Técnicas administrativas aplicadas a Enfermería

Barbara Jezierska, PL

Abstract: The research presented in this paper tries to answer the question

whether the institutions educating the special pedagogues in Poland adequately prepare them to the challenges related to the rehabilitation tasks described, on the one hand, by the legal regulations and, on the other, by the specifics of the institutions in which they are to be implemented. They covered the employees of rehabilitation facilities and students of post-graduate studies in pedagogy in rehabilitation. The results obtained in this research allow us to define a desirable model of tutor/teacher (to be followed by the educated rehabilitation pedagogue) and to compare it with the offer of university education permitting the acquisition of professional competencies in accordance with the current world tendencies.

Key words: Professional competencies, rehabilitation pedagogue, education,

studies in pedagogy

An abandoning of the punitive and repressive approach in regard to the criminal individuals (as observed in the recent times) requires from the rehabilitation pedagogues special competencies allowing them the implementation of these tasks.

In this situation justified seems to be the following question: do the institutions educating the special pedagogues adequately prepare them to face the challenges related to the rehabilitation tasks defined, on the one hand, by the legal regulations and, on the other, by the specifics of the institutions in which they are to be implemented for the good of both the individuals subjected to rehabilitation and for the society that expects the conformism from such individuals.

What is the desired model of the graduate of special pedagogy, what competencies should he/she have to adequately fulfill his professional duties, such questions were asked to 93 tutors/pedagogues in the three types of rehabilitation facilities in Poland: reformatories, upbringing centres for youths and socio-therapy centres for youths operating within the Lower Silesia, and to 98 students at the Post-graduate Studies in Rehabilitation at the Institute of Pedagogy of Wrocław University after they completed their studies.

All the researched pedagogues underlined that the graduates of the institutions educating the special pedagogues should be equipped with a theoretical scope of knowledge concerning the execution of the upbringing process in the rehabilitation institutions and open social environment as well as in the skills allowing them to use it (that theoretical knowledge) in practical pedagogy.

The pedagogues, in their opinions, characterise the desirable model of a graduate of pedagogy studies with the differences concerning their seniority in a rehabilitation institution regardless of its type.

The pedagogues working not longer than 5 years thought that the graduates from the studies in rehabilitation pedagogy should:

- efficiently use the legal and organisational procedures in force in a rehabilitation institutions;

- complete, with good results, numerous practices in pedagogy in all the possible rehabilitation institutions;

- skillfully conduct various forms of therapies in pedagogy;

- creatively use the achievements of other countries in his/her pedagogical work; - maintain universal professional skills to be able to work in the countries of the

European Union;

- obtain the thorough professional education to find a work in the taught profession in various rehabilitation and prevention institutions;

- get familiar with the effective techniques of self-presentation for potential employers;

- use effective methods of communication with pupils and other persons, especially with the older pedagogues;

- develop the skills of a proper diagnosis of problems in the socially impaired persons as well as the skills of distancing from the problems and stances presented by the pupils;

- develop the skills of fighting with stress and taking the right decisions in the situations of social exposition;

- use effective methods of standing up to the aggression of pupils;

- become skillful in the creation of the custom-made rehabilitation and prevention programmes.

The pedagogues working longer than 5 years and shorter than 15 years declared that universities should equip the graduates of special pedagogy with the competencies that permit them the following:

- easy movement in the maze of legal regulations, with the special emphasis on not only the rights of the pupils, but also their tutors, and permissible ways of the direct compulsion in regard to the pupils, especially in the situations of the extreme threat to the health and life of tutors;

- effective fight with addictions within the rehabilitation institutions; - conducting professional mediations with socially impaired persons; - using the simple and clear language;

- collaboration within the upbringing team with the ability to ask for help the elder, more experiences colleagues;

- getting to know their abilities and limitations;

- know what to do in the conflict situations, crises, stresses, under the pressure of people and situations;

- proper use of punishments and not only prizes; - treating the upbringing process as one entity;

- preventing the return to crime in the open social environment; - realising social importance of the profession of rehabilitation provider.

The tutors or pedagogues working more than 15 years, put the emphasis on the following factors in the education of special pedagogues:

- effective form of work not only with the socially impaired persons, but also with the emotionally, psychologically and mentally disturbed or upset persons;

- ability to leave the pupils some controlled margin of freedom;

- widening of one’s own intellectual horisons, ability of self-development and self- fulfillment

- ability to take decisions concerning rehabilitation in accordance with the moral norms recognised in the civilised countries;

- prevention activities in the local social environment;

- ability to work with the social environment outside the institution; - creation of one’s own ethical code.

The answers received from the tutors/pedagogues let us discern several problem groups concerning:

- subjectivity, limit of autonomy of pupils in rehabilitation institutions; - rehabilitation integration of the pedagogical staff;

- moral justification of these decisions and actions of the personnel in regard to their pupils that are not covered by the legal regulations in the situations of many dilemmas of the ethical nature;

- scope of permissible limitation in the decision taking by the pupils and their actions, justified by the right assumptions in the programme of impacting in the name of their good after their release from the institution;

- permissibility of paternalistic actions of the personnel, and their possible conditions; - programmes of rehabilitation impacting, their contents and construction;

- upbringing environment that either favours or creates obstacles in the pro-social activities of the people creating it.

The statements of the researched students, outside opinions shared by everyone and concerning the theoretical knowledge used in rehabilitation work and practical skills differed mainly in regard to the place of pedagogical practices,

The students practicing in the closed rehabilitation institutions (prison, reformatory, upbringing centre for youths, and centre for socio-therapy for youths) in their statements, as most important in the process of studies considered the learning of:

- legal and pedagogical reactions to crime of children and youths;

- international principles of collaboration concerning the approach to juveniles; - models of rehabilitation impacting in the European countries and outside them; - reasons for and mechanisms of creation of social impairedness;

- diagnostic fundamentals of rehabilitation upbringing;

- current shape of post-penitentiary aid in Poland, it basic legal regulations; - non-financial scope of post-penitentiary aid and directions of their modernisation; - actual rehabilitation activities and activities potentially rehabilitating;

- role of the open social environment in the rehabilitation work with juveniles; - outside-institution forms of rehabilitation impacting the juveniles;

- as well as the acquisition of skills: - of operating selected diagnostic tools;

- use, in rehabilitation work, of adequate ways of diagnosing of the upbringing institutions and socially impaired individuals;

- providing psycho-educational aid in the stress situation and critical life developments;

- efficient and affective interpersonal communication;

- use of the rehabilitation upbringing and teaching methods in regard to the socially impaired persons

Students during rehabilitation practices in the prevention and upbringing institutions (community room, probation centre for work with youths, police chamber of children) declared that during their studies most important for them turned out to be getting familiar with:

- contemporary tendencies concerning rehabilitation work with juveniles in an open social environment;

- structure of the system of the social prevention in Poland and abroad; - legal bases of prevention and therapy;

- local systems of limitation of deviate behaviours in children and youths; - rehabilitation in a local community;

- preventive actions of police and family court;

- ways of early reacting to the manifestations of social impairednes;

- effective methods of prevention and correction of manifestations of social impairednes;

- and acquisition of skills concerning:

- organisation and rearrangement of the upbringing environment; - actions in the local community directed at a family;

- pedagogising of the parents;

- recognition, classification and diagnosing the most often appearing manifestations of social impairedness;

The students practicing in court (probation officer, family judge), school (pedagogue and school psychologist) and at the police (battalions of city security, division for juveniles and pathologies, units of prevention) declared that the most useful contents concern:

- principles of the upbringing work with pupils;

- ways of collaboration with institutions and social organisations;

- possibility of preventive actions constituting a protection of the development of individuals against disturbances;

- place of upbringing institutions in the system of prevention and rehabilitation; - prevention of school failures;

- local systems of prevention and elimination of destructive and disintegrating behaviours

- crisis and critical life events or developments; - as well as acquisition of competencies allowing: - therapeutic, socialising and readapting impacting; - activities promoting good health;

- prevention of aditictions; - intervetion after adiction appears;

- classes with children and youths for whom necessary is an intensification of care regarding their upbringing;

The answers received from the researched students oscillate around several visibly separated problem groups covering:

- elements and structure of contemporary rehabilitation world;

- modern solutions of the system of rehabilitation and prevention with alternative tendencies in the policy concerning crime, social and preventive and rehabilitation work;

- ways of copying with the manifestations of the most often appearing phenomena of social impairedness and pathology;

- recognition of deviations from the social norm and compensation mechanisms in the process of adjustment of the people with behavioural disturbances;

- effective strategies of prevention, early reaction and correction of the manifestation of social impairment;

- legal fundamentals of the process of rehabilitation, prevention and social adaptation.

The declarations of both tutors/pedagogues as well as students extend outside the standard scope of the required rehabilitation competencies containing the skills from the following fields:

- organisation of work in a rehabilitation facility,

- management and direction of the community of employees and the community of pupils,

- regulation of relations between the tutors and pupils,

 professionalism in rehabilitation, i.e. rehabilitation rationalism, i.e. ability to negotiate, diagnose, therapeutic impacting and assessment of changes taking place in the personalities of the pupils,

 acceptation of the rehabilitation work and giving it a proper sense,  level, scope, form and intensity of collaboration with the society

(Machel, 2003, p. 85).

On the basis of the answers received one can describe the desired – by the researched employees of rehabilitation institutions and students of the post-graduate studies in rehabilitation – the model of a tutor that an educated rehabilitation pedagogue should respond to.

In this model the moral characteristics, next to the interdisciplinary knowledge and universal skills, should be an equivalent component of the professional competencies. The programme of rehabilitation impacting conducted by a tutor should create a pedagogical and legal instrument that permits making them more adequate, intense and effective.

The adequacy of characteristics and skills to the rehabilitation programme is shown in a proper selection of goals, measures, methods and techniques of impacting to the individual characteristics of personality of a pupil, including the most fitting ones to a given type of dysfunctions of tutors.

The intensity is a product of the power and frequency of the planned and consciously applied impulses to the pupils. The more of them there are the more powerful and precise in their hitting the disturbed spheres of personality of a pupil are they, the bigger chance for the achievement of the intended goals of rehabilitation. An active collaboration of a pupil with dynamically acting personnel increases that intensity with cooperation of the social and

cultural community in which these processes are conducted. A cooperation of these factors guarantees possibly lowest level of their disruption and level of disorgnisation.

The effectiveness is measured by such changes in the personality of an individual which decide, primarily, about his/her willingness and ability to live in accordance with the social norms in force (Rejman, 2001, p. 141).

The ethical qualifications of the tutors constitute the driving force of their professional activity; they are also a protection against unreliability and moral abuses, comprising in the abandonment of the rehabilitation impacting of the pupils in their charge. A danger of these abuses increases in the extreme situations including, undoubtedly, the processes of upbringing organized in the conditions that are far away from normal or natural.

The programme of rehabilitation impacting and competencies of a tutor decide on the content- related correctness of the rehabilitation impacting. The professionalism of a tutor is a balanced and harmonious combination of several spheres of personality, knowledge, recognised moral values (both universal as well as professional) expressing themselves in the professional activity and mastering of phraseological efficiency (Węgliński 2000, p. 49 – 51).

Such professionalism may be achieved by:

- improvement of the methods of the team work, peaceful communication and exchange of views, mastering the art of convincing and discussing as well as learning the methods of mediation and negotiations in the small and bigger groups, including the acquisition of the abilities of the use of the services of psychologists, psychiatrists and social workers;

- acquisition of the certain professional skills such as: socio-therapy, reeducation, music-therapy, mediations, clinical diagnosis, designing the process of rehabilitation and ability of the efficient communication, winning the trust of a group and another person, assertiveness, resolution of conflicts;

- organisation of the support groups for the personnel in the crisis both personal and group ones;

- development of creative, routine breaking stances in pedagogy and training of creativity.

Thus, this means that a tutor:

- would want to and is able to apply his/her knowledge in the concrete operations in accordance with the job situation and needs;

- used his/her scientific knowledge and not the common sense or intuition;

- had a positive and proper picture of his/her persona and high interpersonal competencies;

- possessed and combined the universal and professional moral values with the skillful usage of the means of rehabilitation (Ciosek, 2000, p. 181; Palka, 2003, p. 75-84; Węgliński, 2000, p. 127-132).

It seems that all these requirements are fulfilled by the educational offer of the Institute of Pedagogy of Wrocław University. It offers the subjects and classes that take into account the expectations of the personnel of rehabilitation institutions with various professional experiences as well as the expectations of the students of post-graduate studies in pedagogy who consider it useful in the planned work. This offer covers the two-level studies in pedagogy (Bachelor and Master levels) and, what is especially important for the people who

want to gain the competencies of the rehabilitation without an earlier pedagogic preparation, the Post-graduate Studies in Rehabilitation Pedagogy.

The graduates of the Bachelor and Master degree levels in pedagogy in rehabilitation obtain the qualifications in pedagogy and are ready for the work with the socially impaired people in rehabilitation institutions for adults (prisons) and in institutions for juveniles (reformatory, social adaptation centres for youths, centres of upbringing for youths, centres of social therapy) as well as to the rehabilitation and prevention in the open social environment (probation officer, school pedagogue). For that are the theoretical, methodology and workshop classes and practices at the various facilities.

During their studies, the students get familiar with the system of care, upbringing and therapy existing in Poland for the socially impaired people, and with the selected solutions used abroad in this regard; they get familiar with the social, psychological and biological mechanisms in the genesis of the pathology in behaviour; they master the theoretical and methodological fundamentals of rehabilitation and preventive impacting (in the aspect of diagnosis, designing, execution and evaluation). They obtain the knowledge needed in rehabilitation in regard to the various fields of the special pedagogy and the knowledge of the family law, law concerning the juveniles and penal law. The vocational preparation includes not only the contact and work with a disturbed individual or directing a group subject to upbringing, but it includes the competencies in regard to the therapeutic and upbringing support for a dysfunctional family. The students also get familiar with the ways of coping with stress and prevention of the job “burnout”.

The aim of the Post-graduate Studies in Rehabilitation Pedagogy is to equip the students with the knowledge and skills permitting them the professional pedagogical approach in regard to the pupils causing special upbringing problems and in regard to all the people with the symptoms of the social impairment kept in the preventive, rehabilitation, penitentiary and social adaptation facilities. During their studies, students also learn how to copy in difficult situations that occur in all types of schools and centres dealing with care, teaching and upbringing. Outside the possibility of acquiring formal vocational qualifications, the studies give also the chance to look inside oneself and to modify and develop one’s own personal values. The graduates obtain qualifications in regard to the rehabilitation pedagogy and social prevention.

The curriculum of these studies includes three groups of subjects. The first one includes a group of basic subjects: general pedagogy, psychological concepts of human beings, theoretical bases of upbringing and psychopathology of development of children and youths. These subjects introduce the students into the issues of the activities concerning upbringing, therapy and didactics. They also describe the elements and structure of the contemporary reality of the upbringing. They provide students with the concept or idea categories allowing the understanding of the social sense of upbringing and its role in the professional preparation of teachers and tutors to their vocation. They allow the acquisition of the knowledge about the humans function and on the psychological mechanisms leading to deviations and pathologies. They prepare the students, especially those without any background in pedagogy, like lawyers, graduates of higher schools or academies of physical education, police officers, priests and nuns, court employees, to adopt the knowledge contained in the second group of subjects, defined as the specialist ones.

The group of the specialist subjects creates:

- special pedagogy, introducing the students into the issues concerning the therapeutic, upbringing and didactical activities in regard to the people who are handicapped in various degrees and types both intellectual as well as physical;

- psychology of social impairment, showing the students the psychological mechanisms of social impairment and accompanying clinical disturbances and the

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