since they are often the planner and operator of activities, and that through counseling, they also work with teachers. As far as methods are concerned, individual counseling and social games are most often used.

Namen raziskave je bil preveriti mediatorsko vlogo odnosov do posmeha in šaljenja med medosebnimi kompetencami in pozitivnimi medosebnimi odnosi. Na priložnostnem vzorcu 476 udeležencev sem uporabil vprašalnik o odnosih do posmeha in šaljenja PhoPhiKat-45, vprašalnik empatije IRI (lestvici zavzemanje perspektive in empatična skrb), vprašalnik socialne inteligentnosti TSIS in vprašalnik psihološkega blagostanja RPWB (lestvica pozitivni medosebni odnosi). Prileganje modela sem preveril s strukturnim modeliranjem in na podlagi rezultatov obdržal model delne mediacije. V raziskavi sem zavrnil hipotezo, da lahko z odnosi do posemeha in šaljenja mediiramo povezanost med medosebnimi kompetencami in pozitivnimi medosebnimi odnosi. Model delne mediacije ima zato bolj šibko empirično podporo, čeprav lahko z njim relativno dobro pojasnimo vhodne podatke. Ugotovil sem, da je socialna inteligentnost ključen napovednik odnosov do posmeha in šaljenja. Rezultati nudijo podporo hipotezi, da je socialna inteligentnost orodje, ki ga lahko posameznik uporablja v prosocialne (adaptivni humor) ali antisocialne namene (neadaptivni oz. agresivni humor). V nasprotju s pričakovanji sem ugotovil, da se gelotofobija (strah pred posmehom) pozitivno povezuje s procesiranjem socialnih informacij, kar bi lahko pomenilo, da gelotofobisti ločijo posmeh od smeha. Bistveno vlogo pri napovedovanju pozitivnih medosebnih odnosov imajo socialne veščine, medtem ko je vpliv odnosov do posmeha in šaljenja zanemarljiv, kar postavlja humor v novo perspektivo. Zaradi nizke veljavnosti notranje strukture vprašalnika TSIS je potrebno vprašalnik revidirati in zaključke študije validirati na drugem vzorcu. The purpose of this study was to examine the mediator effects of dispositions towards laughter and ridicule between interpersonal competencies and positive relations. The study included a convenience sample of 476 participants who completed the following questionnaires: Dispositions towards laughter and ridicule PhoPhiKat-45, Interpersonal Reactivity Index IRI (perspective taking and empathy scales), Tromso Social Intelligence Scale TSIS and Ryff’s Psychological Well-Being Scales RPWB (positive relations scale). Results of the structural equation modelling showed that the partially mediated model fits the data better than the fully mediated model. In addition, I discovered no support for the mediation role of dispositions towards laughter and ridicule in the partially mediated model. The partially mediated model therefore lacked empirical support. Results supported the hypothesis that social intelligence is a tool, which may be used for both prosocial (adaptive humour) and antisocial purposes (maladaptive humor). Contrary to my expectations, the relationship between social information processing and gelotophobia is positive, which could indicate that people with excessive fear of being laughed at can perhaps distinguish between laughter and ridicule. Furthermore, social skills were the only statistically significant predictor of positive relations in the model. Dispositions towards laugther and ridicule had negligible role in predicting positive relations. To sum up, previous studies may have overstated the effect humor has on the quality of interpersonal relationships. However, my conclusions are limited because of the poor internal structure validity of the TSIS. Further studies are needed to validate my findings.

Otroci s specifičnimi učnimi težavami lahko, kljub temu da so povprečno ali nadpovprečno inteligentni, zaradi primanjkljajev v poteku nekaterih psihičnih procesov, doživljajo neuspehe na posameznih učnih področjih, ki zavoljo pritiskov v okolju (previsoka pričakovanja staršev, šole ...) pripomorejo k nizki samopodobi, negativnim čustvenim stanjem ter vedenjskim in drugim psihosocialnim problemom. Da do takšnih težav, ki pomembno vplivajo na življenje otroka s SUT, ne pride oz. da se pojavljajo v čim manjši možni meri, je treba tem otrokom ponuditi pomoč, pri čemer je najprej potrebno prepoznati in razumeti njihove potrebe ter nato na podlagi ugotovljenih primanjkljajev načrtovati program pomoči s ciljnimi usmeritvami. V empiričnem delu magistrske naloge smo ugotavljali trenutni psihosocialni položaj učencev s SUT in izboljšanje le tega z izvedbo različnih socialnih aktivnosti na ravni celotne skupine učencev. Vpliv izvedenih dejavnosti smo prikazali z odgovori na zastavljena raziskovalna vprašanja in s preverjenimi hipotezami, s katerimi smo želeli preučiti, kako socialne aktivnosti pripomorejo k izboljšanju socialne samopodobe, socialne sprejetosti in odnosov učencev s SUT z vrstniki. Za raziskovanje, ki smo ga izvedli v tretjem razredu na osnovni šoli Vide Pregarc, smo uporabili pristop akcijskega raziskovanja. Za zbiranje podatkov pa smo uporabili sociometrični preizkus, vprašalnik o socialni samopodobi, polstrukturirani intervju, ocenjevalno lestvico, strukturirano opazovanje in podatke iz strokovne dokumentacije. Cilj naše raziskave je bil na podlagi ugotovljenih psihosocialnih primanjkljajev otrok s SUT izdelati program socialnih aktivnosti in z njim pozitivno vplivati na razvitost socialnih veščin izbranih otrok s SUT. Rezultati kažejo, da je s programom socialnih aktivnosti že v krajšem časovnem obdobju mogoče spodbuditi razvoj socialnih veščin pri otrocih s SUT na individualni ravni, saj se je po koncu srečanj pri vsakem otroku s SUT pokazal napredek na določenih komponentah psihosocialnega položaja. Ugotovili smo tudi, da sta učenca z zmerno obliko specifičnih učnih težav bolj napredovala v razvitosti socialnih veščin in zato dosegla boljši psihosocialni položaj kot učenca s težjo obliko SUT oz. s PPPU. Kljub napredku v razvitosti socialnih veščin pri posameznih učencih s SUT pa po koncu izvajanja programa socialnih aktivnosti na ravni skupine ni prišlo do pomembnih razlik v socialni sprejetosti in socialni samopodobi, zaradi česar je mogoče zaključiti, da so bili učinki izvajanja programa socialnih aktivnosti na psihosocialni položaj učencev s SUT v krajšem časovnem obdobju majhni. Za resnično izboljšanje psihosocialnega položaja obravnavanih otrok bi bilo verjetno potrebno sam program izvajati celo šolsko leto in ne zgolj dva meseca. Due to deficits in some psychological processes children with specific learning disabilities can experience failures on different learning areas despite being average or highly intelligent. Combined with pressures, arising from the environment (too high expectations from parents, school …) those deficits lead to low self-esteem, negative emotional states, behaviour and psychosocial issues. In order to avoid or eliminate those issues, which affect a child with SLD greatly, we have to offer to those children some help but first of all recognise and understand their needs and then, based on discovered deficits, plan a help programme with focus targets. In the empirical part we have been dealing with the research problem of establishment of the current psychosocial status of children with SLD and improvement of it by implement different social activities on the whole group of students. The impact of activities was shown with answers on given research questions and tested hypothesis, whose aim was to study the impact that social activities have on social self-esteem, social acceptance and relations SLD students develop with their peers. In research we used an action survey, performed in 3rd grade of Vida Pregarc Elementary School. For data gathering we used test of sociometry, social self-esteem questionnaire, half-structured interview, rating scale, structured monitoring and specialised documentation data. Research aim was to make a social activities programme based on discovered psycho-social deficits of SLD children. With this programme we could make a positive impact on social skills developed by selected SLD children. With social activity programme the results of the research showed that in short time period it is possible to impact the social skill development in individual since at the end of sessions every child with SLD showed some improvement on specific components of psychosocial status. We also found out that two students with moderate form of SLD improved their social skills more and therefore achieved better psychosocial status than two students with severe form of SLD. Despite the improvement of social skill development with individuals at the end of the social activity programme however showed no statistically important differences in social acceptance and social self-esteem as a group. Therefore we can conclude that the effects of the programme on psychosocial status in the shorter time period were minimal. In order to achieve significant improvement of the psychosocial status of those children the programme should be carried out during an entire school year and not only for two months.

Socialne veščine ali kompetence, ki omogočajo človeku uresničevati svoje namene in zadovoljevati svoje potrebe v socialnem okolju, je potrebno razvijati že v zgodnjem otroštvu. Šibko razvite socialne veščine lahko vodijo v vrsto različnih težav v adolescenci in odrasli dobi. Socialni razvoj poteka najprej v manjših, intimnih socialnih skupinah (družinah), nato pa v širših družbenih skupinah in organizacijah. S socializacijo otroci razvijejo navade, spretnosti, vrednote in nagibe, s katerimi postanejo odgovorni in ustvarjalni člani družbe. Za razvijanje socialnih veščin obstajajo tudi socialno interaktivne igre. Te omogočajo, da se otroci vživljajo v različne vloge, razvijajo solidarnost, spodbujajo medsebojno pomoč in upoštevajo različnost. Te igre pomagajo v skupino vključiti tiste otroke, ki so manj opazni ali zavrnjeni, hkrati pa spodbujajo sodelovanje za doseganje skupnih ciljev. Prav tak način dela je značilen za taborniško gibanje. V praktičnem delu naloge smo preizkušali način dela, ki ga taborniki uporabljajo pri delu z otroki in koliko je ta učinkovit za doseganje ciljev na področju razvoja socialnih kompetenc, saj smo skozi izvedbo taborniških dejavnosti na realnem vzorcu predšolskih otrok analizirali njihov napredek na socialnem področju. Ugotovili smo, da taborniške dejavnosti pozitivno vplivajo na komunikacijo, medsebojne odnose, reševanje problemov ter poznavanje sebe in drug drugega. Rezultati raziskave predstavljajo pomemben napredek na področju raziskovanja tako razvoja socialnih kompetenc kot taborništva. Social skills or competences, that enable a person to realize their goals and meet their needs in a social environment, should start developing in early childhood. Social skills that are not properly developed can lead to a number of different problems in adolescence and adulthood. Social development first takes place in smaller, intimate social groups (families), then in broader social groups and organizations. Children develop habits, skills, values and tendencies to become responsible and creative members of society through socializing. Socially interactive games with the aim to develop social skills allow children to function in different roles, develop solidarity, promote mutual assistance and respect diversity. The games help include those children who are less noticeable or those that are shunned, and at the same time encourage cooperation in achieving common goals. This kind of work is typical of Scout movement. In the practical part of the research, we tested a method of work that scouts use when working with children and how effective this method is in achieving the goals in the field of the development of social competences. Through the implementation of scout activities, we analysed their progress in the social field on a real sample of pre-school children. The research concluded that scout activities have a positive impact on communication, interaction, problem solving, and knowledge of oneself and each other. The results of the research represent important progress in the field of research in both the development of social skills and scouting.

Mladostniki z lažjo motnjo v duševnem razvoju imajo primanjkljaje na področju intelektualnega delovanja in prilagoditvenih spretnosti. V slednje uvrščamo tudi težave na področju socialnih veščin, zato smo se odločili za izvedbo treninga socialnih veščin v dveh šestih razredih osnovne šole s prilagojenim programom vzgoje in izobraževanja z nižjim izobrazbenim standardom. Vključena je bila tudi kontrolna skupina. Potekalo je 10 srečanj z interaktivnimi igrami in diskusijami po eno šolsko uro v vsaki skupini, enkrat na teden. Z vprašalnikom socialnih veščin so bile izmerjene veščine asertivnost, empatija, samokontrola, sodelovanje in odgovornost. Socialne veščine so ocenili učenci in njihovi starši. Zanimal nas je tudi morebiten vpliv treninga na razredno klimo, za merjenje katere smo prav tako uporabili vprašalnik, ki so ga izpolnili učenci in razredničarke. Izveden je bil tudi intervju z razredničarkama eksperimentalnih razredov. Po vsakem srečanju je potekala evalvacija posamezne delavnice s strani učencev, razredničark in vodje delavnic. Rezultati so pokazali, da je imel trening socialnih veščin rahel pozitiven učinek na socialne veščine v splošnem, spremembe so se pokazale tudi pri nekaterih specifičnih veščinah. Pri razredni klimi so se pokazale manjše pozitivne spremembe v medosebnih odnosih, ki so del konstrukta, na podlagi rezultatov pa ne moremo ugotoviti vpliva treninga na razredno klimo. Evalvacije so pokazale zadovoljstvo s treningom, učenci so poročali o dobrem počutju, razredničarki pa o ustreznosti in koristnosti treninga. Tovrstne treninge socialnih veščin bi bilo smiselno skozi daljše časovno obdobje izvajati tudi v prihodnje, saj že krajše intervencije pripomorejo k pozitivnim spremembam. Adolescents with a mild intellectual disability have deficiencies in intellectual activity and adaptive skills. The latter also includes problems with social skills, that is why we decided to implement a social skills training in two 6th grade groups in primary school with special educational program with a lower education standard. A control group was also included. Twelve meetings were held with interactive games and discussions one hour a week in each group, once a week. With the social skills questionnaire, we measured assertiveness, empathy, self-control, cooperation and responsibility. Social skills were assessed by pupils and their parents. We were also interested in the potential impact of training on the classroom climate, for measuring which we also used a questionnaire, that was filled by pupils and class teachers. An interview with class teachers of experimental classes was also conducted. After each meeting, training was evaluated by pupils, classmates and trainer. The results showed that social skills training had a slight positive effect on social skills in general, and some specific skills have also been shown to change. The results of training on classroom climate showed smaller positive changes in interpersonal relationships, which are part of the construct, but we can not claim the overall impact of training on the classroom climate on the basis of results. Evaluations showed satisfaction with training, pupils reported on well-being, and class teachers reported on the suitability and usefulness of the training. Such social skills trainings should be used in the future over a longer period of time, as shorter interventions already contribute to positive changes.

Socialne veščine so znanja, ki nam omogočajo vzpostavljanje stika z drugimi, nam lajšajo vključevanje v družbeno okolje ter interakcijo z drugimi. So načini, ki posamezniku pomagajo, da uresničuje svoje namene in zadovoljuje lastne potrebe v socialnem prostoru. Socialne veščine niso prirojene, temveč naučene, zato je učenje socialnih veščin pomemben proces. Razvoj in učenje socialnih veščin v predšolskem obdobju je izrednega pomena, saj imajo otroci na tem področju pogosto težave. Proces učenja socialnih veščin vrtcu poteka med vrstniki, v interakciji z vzgojitelji ter skozi raznovrstno skrbno načrtovane dejavnosti ter igro. Slednja je naravna dejavnost, ki otroku prinaša predvsem veselje, sprostitev in je zmeraj notranje motivirana. Ker se otroci najlažje učijo skozi igro, smo v praktičnem delu izvedli dejavnosti za razvijanje socialnih veščin pri otrocih skozi igro. S pripravljenimi družabnimi igrami smo raziskovali ali se je po izvajanju iger, za katere predvidevamo, da spodbujajo razvoj socialnih veščin, dejansko to tudi zgodilo. Zasnovali smo igre, v katere smo vključili vprašanja, za katera predvidevamo, da vplivajo na razvoj otrokovih veščin na emocionalnem in socialnem področju. S pomočjo izvedbe dejavnosti z igrami v vrtcu smo potrdili naša predvidevanja in postavljene teze, saj smo z ocenjevanjem otrok s pomočjo ocenjevalne lestvice dokazali učinek iger na razvoj socialnih veščin pri otrocih. Socialno-emocionalne veščine so se po zaključku iger močneje izražale tako v otroški igri kot tudi pri ostalih vlogah in odnosih, ki jih je posamezni otrok bil deležen. Med začetnim in končnim opazovanjem otrok so bile statistično značilne razlike v usvojenih socialnih veščinah. Rezultati predstavljajo pomemben prispevek k raziskovanju didaktičnih iger in raziskovanju socialnih veščin pri otrocih v predšolskem obdobju. Social skills enable us making contacts with others, make easier for us to integrate into social environment as well as interaction with others. Social skills help an individual to fulfil his purposes and satisfy his own needs in the social environment. Social skills are not innate but they have to be learnt, this is why learning social skills presents an important process. Development and social skills learning in preschool age is of great importance since children often have problems related to social skills. The process of social skills learning in kindergartens takes part among peers, through interaction with kindergarten teachers and through diverse attentively planned activities as well as through play. Play is a natural activity which brings joy and relaxation to a child, and is always internally motivated. Considering the fact that children most easily learn through play, our theoretical part presents activities for developing social skills in children through play. We have prepared social games, using questions to find out whether after playing these games, for which we anticipated that would encourage social skills development, this process actually happened. We have designed games into which we included questions that, in our opinion, influence development of children’s skills on emotional and social areas. Carrying out activities including games in kindergarten, we confirmed our assumptions and hypotheses since we proved the effect of games on social skills development in children through assessing children using an assessment scale. After playing games, social-emotional skills more strongly exhibited in children’s play as well as in other roles and relationships between the children. We observed statistically significant differences in acquired social skills. The results present an important contribution to research of didactic games and social skills in children during preschool period.

Dandanes je težko predvideti doseg in smernice razvoja informacijsko-komunikacijske tehnologije. Še težje je prevideti človekov ali pa družbeni odziv najrazličnejše moderne tehnologije na naše vedenje, mišljenje, odnose in podobno. Lahko rečemo, da so pametni telefoni in tablice, tako rekoč, postale del nas. Samo, da smo malo dlje časa odsotni od svoje naprave, že občutimo nekakšen občutek nelagodja. Že odrasli ljudje, ki so načeloma čustveno zreli in stabilni ter imajo razdelane vrednotami in prioritete, imajo težave z obvladovanjem te »nove droge«. Otroci in mladostniki, pa se bistveno težje nadzorujejo in v prepogosti uporabi tehnologije, ne vidijo nobenih slabosti, temveč zgolj prednosti. V prvi vrsti zabavo in zadovoljstvo. V diplomski nalogi smo se osredotočili na mladostnike, ki obiskujejo 9. razred osnovne šole. So v zelo pomembnem življenjskem obdobju, saj so že, ali pa tik pred puberteto. Adolescentom je zelo pomembno, da pogosto navezujejo stike z novimi ljudmi in redno dobivajo potrditev, da so sprejeti s strani svojih sovrstnikov. Še nedolgo tega, je večina socializacije v tem obdobju, potekala v šoli, igriščih in ulicah. Danes pa to vlogo prevzemajo družbena omrežja. Kar naenkrat smo iz pristnih in resničnih odnosov, prešli na plitke virtualne odnose. Otroci in mladostniki, se ne igrajo in družijo več na ulicah in igriščih, temveč se vedno pogosteje zapirajo v svoj virtualni svet. Pri tem pa nastane problem, da ne razvijajo pomembnih socialnih veščin, ki pridejo v ospredje, predvsem v kasnejših življenjskih obdobjih. Kmalu bomo prišli do točke, ko bodo mladim pristni, medosebni odnosi s prijatelji in družino, postali nepomembni. Njihova potreba po sprejetosti, pa bo veliko lažje in hitreje, zadovoljena s pomočjo družbenih omrežij. Poleg vseh omenjenih slabosti povezanih z modernim tehnološkim razvojem, pa vedno večji problem predstavlja kibernetsko nasilje. Obseg in posledice spletnega nasilja, so bistveno večje kot pri tradicionalnem nasilju. Na srečo, se vedno več ljudi zaveda kompleksnosti pojava ter potrebe po raziskovanju in prevenciji kibernetskega nasilja, zlasti med mladostniki. Information technology is our recent past, present and future. It is hard to predict the extent of its development, therefore, we are unsure how technology will influence our behaviour, way of thinking, relationships and everyday life in general. Smart phones and tablets have slowly creeped in our lives and become an extension of our bodies. We feel anxious and uncomfortable regardless of the time we spend without them. Mature and responsible grown up individuals who have set their priorities and established values over a period of time, can sometimes struggle gaining control over the »new drug«, therefore, the society cannot expect children, teenagers and young adults to behave any different. They are unaware of the harm that daily use of mobile devices and social media can cause. In their case, technology is used mainly as an entertainment tool. An early stage of puberty is important time in our lives, it is time to develop social skills, spend time with peers and make new friendships. Socialising used to happen in schools, on the playgrounds in the neighbourhood and during afternoon activities. This has however changed in the last years, children stopped playing on the playgrounds and most of their time is spent behind that small never-ending-joy screen. Not only kids, adults as well prefer non-verbal and virtual conversations over traditional ways of communication. As a result, lack of real and genuine daily interactions have a negative effect on everyone involved especially children and youngsters. They do not develop basic social skills earlier in life which would then help them establish more complex relationships later on. Sooner or later they get to a point when face-to-face interactions with their friends and family become unimportant and irrelevant since social networking sites fulfil their desire to be accepted either amongst their peers or in the wider social circle. Beside all weaknesses and disadvantages related to the development of modern technology,one of the biggest issues adolescents are facing is cyber bullying. Modern cyber abuse nowadays appears in all forms and shapes that were previously unknown and consequences are even bigger and more harmful than they used to be. Fortunately for our society, there are more and more studies and researches digging deeper into this very complex phenomenon. A lot still needs to be done especially among youngsters. The thesis focuses on primary school pupils, 9th graders in particular, therefore, an age group that is going through a very critical period of life which is significant in terms of personal development. We were interested to know how social media and mobile devices affect lives of 14 year olds, existing relationships and ability to make new ones, to what extent they are familiar with cyberbullying and what is their perception of this big issue the society is facing.

V teoretičnem delu diplomske naloge smo predstavili socialni razvoj in komunikacijo otrok, dva izmed ključnih dejavnikov za uspešno socializacijo ter kasnejši napredek otrok. Ob tem smo izpostavili pomen igre, osrednjega sredstva za učenje v predšolskem obdobju, ki ga lahko uporabljamo tudi za učenje veščin socialne komunikacije. V praktičnem in empiričnem delu smo raziskali učinek didaktične igre medvedek Vsevedek. Igro smo izdelali sami in pri tem premišljeno vključili želene elemente raziskovanja, tj. spremljanje napredka otrok v verbalni, neverbalni in simbolni komunikaciji ter spremljanje izboljšanja njihove pozornosti. V raziskavi je sodelovalo 17 otrok, starih med 5 in 6 let. Rezultati so pokazali, da so izboljšali svoje veščine pri vseh merjenih postavkah. S testiranjem vseh otrok v skupini pred in po uporabi igre smo ugotovili, da so najvišje povprečne vrednosti pri verbalni, neverbalni in simbolni komunikaciji izkazovali pri zadnjem testiranju. Otroci so tako izboljšali sposobnosti verbalnega opisovanja pojmov, ki so jih predstavili bolj podrobno in na več različnih načinov. Pri neverbalni komunikaciji so uporabljali več kompleksnih gibov, ki so jih povezovali v celoto. Tudi pri simbolni komunikaciji oz. risanju smo zaznali več podrobnosti, saj so otroci v risbe vložili več truda. Podobne rezultate je pokazala tudi analiza elevacijskega vprašalnika za strokovne delavke, ki so ves čas opazovale potek raziskovanja v skupini. Rezultati so pomembni zlasti iz vidika uporabe družabnih iger za razvoj posameznih veščin, vezanih na socialno komunikacijo. In the theoretical part of the thesis, we focused on children’s development and communication, two of the key factors of a child’s successful socialization and progress. Through that, we emphasized the importance of games, the main learning instrument in pre-school period, which can also be used for learning the skill of social communication. In practical and empirical part, we examined the impact of a didactic game “The Knowitall Teddy Bear.” We designed and developed the game ourselves, incorporating the desired research elements, i.e. monitoring the children’s progress in verbal, non-verbal and symbolic communication and monitoring the children’s improvement regarding attention. The participants were 17 children, aged between 5 and 6. The results have shown that the children’s skills were improved in all measured elements. By testing the participants before and after implementing the game, we discovered that the highest average values in verbal, non-verbal and symbolic communication were demonstrated in the last testing. The children thus improved their ability to verbally describe concepts, present those concepts in more detail and in various ways. In the non-verbal communication, they were able to use several complex movements and combine them into a whole. Regarding the symbolic communication, we detected more details on their drawings the children put more effort into their work. Similar results were found by analyzing the elevation questionnaire for practitioners who oversaw the whole course of research. The results are important in terms of the use of social games for the development of skills related to social communication.

Otroci z Aspergerjevim sindromom (AS) zaradi narave svojih težav potrebujejo specifičen program dela. Največ pomoči in podpore potrebujejo na področju razvijanja socialnih veščin in učenja v konkretnih življenjskih situacijah, preko neposrednega učenja in igre. Krepitev in razvijanje socialnih veščin je najprimerneje izvajati v majhnih skupinah, je pa te oblike dela pri nas manj, saj prevladuje individualno nudenje dodatne strokovne pomoči otrokom z AS. Prav tako programi, ki bi bili ciljno naravnani na področja primanjkljajev otrok z AS, niso ustrezno evalvirani. Eden izmed načinov razvijanja socialnih veščin so skupinske delavnice, preko katerih lahko otrokom nudimo potrebne interakcije ter vplivamo na medsebojno komunikacijo in sodelovanje. Individualen način dela je še vedno prevladujoč, zato je namen magistrskega dela oblikovati, izvesti ustrezen program ter ovrednotiti njegove učinke z vidika zadovoljstva otrok in staršev. Pri delu smo se osredotočili predvsem na igro otrok in na njihovo vedenje v skupini. Naš raziskovalni nabor oseb predstavljajo trije otroci z AS, stari med osem in devet let. Vsi imajo težave na področju socialnih interakcij, izkazujejo specifične interese in ponavljajoča se vedenja. Pri vseh je opazno pomanjkanje empatije, odsotnost intuitivnega razumevanja čustev in drugačno komuniciranje. Posebno pozornost je treba posvetiti tudi vodenju in učenju različnih oblik igranja. V sodelovanju s starši smo spoznavali funkcioniranje posameznega otroka. Otroke smo opazovali z opazovalnimi shemami, ki so bile za potrebe magistrskega dela pridobljene iz tuje literature. Smiselno je, da so skupine otrok z AS oblikovane tako, da jim nudijo priložnost razvijanja ter izboljšanja socialnih veščin v varnem, spodbudnem in strukturiranem okolju. Naš cilj je bil opazovati aktivno vključenost otrok v skupinske igre in dejavnosti, njihov interes za skupinske dejavnosti, način igranja v skupini in navezovanje odnosov z drugimi. Igralne dejavnosti smo izbirali glede na otrokovo starost, interese, potrebe ter druge individualne posebnosti. Individualni in skupinski odzivi ter interakcije so nam služili kot kriterij posameznikovega napredovanja. Intenzivna obravnava v obdobju šestih mesecev je pokazala uspešnost na področju sodelovanja s soudeleženci na delavnicah in vključenosti v dejavnosti. Pozitivni učinki so vidni v samostojnem vključevanju v skupinsko igro ter v pogostejšem iskanju stikov z drugimi otroki. Ugotovili smo, da je bilo težav z neustreznim vedenjem vedno manj. Menimo, da je bila za otroke ključna prosta igra v igralnici, saj je otroci v šoli in doma niso deležni v tolikšnem obsegu in na način, kakršen je bil prisoten na naših delavnicah. Otrokom se je med delavnicami uspelo dogovarjati in se skupaj igrati. Delavnice so pozitivno učinkovale na področje samostojnega dogovarjanja, reševanja problemov, sprejemanja in prilagajanja drug drugemu oziroma skupini. Ostajajo pa nekatera področja, kjer napredka ni bilo, saj naučenega iz situacije delovanja v majhni skupini, še niso zmogli prenesti v druga okolja. Due to the nature of their condition children with Asperger syndrome (AS) need more help and support in developing their social skills and learning in real life situations, through direct learning and playing. In small groups such types of learning are seldom but since development of social skills takes place in a group the program presented in this master’s thesis is specific. In Slovenia there is no evaluation of programs that would focus on special needs of children with Asperger syndrome. Nowadays the importance of a child's social development is becoming more and more acknowledged. One of the ways to develop children’s social skills is through group workshops that enable needed interaction and influence mutual cooperation and communication. Individual work still prevails in Slovenia so the aim of this thesis is to design and implement a program and to evaluate its effects from the aspect of children's and their parents' satisfaction. The program activities focused on children’s playing and their behaviour in a group. The program included three kids with Asperger syndrome aged between 8 and 9. Their condition is characterised by problems in social interaction, a specific scope of interests and by repetitive behaviour patterns. Children with AS also lack empathy, understanding other people's emotions on intuitive basis and communicate differently in comparison to children without the condition. Since children don't develop all forms of playing spontaneously special attention needs to be paid to guiding and learning about different forms of playing. The information about individual children’s behaviours was gained through cooperation with parents. Children were observed by monitoring schemes acquired from foreign research. To form groups for the selected children the following needs to apply: the groups need to enable opportunities for development and improvement of children’s social skills and they need to represent a safe, encouraging, and structured environment. Through monitoring schemes it was observed whether a child was actively included into group playing and activities, their degree of shown interest for group work, their ways of playing in a group and a degree of established interaction in the group. Playing activities were selected according to child's age, interests, needs and individual abilities. The progress was measured on the basis of individual, group response as well as interaction. The 6-month monitoring process showed improvement in cooperation and degree of involvement in activities. Positive aspect was also seen in independent involvement in group playing, and in an increased search for interaction with other children. Also, less unwanted behaviour was observed. The key factor was unguided playing in a playroom the nature and scope of which is different from the one at taking place home or in school. During the workshops the children were able to interact and play together. The workshops had a positive impact on them making arrangements independently, on problem solving as well as accepting and adapting to other people and to the group. There are several fields where no progress was observed. When working in groups the question about the transfer of learned skills to other environments remains.

Otroci z Aspergerjevim sindromom imajo primanjkljaje na področju socialnih veščin, kar jim onemogoča, da bi bili v socialnih situacijah enako uspešni, kot njihovi vrstniki. Z usmerjenim poučevanjem socialnih veščin jim omogočimo razumevanje tega, kar je ostalim samoumevno. S tem pomembno prispevamo k izboljšanju kvalitete njihovega življenja. Usmerjeno poučevanje socialnih veščin lahko poteka skupinsko, npr. v okviru vrstniških skupin ali individualno, npr. v okviru dodatne strokovne pomoči, ki je namenjena premagovanju otrokovih primanjkljajev. Usmerjeno poučevanje predpostavlja predhodno poznavanje stopnje razvitosti posameznih veščin in nato pripravo dejavnosti, ki so namenjene izboljšanju funkcioniranja otroka pri teh veščinah. Vključuje preverjanje razumevanja in spremljanje stopnje usvojitve veščine, ki jo usmerjeno poučujemo. Namen takega poučevanja je pridobitev socialnih veščin za uspešno funkcioniranje v različnih socialnih situacijah preko v naprej pripravljenih aktivnosti, kot so igre vlog, socialne zgodbe, vživljanje v sogovornika itd. Ko usmerjeno poučevanje poteka znotraj skupine, kot je razred, se že z vključitvijo sošolcev socialno okolje najbolj približa tistemu, v katerem bo učenec z Aspergerjevim sindromom moral samostojno funkcionirati. S tem mu omogočimo vajo v socialnem okolju, ki ga mora usvojiti in mu s tem povečamo možnosti za uspešno usvojitev obravnavane socialne veščine. Namen raziskave je bil preizkusiti program razvijanja socialnih veščin za učenko z Aspergerjevim sindromom znotraj razreda ter hkrati ugotoviti, kakšen vpliv ima ta program na njene sošolce, ki so vanj vključeni. Obravnava oseb z Aspergerjevim sindromom največkrat poteka individualno, kar pa za razvoj socialnih veščin ni najbolj optimalno. Izbor naše raziskave kot študije primera je zajemal 1 učenko 3. razreda osnovne šole, ki je v odločbi o usmeritvi opredeljena kot otrok z avtističnimi motnjami – otrok z zmernimi primanjkljaji v socialni komunikaciji in socialni interakciji in otrok z zmernimi primanjkljaji na področju vedenja, interesov in aktivnosti (Aspergerjev sindrom). Ker socialne veščine po definiciji vključujejo socialne interakcije, smo v zastavljeni program vključili celotni 3. razred, skupaj 21 učencev. Program je bil zasnovan z upoštevanjem specifičnih značilnosti funkcioniranja otrok z Aspergerjevim sindromom in prilagojen nivoju razvoja socialnih veščin učenke, vključene vanj. V raziskavi so sodelovali še učenkini starši, razredničarka in specialna in rehabilitacijska pedagoginja, ki izvaja ure dodatne strokovne pomoči z učenko. Pred in po izvedbi programa so izpolnili ocenjevalno lestvico funkcionalnih socialnih veščin, na kateri so opredelili nivo učenkinega obvladovanja posameznih socialnih veščin. S tem smo pridobili podatke o področjih socialnih veščin, kjer učenka potrebuje največ pomoči ter ob koncu beležili spremembe v njihovem obvladovanju. Povezanost razreda smo pred in po izvedbi programa merili s pomočjo sociometrične metode po dvodimenzionalnem sociometričnem klasifikacijskem sistemu z omejeno izbiro. S pomočjo te preizkušnje smo pridobili informacije o povezanosti med učenci (indeks kohezivnosti) ter o položaju učenke z Aspergerjevim sindromom v razredu (socialni status). Program je obsegal 15 srečanj, ki so potekala enkrat tedensko v okviru pouka in so vključevala usmerjeno poučevanje socialnih veščin, pri katerih učenka z Aspergerjevim sindromom potrebuje največ pomoči. Izvajali smo socialne aktivnosti, ki so se v okviru različnih pristopov v preteklosti izkazale za učinkovite za otroke z Aspergerjevim sindromom. Ob koncu programa so ocenjevalci sodelovali še v intervjuju o morebitnih opaženih spremembah pri učenki in v razredu (razredničarka). Zbrani podatki so bili statistično obdelani, rezultate pa po hipotezah prikazujemo s pomočjo grafov in tabel. Na podlagi dobljenih rezultatov smo lahko izvedenemu programu pripisali določen nivo učinkovitosti, ne moremo pa govoriti o njegovi nedvoumni učinkovitosti, ki bi pomenila generalizacijo obravnavanih socialnih veščin na druga okolja. Ob koncu izvajanja programa so se pri učenki z Aspergerjevim sindromom pokazale pozitivne spremembe na določenih področjih socialnih veščin, ki so jih na lestvici opredelili starši in specialna pedagoginja. Razredničarka pa je poročala o opaženih spremembah na področju socialnih veščin, tako pri učenki z Aspergerjevim sindromom, kot pri njenih sošolcih. Poročala je o pozitivnih spremembah v skupinski dinamiki, sodelovanju med učenci ter njihovi medsebojni povezanosti. S tem smo pokazali, da je vpeljava programa usmerjenega poučevanja socialnih veščin v razred smiselna tako za otroke s posebnimi potrebami, kot za njihove vrstnike. Omogoča namreč pridobivanje veščin v vrstniškem okolju, ki je hkrati okolje, v katerem bodo pridobljene veščine uporabljali. Program je učinkovit tudi za otroke, ki sicer na področju socialnih veščin nimajo večjih težav, saj z vključitvijo vanj pridobijo vpogled v funkcioniranje sošolcev, ki te težave imajo. V nadaljnje lahko svoje funkcioniranje regulirajo tako, da so do sošolcev s težavami na področju socialnih veščin bolj strpni in razumevajoči. Children with Asperger syndrome have deficits in social skills, which makes it impossible for them to be as successful in social situations as their peers. Targeted teaching of social skills help them understand what other children take for granted, which is an important contribution to improving the quality of their lives. Targeted teaching of social skills can take place in a group, e.g., in peer groups, or individually, e.g., as a part of additional specialist assistance aimed at overcoming the child's deficits. Targeted teaching presumes prior knowledge of the degree of development of single skills, and is followed by the preparation of activities aimed at improving the child's functioning using these skills. Targeted teaching consists of examining the understanding, and monitoring the degree of adoption of the skills that are taught. The purpose of such teaching is the acquisition of social skills to successfully operate in various social situations the skills are acquired through pre-prepared activities, such as role playing, social stories, empathy toward another person, and others. When targeted teaching takes place within a group, such as a class, the involvement of classmates is the closest imitation of the kind of social environment in which a learner with Asperger syndrome will have to function independently. In this manner, the learner is enabled to practice in the social environment that needs to be adopted. This increases the possibilities for a successful adoption of concerned social skills. The purpose of this research was to test the program of developing social skills with a learner with Asperger syndrome in her class, and to determine the impact of this program on her classmates who also participated in the program. Treating people with Asperger syndrome is prevalently done individually, although this does not favor their social skills development. The case study of this research included one learner, aged eight, in her third grade of primary school. In the statement of special needs, the learner was defined as a child with autism spectrum disorders, i.e., a child with moderate deficits in social communication and social interaction, and a child with moderate deficits in behavior, interests, and activities (Asperger syndrome). By definition, social skills include social interaction, which is the reason why the entire third-grade class—a total of 21 pupils—was included in the program. The program was planned to take into account specific functioning characteristics of children with Asperger syndrome. Moreover, it was adapted to the level of development of the learner's social skills. The research also involved the learner's parents, the class teacher, as well as the special and rehabilitation teacher who carries out additional specialist assistance lessons with the learner. Prior to and after the program, the participants filled in an evaluation scale of functional social skills with which they defined the learner's management level of individual social skills. This helped acquire data on the social skills that the learner needs most assistance with. It also enabled recording changes in their management when the program was finished. The class cohesion was measured before and after the program using a sociometric method based on a two-dimensional sociometric classification system with limited choice sets. The test helped acquire information on the cohesion among learners (cohesion index), and the position of the learner with Asperger syndrome in the class (social status). The program encompassed 15 weekly meetings in the classroom and was based on targeted teaching of those social skills that the learner with Asperger syndrome needs most assistance with. The research was carried out on the basis of the social activities that proved to be effective for children with Asperger syndrome in the past by means of various approaches. At the end of the program, the assessors participated in an interview regarding any changes observed in the learner, and in the class (class teacher). The data obtained was statistically processed, and the results are presented with graphs and tables on the basis of hypotheses. A certain level of effectiveness was then attributed to the implemented program based on the results however, it is impossible to determine that the program is unambiguously effective because this would imply that the social skills examined in this case were generalized to other settings. At the end of the program, positive changes were observed in the learner with Asperger syndrome in certain areas of social skills, and were marked on the scale by her parents and the special education teacher. In addition, the class teacher reported changes in social skills both in the student with Asperger syndrome and in her classmates. The class teacher also reported positive changes in the group dynamics, cooperation among learners, and their cohesion. The research has shown that introducing targeted teaching of social skills in class is sensible both for children with disabilities as well as for their peers. The program enables acquiring skills in a peer environment that is also the environment in which the acquired skills will be used. In addition, the program is also effective for children without major problems in social skills because their participation gives them insight into classmates who do face these problems. In the future, these children can regulate their functioning in such a way that they are more tolerant and understanding toward their classmates with problems in social skills.

V diplomskem delu sem predstavila projekt Spodbujanje sodelovanja med otroki, ki sem ga v vrtcu izvajala od aprila do junija 2016, v času praktičnega usposabljanja. Delo temelji na načrtovanju, izvedbi ter evalvaciji projekta. Nameni projekta so bili spodbujanje in učenje sodelovanja med otroki preko načrtovanih dejavnosti socialnih iger ter spoznavanje prednosti, ki jih sodelovanje prinaša. Otroci so se preko različnih pripravljenih dejavnostih srečevali z različnimi oblikami sodelovanja. V dejavnostih je bilo potrebno sodelovanje, da je bila na koncu dejavnost oziroma naloga uspešno opravljena. Za uspešno dosego cilja dejavnosti so bili tako potrebni vključevanje vseh članov skupine, podrejanje, načrtovanje, sklepanje kompromisov, medsebojna pomoč itd. Glavna ugotovitev diplomskega dela je, da se je sodelovanje med otroki uresničevalo, vendar v dejavnostih niso bile uresničene vse možnosti, ki so se ponujale za sodelovanje. Cilji, ki so bili zastavljeni za posamezne dejavnosti, so v večini izhajali iz glavnega cilja spodbujanja sodelovanja med otroki, preostali cilji pa so bili vezani tudi na druga področja spoznavanja. In this diploma thesis I presented the project “Stimulation of collaboration between children”, which I executed during my practical training from April to June 2016. The diploma is based on planning, execution and evaluation of the project. The purpose of this project was to stimulate and teach collaboration between children through planned activities, social games, and the comprehension of advantages that collaboration brings. Through different activities, children explored different forms of collaboration. In the prepared activities, children had to collaborate to successfully finish the task. To successfully finish the task, children had to include all members of the group, they had to plan ahead, compromise, help each other, etc. The main conclusion of this diploma thesis is that children did collaborate in given the tasks, but not all opportunities for collaboration were taken. Goals that were set for each activity were based on the main goal of collaboration, and minor goals were connected to other development areas.

Poznamo različne koncepte vzgoje in izobraževanja in vsak od njih se trudi ravnati v dobrobit celostnega razvoja posameznika. V svetu je dobro poznana pedagogika, ki jo je razvijal pedagog nemških korenin, Kurt Hahn. Oblikoval jo je na podlagi osebnih izkušenj in odzivov na družbeno dogajanje v prvi polovici dvajsetega stoletja. Njen glavni namen je oblikovati samostojno, odgovorno, strpno in sočutno osebo, ki bi na podlagi individualno zastavljenih ciljev izluščila iz sebe le najboljše. Na podlagi Hahnove filozofije se je razvil program MEPI ali Mednarodno priznanje za mlade, v katerega je v Sloveniji vključenih več kot 70 osnovnih in srednjih šol in se izvaja pod okriljem Društva MEPI. Na šolah ga izvajajo učitelji, ki so usposobljeni za mentorje in inštruktorje. Vanj se lahko vključijo mladi od štirinajstega do petindvajsetega leta starosti. Ker smo opazili pozitivne učinke pri mladih, ki so program opravljali, in ker menimo, da je lahko odlično dopolnilo k pouku družbe, smo se odločili, da po konceptu MEPI-ja oblikujemo enoletni program za peti razred osnovne šole. Program vključuje načrt dejavnosti po mesecih za eno šolsko leto ter priročnik z učnimi pripravami za izvedbo tridesetih kontaktnih ur mentorja z udeleženci. Pri pripravi dejavnosti smo sledili večinoma učnemu načrtu za družbo v petem razredu ter konceptu programa MEPI. Tako smo vključili najprej dejavnosti za razvoj individualnih sposobnosti, v drugem delu pa dejavnosti za razvoj veščin timskega dela. Ta del je posvečen pripravam na odpravo, v sklopu katerih pridobivajo učenci znanja s področja prostorske orientacije in kartografije ter preko različnih izzivov socialne veščine. Trudili smo se, da oblikujemo program, ki bi bil zanimiv in poučen za učence, izvajalcem programa pa predstavljal možnost, kako vzpostaviti kontakt z mladimi na malo manj formalen način. Upamo in želimo, da bi ga v praksi preizkusilo čim več izvajalcev, v ta namen bomo delili napisan priročnik z vsemi interesenti. There are different concepts of education and each of them is trying to act for the benefit of the integral development of the individual. There is a well known pedagogy, which has been developed by pedagogue of German roots, Kurt Hahn. It was designed based on personal experiences and responses to social developments in the first half of the twentieth century. Its main purpose is to create an independent, responsible, tolerant and compassionate person who would bring out the best out of them based on their personal goals. Based on the Hahn’s philosophy MEPI program (Duke of Edinburgh’s International Award) was developed, which is included in more than 70 primary and secondary schools in Slovenia and it is carried out under the auspices of Društvo MEPI. In schools it is carried out by teachers who are trained as mentors and instructors. Young people from the fourteenth to twenty-five years of age can join this program. As we have observed positive effects on young people, who were engaged in the program, and because we believe it can be an excellent complement to course of social studies, we decided to design a one-year program for fifth grade of primary school based on MEPI. The program includes action plan by months for one school year and a manual with preparations for the execution of thirty contact hours between mentor and participants. In preparation of activities, we followed mainly curriculum for fifth grade course of social studies, and the concept of the MEPI program. In the first part we included activities for the development of individual skills and in the second part activities to develop teamwork skills. This section is devoted to the preparations for the expedition, under which students acquire knowledge in the field of spatial orientation and mapping as well as through various challenges of social skills. We tried to design a program that would be interesting and instructive for students and for mentors the program represented a possibility, how to establish contact with young people at a little less formal way. We hope and we wish that this program is tested in practice by as many mentors as possible, for this purpose we will share written guide with all interested parties.

Svet, kot ga poznamo danes, neutrudno bodri človeka k nenehni socialni udeleženosti, ob hkratni zahtevi, da je omenjeno socialno delovanje tudi kakovostno, če ne že vrhunsko. Storilnostna naravnanost družbe rezultira v stresnih, konfliktnih in odgovornih situacijah. Takšne razmere kličejo po nujnosti stalne dinamičnosti posameznika v procesih izobraževanja in izpopolnjevanja. Ob vsem tem je nepogrešljiv kakovostni razvoj lastne osebnosti. Programe, ki bodo mladostnikom in mladim ponudili oporo na poti osebnostne rasti, vidim v treningih socialnih veščin in konkretno v treningu asertivnosti. Namen magistrskega dela je bil preučiti vpliv treninga asertivnosti na socialno sprejetost učencev ter evalvirati intervencijo treninga asertivnosti, tako s perspektive udeležencev kot tudi s perspektive mojih refleksij po izvedenih delavnicah. Praktičen del naloge zajema pripravo in izvedbo treninga asertivnosti, sestavljenega iz šestih delavnic. Kvantitativni del vključuje aplikacijo sociometrične preizkušnje in tehnike »Kdo je kdo« na osmi razred osnovne šole pred treningom asertivnosti in po njem. Kvalitativni del, ki predstavlja večino rezultatov raziskave, pa zajema refleksije moderatorke po vsaki delavnici ter podatke, pridobljene z intervjuji, in njihovo analizo po postopkih utemeljene teorije. Po koncu analize sem 85 kod povezala v 6 konceptov. Nastale koncepte sem oblikovala v Model izkušnje TA (treninga asertivnosti). V modelu pojasnjujem izkušnjo učencev s treningom asertivnosti. Kot najpomembnejši komponenti izkušnje sta se izkazali Dinamika TA in Aplikativna vrednost TA. S sociometrično preizkušnjo in tehniko »Kdo je kdo« sem preverjala spremembe v socialni sprejetosti učencev, udeleženih na treningu asertivnosti. Rezultati nakazujejo večjo socialno sprejetost omenjenih učencev v njihovem razredu. Podatki veljajo le za vključeni razred in jih ne posplošujem na populacijo. Ključni in izvirni prispevek raziskave predstavlja hipoteza o razumevanju izkušnje učencev s treningom asertivnosti, kar razlagam skozi Model izkušnje TA. The world as we know it insists that we take an active part in society at all times while also expecting one's performance to be proficient, if not superior, for that matter. In such a performance-driven culture, the pressure to be as productive as possible coupled with increased personal responsibility results in stressful, conflict and ever more challenging situations, which calls for an individual to be constantly on the go, dynamic and ever-ready, while also taking good care of personal growth and well-being throughout the education process. To this end, I propose social skills training programmes specifically, assertiveness training, as a solution to successful personal growth for young generations. The purpose of the present master's thesis is thus to study the effects of assertiveness training on social acceptance of primary school students by evaluating the training intervention results, taking into account both the participants' perspective and my own observations on the reflections from the training workshops. In line with this development, the empirical research includes the preparation and implementation of assertiveness training, consisting of a series of six workshops. While the quantitative research includes the use of a sociometric test and the "Guess Who" technique with eighth graders before and after the assertiveness training, the qualitative part of the study, providing the majority of the results, introduces the moderator’s reflections from each workshop, followed by a theory-based analysis of the data obtained from the interviews. Once analysed, the 85 codes are grouped into six concepts that constitute AT (Assertiveness Training) Experience Model. The model provides valuable insight into the students' AT experience—with AT Dynamics and AT Applicative Value as its most important components. By applying the sociometric test and the "Guess Who" technique, the study investigates the changes in social acceptance of the students after their participation in assertiveness training workshops. Even though the collected data are not representative of an entire population as they apply only to one particular class, the results point towards greater social acceptance of the participating students by their classmates. Yet perhaps the most crucial and valuable contribution to the research is the hypothesis itself, i.e. the interpretation of the students' experience with AT, as presented through the AT Experience Model.

Na prehodu iz otroštva v mladostništvo naraščajo težave na psihosocialnem področju. Z ustreznim treningom socialnih veščin lahko mladostnikom pomagamo, da ustrezno razvijejo lastno identiteto, se lažje spopadejo s težavami, izboljšajo kvaliteto medosebnih odnosov in postanejo bolj psihološko odporni. Da bi se mladostniki uspešnejše socialno prilagodili in da bi se zmanjšala pojavnost motečega vedenja v šoli, sem se odločila, da razvijem trening socialnih veščin, ga izvedem in evalviram. Pri tem me je zanimalo tudi, ali se bodo pojavile kakšne morebitne spremembe v razvoju socialnih veščin in kakšno prepričanje bodo sodelujoči učenci imeli po izvedbi treninga glede spremembe lastnih vedenjskih in čustvenih vzorcev ter ali se bo njihova pozornost na svoje vedenje povečala. Trening socialnih veščin sem izvedla v osmem razredu osnovne šole v pomurski regiji, kjer se je za sodelovanje odločilo 6 učencev. Izvedla sem ga v obliki delavnic, s katerimi so učenci pridobivali veščine asertivnosti, sodelovanja, empatije, samokontrole in odgovornosti. Raziskovanje je temeljilo na kvantitativnem in kvalitativnem zbiranju podatkov. Podatke sem pridobila s pomočjo lestvice socialnih veščin, vprašalnika prepoznavanja čustev in samorefleksije, sprotnih poročil, evalvacijskega končnega vprašalnika, evalvacijskega pripomočka »Tarča« in »Pričakovanja in strahovi«. Na podlagi pridobljenih podatkov in ocenjevanja sem ugotovila, da so se tekom izvajanja treninga socialnih veščin pokazale nekatere pozitivne spremembe in napredek na področju socialnih veščin. Skupaj s sovoditeljem sva izvedbo treninga socialnih veščin ocenila kot uspešno. Trening socialnih veščin se je izkazal za uporabno in primerno obliko pomoči za mladostnike na psihosocialnem področju. When children enter adolescence, psychosocial problems become more frequent. Using an appropriate social skills training, we can help adolescents properly develop their own identity, cope with their problems more easily, improve the quality of their interpersonal relationships and enhance their psychological resilience. To help adolescents with social adaptation and to reduce the occurrence of disruptive behaviour in school, we decided to develop, perform and evaluate a social skills training. We were interested in whether any changes would occur in the development of social skills, and whether after finishing the training the participating pupils would perceive any changes in their behavioural and emotional patterns and become more aware of their behaviour. The social skills training was performed in 8th grade at an elementary school in the Pomurje region, where six pupils volunteered to participate. It was conducted in the form of workshops, whereby pupils gained skills of assertiveness, cooperation, empathy, self-control and responsibility. Research was based on quantitative and qualitative collection of data. Data was gathered by using a social skills scale, an emotion recognition and self-reflection questionnaire, regular notes, a final evaluation questionnaire and the evaluation tools “Tarča” (Target) and “Pričakovanja in strahovi” (Expectations and Fears). Based on the collected data and the evaluation, we have established that there were some positive changes and progress in the field of social skills that arose during the social skills training. My fellow training coach and I assessed that the social skills training was conducted successfully and it has proven to be a useful and appropriate tool in helping adolescents with their psychosocial skills.

Raziskava je bila zastavljena kot študija primera vrstniških odnosov v osnovni šoli, ki po teoriji samodoločanja pomembno prispevajo k posameznikovem učenju in razvijanju potencialov. Z metodo akcijskega raziskovanja sem preverila povezanost, kvaliteto odnosov, učno zavzetost in učno odtujenost v štirih oddelkih 7. razreda. Z namenom izboljšanja vrstniških odnosov sem v razredih izvedla in evalvirala pet izkustvenih delavnic socialnih veščin. V raziskavi je sodelovalo 80 učencev, 4 razredničarke in šolska svetovalna delavka. V kvantitativnem delu raziskave sem analizirala podatke, pridobljene s sociometrično preizkušnjo, tehniko »Kdo je kdo« in Vprašalnikom učne zavzetosti nasproti učni odtujenosti. V kvalitativnem delu raziskave sem analizirala pisne povzetke polstrukturiranih intervjujev in samorefleksij petih delavnic ter pisne odgovore učencev o spoprijemanju s socialnimi situacijami. Rezultati so pokazali trend pozitivnih sprememb pri sociometričnem statusu in nižjo učno zavzetost po izvedbi delavnic. Priljubljeni učenci so bili s strani vrstnikov zaznani kot najbolj prosocialni, kontroverzni in zavrnjeni učenci pa kot najbolj impulzivni. Socialno sprejeti in nesprejeti učenci se niso razlikovali v učni zavzetosti. Razredničarke in šolska svetovalna delavka so poročale o številnih individualnih in okoljskih dejavnikih vrstniških odnosov ter učne zavzetosti. Učenci so najpogosteje navajali, da bi se v konfliktni situaciji postavili zase, najpravilneje pa bi se jim zdelo o situaciji poročati odrasli osebi. Nadaljnje delo z razredom je potrebno in zaželeno. Razredničarke in šolska svetovalna delavka so izpostavile pomemben dejavnik odnosa z učiteljem, vzpostavljanje varnega okolja in postavljanje meja ravnanja. Prednost raziskave je v kvalitativni obravnavi vrstniških odnosov in izvedbi izkustvenih delavnic, ki bi morale biti v prihodnjih raziskavah in preventivnih šolskih programih načrtovane bolj poglobljeno, pogosteje in čez celotno šolsko leto. The research was set as a case study of peer relations in elementary school, which based on the self-determination theory are a key factor of the development of individual learning and developing of potentials. With the method of action research, I have examined the connections, quality of relations, academic engagement and disaffection in four classrooms of the seventh grade. To improve peer relations in the classroom, five experiential workshops on social skills were conducted and evaluated. 80 pupils have been included into the research, 4 classteachers and one school counselor. In the quantitative part I have analyzed the data gathered with the sociometric procedure, the technic “Who is who” and a Questionnaire of Engagement versus Disaffection with Learning. In the qualitative part of the research I have analyzed the written summaries of half-structured interviews, self-reflections of five workshops and the written comments of the pupils regarding their coping with social situations. The results have shown a trend of positive change by the sociometric status and a lower engagement with learning during the workshops. The popular pupils have been perceived as the most pro-social, the controversial and rejected as the most impulsive. The socially accepted and the rejected pupils had no difference in their academic engagement. The classteachers and the school counselor have reported about several individual and environmental factors of peer relations and academic engagement. The pupils have strongly indicated that in a conflict situation they would stand their ground and would feel the right reaction would be to report the happening to an adult person. Further work with the class is needed and desirable. The classteachers and the school counselor have exposed an important factor the relation with the teacher, establishing a secure environment and setting the borders of action. The advantage of this research lies in its qualitative treatment of peer relations and the realization of the experiential workshops, which should be planned more into detail and more substantially in future research and preventive school curriculums.

Pojem motnje v duševnem razvoju se nanaša na stanje intelektualnega in splošno socialnega funkcioniranja posameznika. Učenci z motnjo v duševnem razvoju so tako zaradi umskih oslabitev manj socialno kompetentni. Njihove socialne spretnosti so slabše in kažejo več motečih problematičnih vedenj, zato potrebujejo učenje socialnih veščin, ki jim omogočijo lažjo vključitev v širše socialno okolje. Ker se njihove socialne spretnosti lahko skozi čas izboljšajo, če so jim zagotovljeni primeren trening in priložnosti, sva pri učencih z lažjo motnjo v duševnem razvoju izvedli trening socialnih veščin, in sicer v 6. razredu osnovne šole s prilagojenim programom, v katerem je 7 učencev, starih od 12 do 14 let. Trening sva izvedli v obliki delavnic, s katerimi so učenci pridobivali veščine na področju izražanja in razumevanja emocij, samokontrole, komuniciranja, reševanja konfliktov, primernega in neprimernega vedenja, medsebojnih odnosov ter na področju samovrednotenja. Glavni namen magistrske naloge je bil preučiti socialne odnose in spretnosti pri učencih z motnjo v duševnem razvoju ter s treningom socialnih veščin vsaj nekoliko prispevati k izboljšanju njihovih socialnih veščin in odnosov ter analizirati in evalvirati izvedbo treninga socialnih veščin pri omenjenih učencih. Raziskovanje temelji na kombiniranju kvalitativnih in kvantitativnih tehnik pridobivanja podatkov. Podatke sva pridobivali s pomočjo samoocenjevalnega vprašalnika, opazovanja z udeležbo, delno strukturiranega intervjuja z učitelji in evalvacijskega vprašalnika za udeležence. Na podlagi pridobljenih podatkov in analiz sva ugotovili, da so se tekom šolskega leta pokazale pozitivne spremembe in napredek na področju socialnih veščin pri učencih z lažjo motnjo v duševnem razvoju. Izvedbo treninga socialnih veščin pri omenjenih učencih ocenjujeva kot uspešno in učinkovito. Trening socialnih veščin se je tako izkazal kot primerna in učinkovita oblika pomoči učencem z motnjo v duševnem razvoju. The term intellectual disability refers to the state of the individual’s intellectual and general social functioning. Because of the decline in mental ability, students with intellectual disabilities have a lower level of social competences. These students have poor social skills and exhibit more disruptive behaviour problems. Since social skills allow the students to integrate in a wider social environment, they need social skills training. In time, the students’ social skills can improve, provided they receive the appropriate training and opportunities. For the purpose of this thesis, a social skills training was conducted on students with a mild intellectual disability. The participants were seven students, ages between 12 and 14, which attend the sixth grade of a primary school for children with special needs. The training was executed in form of workshops, where the students acquired skills in expressing and understanding emotions, self-control, communication, problem solving, appropriate and inappropriate behaviour, human relations and self-evaluation. The main aim of this master’s thesis was to research social relations and skills in students with intellectual disabilities. Moreover, the aim was to contribute to improving the students’ social skills and relations with the social skills training, and to analyse and evaluate the execution of the social skills training on these students. The study is based on the combination of qualitative and quantitative methods of data collection. The data was gathered with the help of a self-evaluation questionnaire, partaking and observing, a semi-structured interview with the teachers, and an evaluation questionnaire for the participants. The data and analysis have proven that, throughout the school year, students with a mild intellectual disability have made positive changes and improved their social skills. The execution of the social skills training for these children is estimated successful and effective. The social skills training was proven to be a suitable and effective form of help for students with intellectual disabilities.