https://doi.org/10.59132/viz/2024/3/10-16
Izvleček
Otroštvo in mladostništvo sta ključni obdobji posameznikovega osebnostnega in čustvenega razvoja, ko se učenci učijo socialnih spretnosti, prepoznavanja stresnih situacij, učinkovitega spoprijemanja z njimi ter regulacije oz. uravnavanja čustvovanja. Učitelji in drugi strokovni delavci vzgojno-izobraževalnih institucij smo tisti, ki pomembno podpiramo njihov razvoj in prispevamo k izgradnji zdrave samopodobe, samospoštovanja. Učenci se soočajo z različnimi izzivi, ki lahko vodijo v razvoj težav na področju čustvovanja, vedenja in čustvenih motenj, ki so v porastu. Učencem moramo zagotavljati ustrezno pomoč in podporo, še posebej v primerih, ko le teh ne prejmejo doma. V nadaljevanju ponudimo temeljne usmeritve za kakovostno in etično ravnanje in odzivanje, dialog, vključno s pomenom skrbi zase.
Abstract
Teachers‘ Power to Empower Distressed Students
Childhood and adolescence are the pivotal stages in an individual‘s personal and emotional development, when we develop social skills, the ability to recognize and handle stressful situations and control our emotions. Teachers and other professionals in educational institutions are the ones who significantly support their development and contribute to building a healthy self-image and self-esteem. Pupils face various challenges that can lead to the development of emotional and behavioural problems and emotional disorders, which are on the rise. We must provide students with appropriate help and support, especially when they do not receive it at home. The article offers some basic guidelines for quality and ethical behaviour and response, a dialogue, including the importance of taking care of oneself.