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Title:
Trening asertivnosti v osnovni šoli
Authors:
ID
Kovač, Romana
(Author)
ID
Košir, Katja
(Mentor)
More about this mentor...
ID
Poštuvan, Vita
(Comentor)
Files:
MAG_Kovac_Romana_2017.pdf
(1,78 MB)
MD5: A0973AB3B121AD56A5489E60B2843593
Language:
Slovenian
Work type:
Master's thesis/paper
Typology:
2.09 - Master's Thesis
Organization:
FF - Faculty of Arts
Abstract:
Svet, kot ga poznamo danes, neutrudno bodri človeka k nenehni socialni udeleženosti, ob hkratni zahtevi, da je omenjeno socialno delovanje tudi kakovostno, če ne že vrhunsko. Storilnostna naravnanost družbe rezultira v stresnih, konfliktnih in odgovornih situacijah. Takšne razmere kličejo po nujnosti stalne dinamičnosti posameznika v procesih izobraževanja in izpopolnjevanja. Ob vsem tem je nepogrešljiv kakovostni razvoj lastne osebnosti. Programe, ki bodo mladostnikom in mladim ponudili oporo na poti osebnostne rasti, vidim v treningih socialnih veščin in konkretno v treningu asertivnosti. Namen magistrskega dela je bil preučiti vpliv treninga asertivnosti na socialno sprejetost učencev ter evalvirati intervencijo treninga asertivnosti, tako s perspektive udeležencev kot tudi s perspektive mojih refleksij po izvedenih delavnicah. Praktičen del naloge zajema pripravo in izvedbo treninga asertivnosti, sestavljenega iz šestih delavnic. Kvantitativni del vključuje aplikacijo sociometrične preizkušnje in tehnike »Kdo je kdo« na osmi razred osnovne šole pred treningom asertivnosti in po njem. Kvalitativni del, ki predstavlja večino rezultatov raziskave, pa zajema refleksije moderatorke po vsaki delavnici ter podatke, pridobljene z intervjuji, in njihovo analizo po postopkih utemeljene teorije. Po koncu analize sem 85 kod povezala v 6 konceptov. Nastale koncepte sem oblikovala v Model izkušnje TA (treninga asertivnosti). V modelu pojasnjujem izkušnjo učencev s treningom asertivnosti. Kot najpomembnejši komponenti izkušnje sta se izkazali Dinamika TA in Aplikativna vrednost TA. S sociometrično preizkušnjo in tehniko »Kdo je kdo« sem preverjala spremembe v socialni sprejetosti učencev, udeleženih na treningu asertivnosti. Rezultati nakazujejo večjo socialno sprejetost omenjenih učencev v njihovem razredu. Podatki veljajo le za vključeni razred in jih ne posplošujem na populacijo. Ključni in izvirni prispevek raziskave predstavlja hipoteza o razumevanju izkušnje učencev s treningom asertivnosti, kar razlagam skozi Model izkušnje TA.
Keywords:
socialne veščine
,
socialna sprejetost
,
trening asertivnosti
,
Model izkušnje TA
,
samoiniciativnost
Place of publishing:
Maribor
Publisher:
[R. Kovač]
Year of publishing:
2017
PID:
20.500.12556/DKUM-65551
UDC:
37.015.3:159.923-057.874(043.2)
COBISS.SI-ID:
23139848
NUK URN:
URN:SI:UM:DK:DAFZITS7
Publication date in DKUM:
01.06.2017
Views:
3275
Downloads:
230
Metadata:
Categories:
FF
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:
KOVAČ, Romana, 2017,
Trening asertivnosti v osnovni šoli
[online]. Master’s thesis. Maribor : R. Kovač. [Accessed 17 April 2025]. Retrieved from: https://dk.um.si/IzpisGradiva.php?lang=eng&id=65551
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Secondary language
Language:
English
Title:
Assertiveness training at primary school
Abstract:
The world as we know it insists that we take an active part in society at all times while also expecting one's performance to be proficient, if not superior, for that matter. In such a performance-driven culture, the pressure to be as productive as possible coupled with increased personal responsibility results in stressful, conflict and ever more challenging situations, which calls for an individual to be constantly on the go, dynamic and ever-ready, while also taking good care of personal growth and well-being throughout the education process. To this end, I propose social skills training programmes; specifically, assertiveness training, as a solution to successful personal growth for young generations. The purpose of the present master's thesis is thus to study the effects of assertiveness training on social acceptance of primary school students by evaluating the training intervention results, taking into account both the participants' perspective and my own observations on the reflections from the training workshops. In line with this development, the empirical research includes the preparation and implementation of assertiveness training, consisting of a series of six workshops. While the quantitative research includes the use of a sociometric test and the "Guess Who" technique with eighth graders before and after the assertiveness training, the qualitative part of the study, providing the majority of the results, introduces the moderator’s reflections from each workshop, followed by a theory-based analysis of the data obtained from the interviews. Once analysed, the 85 codes are grouped into six concepts that constitute AT (Assertiveness Training) Experience Model. The model provides valuable insight into the students' AT experience—with AT Dynamics and AT Applicative Value as its most important components. By applying the sociometric test and the "Guess Who" technique, the study investigates the changes in social acceptance of the students after their participation in assertiveness training workshops. Even though the collected data are not representative of an entire population as they apply only to one particular class, the results point towards greater social acceptance of the participating students by their classmates. Yet perhaps the most crucial and valuable contribution to the research is the hypothesis itself, i.e. the interpretation of the students' experience with AT, as presented through the AT Experience Model.
Keywords:
social skills
,
social acceptance
,
assertiveness training
,
AT Experience Model
,
self-initiative
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