| Abstract [eng] |
The aim of the thesis – using theoretical and empirical research, to distinguish methods of support for children of alcohol dependent parents applied or likely to be applied by social educators in their practice. Relevance of the topic and research methodology. Alcoholism is a common and destructive alcohol addiction. For a long time, this disease has been perceived only as a disaster of an alcohol dependent person, but over the years it has begun to deepen its impact on family dysfunction and the impact on children growing in such a family. These children are characterized by a certain field of problems, which in this thesis is distinguished into emotional - social and physical - neurological problems. One educational educator who can help with the problems of these children is a social educator. Literature analysis discusses the problems of children of alcohol dependent parents and the theoretical possibilities of a social educator to provide support to the children mentioned, while the empirical part seeks to reveal the methods and forms of support actually applied by a social educator for the children of alcohol dependent parents. A qualitative research method was selected - in-depth interviews were taken from 5 social educators and 4 children of alcohol dependent parents. All the informants were encouraged to talk about what support they have received from a social educator or what support has been provided (if a social educator was interviewed). The material obtained during the research was analyzed using a structured, grounded theory. Conclusions: Children of alcohol dependent parents are characterized by low self-esteem, negligence, a tendency to delinquent behavior, emotional difficulties, as well as they are characterized by physical - neurological problems - psychosomatic disorders, tendency to depression, chronic diseases. There are many methods of providing social pedagogical support, but there is no specific methodology for working with the children of alcohol dependent parents. Using the grounded theory, it was found out that the most desirable and most useful methods of social educator’s work with the children mentioned are individual conversations and group social skills sessions. However, the personal qualities of the social educator - competence, values, empathy, psychological knowledge, ability to observe confidentiality and cooperation with other specialists - have become more important than those methods. All these qualities make it possible to build a trust-based relationship with the children of alcohol dependent parents and focus on empowering them - listening, supporting, and showing their strengths, which motivates these children to achieve their goals. |
