| Abstract [eng] |
The Master’s thesis focuses on the analysis on theoretical legal – regulatory acts relating to the protection of the rights of children and the reasons and consequences of children running away from home. The thesis statement proposes that incomprehension of educational institutions and complicated relationships in the family are the main factors determining the appearance of the phenomenon of running away from home. The research is based on a semi-structured interview and observation methods and aims to find out the ways to deal with the problem of running away from home in schools of Šiauliai city. Two pupils participated in the research: Karolis, who is 12 years old and studies in 6 form in Šiauliai Basic School, and Kęstutis, who is 13 years old and studies in 7 form in Šiauliai Secondary School; boys’ mothers, 2 social pedagogues (Vaida from the Basic School, and Dalia from the Secondary School), 2 class teachers, 2 prevention working groups of pupils’ class and educational institutions that consist of social pedagogues, special pedagogues, and deputy director for education. The main conclusions of the research are as follows: 1. The results of the interviews shows that classmates of one pupil do not tend to communicate with him, while the other pupil does not want to socialize himself. The conflicts most frequently occur among pupils themselves. The disputes usually arise from competition, leadership, and dishonesty in interpersonal relationships, biased assessment of teachers and other reasons. 2. Pedagogues of educational institutions do not emphasize the problem of running away from home among other problems and specify problems of behavior, communication, non-attendance, and progress, however, on the basis of their generalized oral submissions it is possible to state that it is not an exceptional problem of these children. The basic problems related to the process of education include late arrival at lessons, absence of responsibility regarding study results, inadequate preparation for lessons and other problems that influence study results. 3. Parents’ upbringing makes a great influence on the child in the family, however, parents and their children communicate little, come into conflicts, and children are allowed to decide themselves on their future. A bigger attention should be paid not for the child himself or herself, but for problems related to the child. Children should resolve problems with the help of the family, which is the main supporting resource. Child’s aggression is formed by family relationships, the style of parents’ communication with the child and only then school environment. However, only at school aggressive behavior cause more serious problems. 4. Pupils at school feel misunderstood and ignored by pedagogues, therefore, they are not interested in studying, miss a number of lessons without a reasonable excuse, and come into conflicts with pedagogues and other pupils. They do not focus a lot on the improvement of their study results, instead they spend a lot of time playing computer games or socializing with friends. |
