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FORMS OF DIRECT WORK OF EDUCATORS IN EDUCATIONAL INSTITUTIONS FOR CHILDREN AND YOUTH WITH PROBLEMS IN BEHAVIOUR
Abstract
Contemporary forms of work with children and youth with behavioural problems are based on the holistic approach (the experience of successful methods and application according to the assessment of the professionals). Different authors underscore the importance of combining different approaches, methods and techniques of direct work with users with behavioural problem in educational institutions (individual, group, workshops and small rehabilitative programs). The goal of this research was to explore the experience of educators work in educational institutions for children and youth with behavioural problems, with an emphasis on direct forms of work. Participants were educators (N=20) in two educational institutions for children and youth with behavioural problems in Croatia (an institution for boys and an institution for girls). The research was qualitative and the interview was used as the data collection technique. Data were analysed with method of analysis framework. Questions in interview were focused on description of direct forms of work with youth in educational institutions and the educators experiences and suggestions concerning a higher quality, direct professional work in educational institutions. The results show that educators use different forms of a mostly individual approach, but also some forms of group work and some other forms of work with children and the youth. Educators understand their role differently and perform forms of direct work unevenly. Although educators state that they do use combined approaches, their responses make it evident that direct work in educational institutions for children and youth with behavioural problems needs to be improved. As a conclusion, the paper will suggest some recommendations for improvement of educational care for children and youth in educational institutions.
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