| Abstract [eng] |
The final paper presents a theoretical analysis of the activities of social educators in foster care homes in terms of modeling the prosocial behavior of adolescents. An interview was employed when carrying out a research with the goal to analyze the activities of social educators in foster care homes in terms of modeling the prosocial behavior of adolescents. Eight social educators working in foster care homes in different cities participated in the research. The empirical part dwells on the analysis of the attitudes of specialists towards the modeling of prosocial behavior of adolescents placed in foster care. The following are the main conclusions of the empirical research: 1. In modeling the prosocial behavior of adolescents, it is most important to gain their trust, to understand them, show compassion and to accept them the way they are. Communication and relationship maintenance comprise the prerequisite manifesting good relation between the social educator and adolescent. Social educators must have determination, patience, love for children and the ability to be flexible and resolute in making decisions: - The specialists practicing the modeling of prosocial behavior give priority to various occupational activities, purposeful free-time activities and sports. The endeavor of social educators is conditioned by the characteristics of adolescents, their needs and approach towards participation in activities; - Inappropriate adolescent behavior is changed to positive by gradually transforming disciplinary punishments into encouragement of good behavior, its enhancement and support. The most effective form of encouragement is verbal praise. Encouragement triggers feedback as encouraged conduct is repeated or apparent endeavor is made to repeat such actions; - social educators punish adolescents for violations of foster care home rules, e.g. verbal reprimands, repeated analysis of rules, limitation of free-time activities. Even though adolescents admit that disciplinary punishments are purposeful, they usually demonstrate some sort of negative reaction towards them. Natural human communication based on understanding when the adolescent views a social educator as a friend or family member instead of a worker is much more effective. The respondents were unable to confirm whether disciplinary punishments helped to model prosocial behavior. |
