| Abstract [eng] |
This work aims to reflect trends and prospects of social skills development of pupils who live in children foster institutions. A qualitative research method has been chosen to carry out the research. Theoretical analysis of social skills development of pupils who live in children foster institutions was carried out in this work. 8 pupils and 2 social educators from children foster institutions were questioned using a semi-structured interview during the qualitative research. Research results were processed using the method of content analysis. Empirical part analyses the differences in social skills development between children living in foster institutions since their infancy and those who arrived to these institutions from their families. It also analyses social educators’ work methods that are used to develop pupils’ social skills. Fundamental conclusions of the empirical research are the following: Results of the social skills research revealed that the level of communication, self-control, stress defeat and perception of feelings is quite low among pupils who live in children foster institutions. It also emerged that social skills development is different between children living in foster institutions since their infancy and those who arrived to these institutions from their families and depends on the experience that they brought from their families and relationships they have retained with the people they are close to. Research revealed that specialists who work in foster institutions commonly use situation modelling, group and individual work methods to develop social skills. Social skills development is related to real, practical advices given to the pupils instead of using theoretical methodologies created to develop social skills. |
