Acta Iadertina, Vol. 20 No. 2, 2023.
Preliminary communication
https://doi.org/10.15291/ai.4388
Challenges and Strenghts of Family and School with SCORE-15
Šejla BJELOPOLJAK
orcid.org/0000-0001-7731-2633
; Faculty of Pedagogy, University of Bihać, Bihać, Bosnia and Herzegovina
Abstract
While a family faces a test of its own resilience on one side, the most
vulnerable member – at the same time the strongest – often shows behavioral
symptoms on the other side by sending distress signals that
“somewhere” something is not working. If this is a child and a student,
then they will surely not benefit from the linear approach of institutional
support, in which they are labeled for their behavior as an individual
who needs to change and adapt to the rules (of the school). The
cause lies in the sub-layer of symptoms that the education staff, primarily
an expert associate, understand with the help of other members
of the family system. They will then try to intensify communication
and mutual understanding of common goals. The aim of the research
was to examine the challenges and strengths faced by families from
the perspective of expert associates using descriptive, causal and assessment
methods. Explication of the findings based on the SCORE-15
instrument, in this paper, we examine the quality of support from the
perspective of expert associates who, observing the family, confirm the
linearity of their own approach, but also the challenge of a family that
does not accept changes, yet urgently needs help. The results confirm
that in more than 50% of cases the observed families apply a pattern of
behavior aimed at preserving traditional values (morphostasis) while
resisting to accept change coming from younger generations (morphogenesis)
and “without trust and family cohesion, have challenges in
balancing functional relationships within the family system”. Also,
that expert associates encounter difficulties in the application of the
system paradigm and that the linear approach prevails in the work. As
for institutional support, with an emphasis on the school system, the
findings confirm linearly based actions in the direction of treating the manifestations of the observed symptoms, but not the causes that had
led to challenges in children’s behavior, which ultimately leads to dissatisfaction
with their own work as expert associates. Judging from the
results which represent families that possess values such as nurturing
truth, courage and personal resources they use to overcome problems,
where protecting the youngest – children – is the number one priority,
we can see there is room for establishing partnerships. The expert associates
confirmed the systemic perspective when it comes to hoping that
the family can cope with developmental challenges.
Keywords
family; school; partnership; mental health
Hrčak ID:
313994
URI
Publication date:
7.2.2024.
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