| Abstract [eng] |
Relevance: In the scientific literature it is found that today school does not secure social rehabilitation of children who grow up in the problematic families. Often there is a wrong behaviour with poor, talent less, unbeautiful, “different” children as well as with children whose parents are alcohol addict, uncareful, poor, disable, separated and so on. The mentor is a person who has to be the closest with the child, independently of the family the child is from. However, comparatively it has been paid little attention to and almost not explored the quality of communication and collaboration of students from problematic families and class mentor until these days. It is a lack of information and means that would help in detail to analyze the current situation, to clear up whether communication and collaboration between these community representatives of the class is sufficient, what the importance of it is for these children, how the life of these children could change if the mentor of the class paid more attention to the communication and collaboration. The subject of the research: The quality of communication and collaboration of students from problematic families and class mentor. Hypothesis of the research: It is supposed that the quality of communication and collaboration of students from problematic families is not influenced by the dependence of students to the problematic family. The aim of the research: to explore the quality of communication and collaboration of students from problematic families and class mentor. To reach the aim, the following tasks are raised: to analyze pedagogic, psychological, sociologic, management literature under topic explored; to explore the opinion of class mentors about the quality of communication and collaboration with students from problematic families; to determine the opinion of children from problematic families about the quality of communication and collaboration with class mentor, comparatively with the opinion of the children from non-problematic families. In the theoretic part of the research the understanding, characteristics of the problematic family, the situation of children growing up in these families as well as the definition and importance of the quality of communication and collaboration, the psychological and social problems at school of students from the problematic families and the activities of class mentor are reviewed. In the practical part of the research the methodology of the research, the extent characteristics and research methods are described in detail, the analysis of quality of communication and collaboration of class mentor with students from problematic families accomplished, as well as the analysis of quality of communication and collaboration of students from problematic families with class mentor accomplished. The class mentors (50) from five Šiauliai town comprehensive schools and students from problematic families (63) as well as students from non-problematic families (177) participated in the research. The accomplished research confirmed the hypothesis of the research. |
