Original scientific paper

https://doi.org/10.7906/indecs.23.4.3

Contribution of Psychosocial Support of Teachers to Socio-Emotional Competences of Children

Šejla Bjelopoljak ; University of Bihać, Faculty of Education, Bihać, Bosnia and Herzegovina
Miroslava Marjanović ; Private psychotherapeutic practice, Sarajevo, Bosnia and Herzegovina

Abstract

The patterns by which adults model the future behaviors of children represent potential responses of adult generations to developmental needs and tasks during life cycles within the system of which they are a part. The system can test various (un)predictable events as well as adopted patterns of relationships and functioning, attitudes, competencies, beliefs of an individual who manifests symptoms of (in)satisfaction. In these phases, especially children, except in the family context, show a symptom of behavior or dissatisfaction in the school system. With the help of teacher support and behaviormodels, children can adopt various mechanisms that increase the level of resistance to stress and contribute to the overall quality of a healthier life. The school aimed at achieving healthy personality development of students, in addition to the content adopted in it, must also offer an environment in which children acquire socio-emotional competences. Such a school represents an oasis of peace and communicates in the spirit of partnership (not only cooperation!) with other systems especially family ones. “An upset child cannot effectively adopt teaching content and achieve educational results”, which is why we assume that the school still has many reasons to place a child in the center as a subject of the entire educational event. Starting from the above reasons, the article deals with empirically based research, examining the contribution of psychosocial support and competences of teachers to socio-emotional competences of children. The results imply the support that children need especially at the age of 12-15 when it comes to the dimensions of socio-emotional competences, self-awareness, self-management, social skills, responsible decision-making, social awareness. It seems worrying that only 56,16% of the sample was previously trained to provide psychosocial support in schools, and that the same of all is implied, and that due to the lack of change, i.e. the effects of work in 43,84% of the sample there is dissatisfaction with the overall work. Although it sounds plausible that the overall sample provides psychosocial support (with and without competences) in the work we find that we have a contribution to the socio-emotional competences of students only with HEART facilitators who, unlike other teachers, use art in work/art forms.

Keywords

mental health, psychosocial support programs, art forms, peer violence

Hrčak ID:

334799

URI

https://hrcak.srce.hr/334799

Publication date:

30.8.2025.

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