Suchergebnisse

The objective of the study is to reveal the realities of the realisation of the right of the child to participate in children's day care centres based on the experience of social pedagogues and social workers. Qualitative research was chosen for the study by using the method of semi-structured interview. 11 professionals, who work in children's day care centres in different Lithuanian regions, participated in the study. The study identified the expression of the realisation of the right of the child to participate in children's day care centres. The expression of the right of the child to participate in children's day care centres is associated with a positive position of the professionals in the practice of the child's right to participation, their cooperation with the child, their mutual cooperation, their cooperation with the child's parents/guardians and other institutions when realising the right of the child to participation. The positive position of the professionals is expressed through the understanding of the importance of this right and inclination to realise it, the acknowledgement of the child as an active participant in decision-making, openness to the opinion of the child and nonsuppression of their opinion. The cooperation of the professionals with the child is expressed through the creation of the relationships, which are based on mutual trust, the informing of the child that his opinion is important, that he can express it and be heard, the provision of information to the child in a way that is understandable to him while empowering him to participate in decision-making, the listening to the child and his support, the taking into account the child's opinion while responding to his best interests, the analysis of situations and the discussion of various solutions with the child in a way understandable to him, assistance when taking decisions related to him, the involvement of the child and the taking into account his needs and interests when planning and organising socio-educational activities, the encouragement of the child to assume his obligations and responsibilities. The cooperation of children's day care centres professionals is expressed though their favourable and unified approach towards this right, their involvement in the realisation of this right and the sharing of the experience when realising this right. The cooperation with the child's parents/guardians is expressed through the assistance to them in understanding the importance and expression of this right, their consulting and assistance while creating conditions for this right to be expressed at home. The cooperation with other institutions is expressed through the sharing of information and insights on the positive aspects of the realisation of this right and the discussion of arising difficulties and possibilities to overcome them.

[straipsnis, santrauka, reikšminiai žodžiai lietuvių kalba; santrauka ir reikšminiai žodžiai anglų kalba]
Straipsnyje socialinės globos paslaugų kokybė analizuojama viešųjų paslaugų organizavimo ir vertinimo kontekste, atsižvelgiant į institucinės globos pertvarkos aspektus. Atskleisti pagrindiniai iššūkiai, su kuriais susiduria socialinės globos įstaigos, dirbančios su senyvo amžiaus asmenimis. Empiriniams duomenims surinkti 2017 m. atliktas kiekybinis tyrimas. Tyrimo metodas – anketinė apklausa. Socialinių paslaugų kokybė vertinta ir klausimynas sudarytas remiantis EQUASS metodika. Tyrimo nustatyta, kad, subjektyviu tiriamųjų vertinimu, bendras paslaugų kokybės lygmuo socialinės globos įstaigose, dirbančiose su senyvo amžiaus asmenimis, apskritai yra gana aukštas.

One of the key objectives of the Lithuanian education system is to help the individuals and society to respond to the current major challenges and to facilitate the use of multiple opportunities. In a knowledge society, everybody should be equipped with the knowledge how to adapt to market changes and choose a professional career matching individual and public needs. Educational institutions are implementing the programmes for the development of everyday life skills. The aim of these programmes is to help learners find their place in society, behave positively and manage everyday life needs and problems. Career competences are a system of knowledge, skills and attitudes which serve as the basis for the enhancement of self-cognition and career opportunities of an individual, including career development and career realisation (in coordination with other spheres of life). The development of career competences and life skills is not possible without the involvement of relevant institutions: family, general education schools, and non-formal education institutions.The object of the study was the interface between the development of life skills and career competences. The aim was to reveal this interface in the context of secondary education. The analysis of the interface between life skills and career education vas based on the theoretical principles of investigating educational reality and the theory of education levels. The article summarizes that there are created legal presumptions for developing life skills and career competences in Lithuania. Life skills and career education are an integral part of the curriculum, which depend on the educational environment, educational standards, educators. The education of life skills directly interacts with the development of career competences: certain life skills lead to some career competences. ; Profesorė daktarė, Mykolo Romerio universiteto Socialinės politikos fakultetoSocialinio darbo katedraAteities g. 20, LT-08303 Vilnius. Tel. (8 5) 271 4716El. paštas: vida.gudzinskiene@mruni.euDaktarė, Mykolo Romerio universiteto Socialinės politikos fakultetoSocialinio darbo katedraAteities g. 20, LT-08303 Vilnius. Tel. (8 5) 271 4716El. paštas: asta.railiene@mruni.euStraipsnyje analizuojama gyvenimo įgūdžių ugdymo ir ugdymo karjerai sąsaja bendrojo lavinimo mokyklos kontekste. Analizė atliekama remiantis ugdymo realybės nagrinėjimo principais ir ugdymo lygmenų teorija bei jos taikymu konkrečių ugdymo reiškinių analizei. Straipsnyje pateikiama gyvenimo įgūdžių ir ugdymo karjerai sampratos analizė, apibūdinamos karjeros kompetencijos, analizuojama gyvenimo įgūdžių ugdymo ir ugdymo karjerai sąsajos ypatumai ir ugdymo prielaidos bendrojo lavinimo mokyklose.

The article analyses the role of day-care centres in developing social skills and career competences of socially disadvantaged children, and includes the results of the theoretical analysis of the relationship between social skills and career competences illustrated by the quality survey data revealing the attitude of day centre specialists toward the development of social skills and career competences. According to the research, children frequently come or are referred to a day-care centre due to a complicated situation in the biological family, including the children who have experienced active and/or passive violence. Due to emotional tension and permanent stressful home situation these children are often reticent and are not equipped with key social skills, namely: good communication and cooperation, compatibility of needs, rights and duties; they are also unable to control stress and lack self-cognition skills etc. Pursuant to the research, child day-care centres perform a compensatory function for the development of social skills and career competences; however, specialists of child day-care centres do not actualise the importance of social skills for a successful career development. ; Straipsnyje analizuojamas vaikų dienos centrų darbuotojų požiūris į socialinių įgūdžių ir karjeros kompetencijų ugdymą vaikų dienos centruose, pateikiami teorinės socialinių įgūdžių ir karjeros kompetencijų ugdymo analizės rezultatai, jie iliustruojami kokybinio tyrimo duomenimis. Tyrimu nustatyta, kad vaikų dienos centras atlieka kompensacinę socialinių įgūdžių ir karjeros kompetencijų ugdymo(si) funkciją, todėl vaikų dienos centrų specialistai didžiausią dėmesį skiria tokių socialinių įgūdžių, kaip gebėjimas reikšti jausmus, emocijas, valdyti jausmus; bendravimo ir bendradarbiavimo, savo ir kitų poreikių nustatymo ir pripažinimo gebėjimai; problemų sprendimo ir sprendimo priėmimo gebėjimai; pasirinkimo įtakos sau ir kitam vertinimo gebėjimai; kūrybiškumo ir kritinio mąstymo, savo poreikių, teisių, pareigų ir atsakomybės suvokimo gebėjimai, ugdymui. Vaikų dienos centrai yra viena iš institucijų, atsakingų už vaikų, ypač iš socialinės rizikos šeimų, karjeros kompetencijų ugdymą. Vaikų dienos centrų specialistai ypatingą dėmesį skiria tokių karjeros kompetencijų ugdymui, kaip savęs pažinimo ir vertinimo gebėjimai, gebėjimas planuoti ir organizuoti savo veiklą ir gebėjimai priimti ir realizuoti sprendimus. Socialiniai įgūdžiai glaudžiai susiję su karjeros kompetencijomis, jie yra karjeros kompetencijų ugdymo(si) pagrindas, tačiau tyrimu nustatyta, kad vaikų dienos centrų specialistai linkę dirbti "čia ir dabar", t. y. aktualizuojamas socialinių įgūdžių ugdymas, bet jis sąmoningai nesiejamas su ugdymu karjerai, t. y. neaktualizuojama socialinių įgūdžių ugdymo svarba karjeros sėkmei.

The article there are analyzed the learning particularities of the youth that is using illegal narcotic substances at the professional schools. Efforts were taken to clarify the particularities of the pupils learning at professional schools considering the learning difficulties that meet pupils who are using and who are not using an illegal narcotic substance. In Vilnius teaching center of technology and business there has been performed the quantitative research at September of 2005 and the qualitative research during the October of 2005 and April of 2006. 209 pupils of 1-3rd course who are studying at the center of professional teaching were attending the quantitative research. 6 pupils who are using an illegal narcotic substance and 15 teachers who are working at the center of professional teaching were attending the qualitative research. After performing the research it has been clarified: a number of pupils who are using an illegal narcotic substance is growing annually. And these pupils are studying at the center of professional teaching just for one reason - that they would be able to elude the criminal responsibility and military service. There have been explored the factors that influence the learning difficulties of the pupils of professional teaching center. It was estimated that pupils who are using an illegal narcotic substances often meet the problems of attendance (52 percent) and report (48 percent). Such problems influence most often the difficulties in family and at school, cross-purposes with contemporaries or the group mates and the lack of motivation. The studies revealed that the difficulties that occur for the pupils using an illegal narcotic substance they try to solve by themselves (31 percent) or they get a help from their friends (30 percent), sometimes from their family members (25 percent), teachers and the school administration (14 percent).

The article there are analyzed the learning particularities of the youth that is using illegal narcotic substances at the professional schools. Efforts were taken to clarify the particularities of the pupils learning at professional schools considering the learning difficulties that meet pupils who are using and who are not using an illegal narcotic substance. In Vilnius teaching center of technology and business there has been performed the quantitative research at September of 2005 and the qualitative research during the October of 2005 and April of 2006. 209 pupils of 1-3rd course who are studying at the center of professional teaching were attending the quantitative research. 6 pupils who are using an illegal narcotic substance and 15 teachers who are working at the center of professional teaching were attending the qualitative research. After performing the research it has been clarified: a number of pupils who are using an illegal narcotic substance is growing annually. And these pupils are studying at the center of professional teaching just for one reason - that they would be able to elude the criminal responsibility and military service. There have been explored the factors that influence the learning difficulties of the pupils of professional teaching center. It was estimated that pupils who are using an illegal narcotic substances often meet the problems of attendance (52 percent) and report (48 percent). Such problems influence most often the difficulties in family and at school, cross-purposes with contemporaries or the group mates and the lack of motivation. The studies revealed that the difficulties that occur for the pupils using an illegal narcotic substance they try to solve by themselves (31 percent) or they get a help from their friends (30 percent), sometimes from their family members (25 percent), teachers and the school administration (14 percent).

Challenges when many people moved their jobs from the office to home because of COVID-19 pandemic restrictions have put stress on employees' daily routine and professional lives. This article investigated the experience of individuals working not at the office and disclosed consequences of occupational stress such as mental and physical exhaustion, social deprivation, decreased work commitment, professional cynicism, and professional burnout. The preliminary study was based on a survey of 202 employees in Lithuania who were teleworking from home throughout the pandemic. According to the results, it can be assumed that teleworking had rather negative effects on employee wellbeing, as many teleworkers tended to suffer mental and physical exhaustion and social deprivation when working from home within pandemic. The psycho-emotional state of employees seems to be a key factor influencing the intellectual resources of an organization in a period of uncertainty.