Background The methodological part of the large-scale study on the psychosocial distress of young people in Slovenia focused on vulnerable young people who use drugs and explored the potential of online interventions in harm reduction programmes. We looked at the needs of young people who, at the time of the research, were attending a virtual Discord day centre hosted by the DrogArt NGO or were involved in the organisation's other programmes. We explored young people's knowledge of online interventions, their satisfaction with them, and the opportunities they offer for harm reduction programmes. Methods The study used a qualitative methodology with a combination of deductive and inductive coding, and relied on framework analysis. 18 young people who had used drugs or had stopped using participated in the study. The inclusion criterion was a minimum age of 25 years. In-depth interviews were conducted with the young people, which lasted on average between one and a half and two hours. Results The study showed the potential of online interventions, specifically the virtual day centre, which provide a safe and relaxed space for young people in the sample to meet and talk, which is accessible and where they feel welcome. Online interventions have also enabled some of the sample to engage in the "offline" support types offered within the organisation. The main advantages of online interventions are seen by young people as being more "geographically" accessible and more available during the COVID-19 epidemic. Online support suits some people because they can leave sessions more quickly and it is more informal, while others prefer it because of specific problems or difficulties, such as social anxiety. Conclusions The results show the relatively high potential of online interventions in harm reduction programmes, as well as more broadly for young people with various psychosocial difficulties and who, for example, do not use drugs. These types of support allow quick contact with a professional or peer and facilitate contact with a support programme. Young people are still poorly informed about the support programmes available in Slovenia and would like more information. Thus, in addition to developing and upgrading the network of programmes, we need to focus on providing information to young people through channels that are close to them and can reach them.
Problems in vulnerable families are multilayered and include the intersection of physical, psychosocial and other forms of distress. The multidimensional nature of the problems of these families is closely linked to the fact that there are many institutions in the field of education, social welfare, health care and others, in which treatment and support are not satisfactory or adapted to their needs. The article presents the partial results of a large-scale qualitative research study, results that refer to the position of vulnerable families in the context of preschool education. The study examined how vulnerability is experienced by parents of preschool children, how the expert workers in the preschools involved in the study responded to the parents’ vulnerability, and how they cooperated with experts from other services outside the preschool. A qualitative research method was used in the study. Data was collected partly through semi-structured interviews with various expert workers employed in two preschools, as well as with the parents of children in the preschools; the interviews were conducted individually and in focus groups. Using thematic analysis (Braun & Clarke, 2006), we have identified four representative themes: amongst parents, the two recurring themes can be subsumed under the headings “from door to door” and “adaptation/flexibility”, and amongst experts, under the headings “powerlessness/incompetence/lack of information” and “power/innovation/sensitivity”. The study finds that the ability to effectively contend with vulnerability presumes a reconceptualisation of the attitude of institutional preschool education towards the family, including a change in the professional role of preschool teachers.
Pričujoča monografija je namenjena širokemu bralstvu, tako znanstveni srenji kot tudi učiteljem, ki se želijo seznaniti z izkustvenim učenjem ali nadgraditi njegovo poznavanje, in omogoča vpogled v teoretske zasnove in praktične izpeljave tega izobraževalnega pristopa. Na podlagi pregleda literature in primerov dobrih praks monografija s pomočjo ključnih konceptov ter zgodovinskega razvoja reflektira izkustveno učenje in osmišlja njegovo sistematično vpeljevanje predvsem v formalnem pa tudi v neformalnem izobraževanju. Temeljni cilj je bralcu približati izkustveno učenje in odpirati možnosti specifičnega ter učinkovitega vključevanja tega pristopa v izobraževalni proces.
V članku so raziskane in predstavljene perspektive udeleženih v različnih emancipatornih praksah, porajajočih se znotraj visokošolskega prostora, konkretno na ljubljanski Pedagoški fakulteti. Prek emancipatornih praks se udejanjajo nekatera ključna načela socialne pedagogike, kot so pedagogika srečevanja, delovanje v življenjskem prostoru, poskus potopitve v resničnosti ljudi, ki nas zanimajo, ter preseganje ločnic »mi-oni« s praksami zabrisovanja. Empirični del izhaja iz pripovedi in refleksij študentov in študentk, udeleženih v petih tovrstnih praksah, ter nam približa, kako oni koncipirajo tovrstno udejstvovanje in kaj to zanje pomeni. Komponente, ki jih udeleženi v tovrstnih praksah omenjajo kot ključne, so: avtonomija, ustvarjanje povezane in horizontalno delujoče skupine, poskusi preseganja institucionalnih omejitev ter omogočanje prostora za kritični razmislek in ustvarjanje sprememb; glavni omejitvi, ki ju pri tovrstnih praksah zaznavajo, pa sta začasnost in z njo omejen domet tovrstnih praks v smislu vidnih družbenih sprememb.
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