Mobile service to provide support at home
- Is a project work by the Residential and counselling Centre Planina,
- It offers preventive, deinstitutionalized and alternative form of the institutional education of a child/adolescent in their domestic environment,
- It performs intensive work with the parents and family of the user.
The awareness that working with the families of children in the institution is complex, demanding and perhaps not so much the domain of the educator in the educational institution does not depart from the fact that working with the family is indispensable for both successful living in the institution and for the re-socialization of the child back to broader social environment. Intensive professional and competent preventive action in families could reduce the number of placements of children and adolescents in educational institutions or prevent the occurrence of more serious forms of emotional and behavioural disorders. In this respect, the mobile service offering family support is an innovative and alternative format of educational work with children and adolescents with emotional and behavioural problems or disorders, and takes place in the children's home (at home, school, elsewhere) and is geared extensively to de-institutionalization, prevention and systemisation (cooperation with the whole system into which the child is included). (Žigon, 2018, p. 2))
It is provided:
- At home as an alternative format of education,
- In the period following the discharge of the user from the residential treatment institution to their domestic or other environment.
Emotional and behavioural problems or disorders of a child or adolescent arise over a longer period of time (Ministry of Education, Science and Sport, 2017, p. 12) and are largely dependent not only on an individual but also on the family and broader social contexts and factors (Kobolt, 2011, p. 155-156).
Purpose of this format of educational activity:
- Social-pedagogical diagnosis of the user through observation with participation,
- Planning the most appropriate form of social-pedagogical assistance for the user,
- Performance of mobile assistance for the user and their family.
Systemic thinking, writes Kobolt, "has introduced a major shift in the concept of the theory of psycho-social work, and hopefully also of pedagogical treatment. The systemic thinking development requires a communication theory since people align their behaviour and conduct with the language and the use of agreed symbols/characters. At the same time, people are capable of meta-communication, which means that we can talk about this alignment, reflect it and analyze it. This allows the world of relations to be reflected in words which we use to exchange intersubjective worlds." (Kobolt, 2011, p. 157)
Mobile educator in a family:
- plays a connective and coordination role between various systems of aid (social work centres, school, family, health care, etc.) dealing with the child/adolescent,
- He/She works towards the reduction or elimination of the consequences of emotional-behavioural issues of the user.
Kobolt stresses that the occurrence of emotional and behavioural problems separately or in combination is "heterogonous in terms of both manifestations and factors that influence their formation and consolidation. It is a mix of biological, psychological and social factors. All three act interactively in the process of child development. Problems can be predominantly internalized (emotional problems), externalized (behavioural problems) or combined (emotional and behavioural problems)." (Kobolt, 2011, p. 160)
Users of the mobile service are:
- children and adolescents with light emotional-behavioural disorders,
- their families,
- those prepared to cooperate with mobile educators in families.
The problems of children and adolescents dealt with by the mobile assistance are diverse and often related to the development stage ... school refusal, auto or hetero-aggression, unusual (decreasing) behaviour (strange speech, mismatched communication and behaviour), social isolation from peers, regressive behaviour, eating and feeding disorders, inadequate hygiene and body care, poor working habits ,delays in learning, learning difficulties ... they are faced with ... the consumption of illicit substances and excessive intoxication ... escaping into the virtual world of social networks and computer games ... a lack of working habits, delays in learning, sauntering and roaming, escaping from home ... loneliness, learning disabilities and learning difficulties, anxiety, depressive symptoms, etc. (Žigon, 2018, p. 2)
- Mobile phone: 040/664-920
- Kobolt, A. (2011). Razumevanje in odzivanje na čustvene in vedenjske težave. Socialna pedagogika, 15(2), 153-173.
- Ministrstvo za izobraževanje, šolstvo in šport. Celostna obravnava otrok s čustvenimi in vedenjskimi motnjami v vzgojnih zavodih. Javni razpis. Obtained from http://www.mizs.gov.si/si/javne_objave_in_razpisi/okroznice/arhiv_okroznic/okroznice_razpisi_in_javna_narocila/javni_razpisi/?tx_t3javnirazpis_pi1%5Bshow_single%5D=1537
- Strokovni center Planina (2018). Vzgojni zavod Planina. Pridobljeno s http://www.vz-planina.si/index.php/sc-domov
- Žigon, A. (2018). Mobilna pomoč v družini. V Mednarodna konferenca EDUvision 2018. Urednika: M.O., S.J. »Sodobni pristopi poučevanja prihajajočih generacij«. Kraj: Ljubljana. Založnik: EDU vision, Stanislav Jurjevčič s.p. Obtained from http://www.eduvision.si/zbornik-prispevkov