Izvirni znanstveni članekPraktično usposabljanje je pomemben del izobraževanja za socialno delo. V času pandemije covida-19 je zaradi ukrepov, povezanih z zmanjševanjem širjenja virusa, potrebovalo številne prilagoditve (sodelovanje z uporabniki na daljavo, zmanjšanje ur prakse ipd.), to pa je za študentke in mentorice pomenilo nove izzive. V članku predstavljamo doživljanje izvedbe praktičnega usposabljanja za socialno delo v Sloveniji v času prvega vala epidemije covida-19 z vidika mentoric in študentk. Rezultati raziskave kažejo, da se pri deležnikih pojavlja različno zadovoljstvo z izvedbo prakse v spremenjenih okoliščinah. Izzivi študentk so bili povezani predvsem z nemožnostmi za sodelovanje z uporabniki in dodatno obremenjenostjo zaradi prilagoditev študijskega procesa, pri mentoricah pa s tem, kako zagotavljati kakovostno mentorstvo in omogočati pričakovane izkušnje v takšnih okoliščinah. Študentke so zaradi spremenjene situacije pridobile več novih znanj, tako vsebinskih kot tudi tistih, povezanih z uporabo informacijsko-komunikacijske tehnologije. Ugotovitve raziskave tudi kažejo, da je pri spoprijemanju študentk z izzivi na praksi ključna podpora mentoric (s Fakultete za socialno delo in učnih baz), saj jim da znanje, kako se na izzive odzvati.Ključne besede: praktično usposabljanje, mentorstvo, zadovoljstvo, pandemija, kombinirana raziskava. Dr. Tadeja Kodele je asistentka na Fakulteti za socialno delo. Njeno področje dela so socialno delo z mladimi, participacija otrok in socialno delo z družino.
Families facing poverty suffer from many other stresses. Children’s school performance is one of the common topics. A life of poverty and the related unfavourable circumstances should not define children’s life stories, which is also the responsibility of professionals working with families. It is important to overcome the problem of the frequently dispersed help given to multi-challenged families. We proceed from the premise that the vicious circle of failures can be terminated by support and help to the family and by a co-creative working relationship involving all the participants in a joint working project. The results of the plural case study confirmed the importance of working with multi-challenged families, which includes dealing with the children’s poor school performance, in their homes. They also showed the inadequacy of the often dominant discourse claiming that families do not want to receive help. The results prioritise the role of social workers and the relationship established at the beginning of the collaboration with the family. The presence of a social worker who persist on a joint project even in the case of failure represents an important new experience for families. Although multi-challenged families are resilient, they sometimes need an interlocutor to help them recognise and strengthen that resilience.
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