SOCIAL EDUCATION Current Problems and Perspectives
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SOCIAL EDUCATION Current problems and perspectives SOCIAL EDUCATION Current problems and perspectives EDITOR – IN – CHIEF Leta Dromantienė Mariusz Jędrzejko EDITORIAL BOARD Małgorzata Przybysz-Zaremba, Valdonė Indrašienė, Linda Daniela, Rita Nordström-Lytz Vilnius 2014 UDK 37.035 So-15 EDITOR – IN – CHIEF Prof. Dr. Mariusz Jędrzejko, (1) Center of Social Prevention, Poland; (2) University of Social Scienses, Poland Prof. Dr. Leta Dromantienė, Mykolas Romeris University, Lithuania EDITORIAL BOARD: Prof. Dr. Małgorzata Przybysz Zaremba, Academy of Business Dąbrowa Górnicza, Poland Prof. Dr. Valdonė Indrašienė, Mykolas Romeris University, Lithuania Assoc. Prof. Dr. Linda Daniela, University of Latvija, Latvia Dr. Rita Nordström-Lytz, Åbo Akademi University, Finland EXECUTIVE SECRETARY Agata Katkonienė, Mykolas Romeris University, Lithuania MA Ewa Karolczak-Wawrzała, Poland REVIEWERS Prof. Dr. Irena Žemaitaitytė Assoc. Prof. Dr. Živilė Vilma Jonynienė THE PROJECT COVERS by Zbigniew Pindor – Center of Social Prevention (www.cps.edu.pl) ISBN 978-9955-19-656-3 (online) ISBN 978-9955-19-658-7 (print) Mykolas Romeris University, 2014 Table of Contents Introduction . 9 Parts I Perspectives and Dilemmas of Socio-Educational Activities Mariusz Jędrzejko, Marzena Netczuk-Gwoździewicz Young People at Risk Civilization – Socio-Educational and Psy- chological Perspective (Part I) . 17 Mariusz Jędrzejko, Marzena Netczuk-Gwoździewicz Young People at Risk Civilization – New Challenges (Part II) . 33 Algimantas Šimaitis, Sandra Valantiejienė The Profession of Social Pedagogue in Lithuania: Changes and Perspectives . 45 Gintautė Žibėnienė, Rita Virbalienė Study Quality Concept of Students of Social Pedagogy . 55 Odeta Merfeldaite, Jolanta Pivoriene, Valdonė Indrašienė Professional Self-development of Social Pedagogues: Lithuanian Case. 63 Romas Prakapas, Leta Dromantienė, Dalia Prakapienė Monitoring as a Part of Management Process . 71 Roman Solecki The anthropology of risky behaviours in the cyberspace . 79 Part II Challenges and Opportunities of Socio-Educational Activities Małgorzata Przybysz-Zaremba, Justinas Sadauskas, Agata Katkonienė Poverty and Social Exclusion as a Challenge for Contemporary Social Pedagogy – Chosen Contexts and Theoretical Implications . 97 6 Table of Contents Auksė Šerstobojeva, Tomas Butvilas Education of a Child in an Ethnically Diverse Family . 109 Tomas Butvilas, Małgorzata Przybysz-Zaremba Openness within Adoption: Challenges for Child’s Psychosocial Development and Self Identity . 121 Jolita Dudaitė Entrepreneurial Competencies of Children Living in Foster Homes. 131 Jautrė Ramutė Šinkūnienė Attitude to Communication with a Disabled Person . 143 Miglė Devenson, Rasa Kirliauskienė, Vilmantė Aleksienė Integration of Music Therapy Elements into the Programs of Formal and Non-Formal Primary Music Education . 163 Dariusz Sarzała, Mariusz Jędrzejko Prosocial Upbringing in the Context of Infl uences of Family Environment . 177 Part III Socio-Educational Problems in the 21st Century Andrzej Radziewicz-Winnicki, Marek Walancik The Future of Applied Social Pedagogy (A Polish Perspective) . 189 Mariusz Jędrzejko, Ewa Karolczak Wawrzała The “troubled” World – in Search of Sources for Risky Behaviors and Deviations in the Young Generation . 203 Małgorzata Przybysz-Zaremba Aggresion and Violence at School – Global or Local Issue?. 225 Anna Prusik Aggression as Exemplifi cation of Behavioural Disorder in Children and Youth . 235 Violeta Jegelevičienė, Asta Railiene Social Pedagogical Aid to Children Who Avoid School: The Attitude of Class Tutors . 245 Vida Gudžinskienė, Rimvydas Augutavičius, Živilė Barkauskaitė Lukšienė The Independent Living Skills Development of Children in Care Facilities . 255 Table of Contents 7 Wojciech Piestrzyński Family in Human Sickness and in Health . 267 Tomasz Safjański Legal and Political Determinants of Drug Crime in Poland at the Beginning of the 21st Century. 275 Tomasz Safjański, Mariusz Jędrzejko, Ewa Karolczak-Wawrzała Drugs and Drug Addiction as a Threat to Social Safety and Health – the Chosen Contexts . 287 Silvia Dončevová The Category of Gender and the CAN Syndrome . 303 Mariusz Jędrzejko, Marzena Netczuk-Gwoździewicz, Agata Katkonienė Psychological and social aspects of aggressive behaviour . 313 Artur Gołębiowski, Marzena Netczuk-Gwoździewicz, Mariusz Jędrzejko, Sense of Coherence versus Styles of Stress Management among Soldiers Leaving for Peacekeeping Missions . 329 Introduction 21st century is an era of numerous paradoxes – although we possess widening knowledge, we introduce more and more problems into our lives, though we develop technologies and economy, economic disproportions grow, though we have greater access to modern medicine, still more people fall ill, though we spend more on education and prevention, still more people suffer from addictions. Thus, though we do not want it, the modern world is full of risk, which makes education prevention and upbringing face new goals and new challenges. Those issues have been the concern of social education, sociology and psychology looking for effi cient research tools, diagnostic methods, effective prevention and therapeutic programs. Therefore, we have been living in the world which, on one hand is characterized by globalization, new digital technologies development, especially these referring to information, visible climate changes, on the other, by diversity of educational systems and social welfare, accumulation of social inequality areas and poverty (in some parts of the world). This world presents science and scientists with crucial questions: explain why this is happening that way, give a hint how to solve it, show effective ways of solving complex socio-economic problems. One of the important methods of limiting the risk, reducing tensions, eliminating threats is educating young generation in such a way to allow better differentiation of what favors development and what can constitute hazard both in local, national and international dimensions. According to the authors of this book, young people need a wider range of competences as well in interpersonal relations as in professional activities. If such competences are acquired at school, while studying or in family it will be easier for them to get around in the real world and in cyber-space, at the same time being less vulnerable to such modern problems as: drugs, cyber-crime, cyber-bullying, exclusion and social marginalization. What do young people need? Certainly knowledge, ability of dealing with diffi cult situations, empathy skills, interpersonal communication 10 Introduction competences, knowledge of languages, understanding other cultures. Only equipped with such knowledge will they be able to cope with new challenges. Here we should add that the above mentioned issues have been known for years – they were described, among others in OUN Convention on Children’s Rights (art. 29), and in spite of that, their dissemination has been far from expectations. To make changes happen, further developments in children and youth education are necessary because they need comprehensive development which will be possible if culture of contemporary school and education programs will integrate and promote the newest tendencies and demands. Hence, education faces an important task of continuous responding to social reality – as it seems - many people representing education do not fully understand this goal. References to these issues can be found in numerous places in this publication – in form of theses about necessity of educating for democracy, educating for balanced development, educating for limiting risky behaviors and enhancing protective factors, developmental education, health education, legal education, entrepreneurial education, media education and many others, present in the 21st century. Why do we raise questions that should be obvious – yet in the world developing in such a pace, where every month new digital technologies appear and an average smart phone can take advantage of two million applications (!) the educational progress is a key condition for balanced development. And the point is not that a contemporary human should be everywhere, know everything, use everything, on the contrary, that he/she should be able to use the goods of this world in a balanced way. In such a world, social education has exceptional tasks, as it obligation steers towards explaining relations between dynamic development, education and such social functioning of an individual to allow him/ her to develop in a healthy way. To fulfi ll this aim we need competent social educators, insightful researchers, equipped with knowledge and determination in exploring and explaining still more complex reality. It is also essential to constantly remind all of the people who manage great economic processes and economic and social mechanisms that development is benefi cial only on the condition that it serves human wellbeing. The fact of multi-cultural societies development is also not without meaning (and we are of the opinion that this process will be accelerating), which will create areas of different cultures interactions, different attitudes towards family and family relations, what even more visibly stresses the need of educating competent, open, active, strongly motivated and creative social educators. Introduction 11 We present this publication as a voice of social educators in the issues which, in our opinion, are important for the future of young generation and all the societies. *** The monograph