Social pedagogue in schools and in school facilities

INTRODUCTION

In the Slovak Republic, the position of social pedagogue is still absent in most schools and educational institutions. At the same time, his essential role as a professional employee should be a matter of course for schools. The social pedagogue first and foremost acts as a highly qualified expert in the field of prevention, who knows how to promptly solve problems and prevent situations that cause the occurrence of social-educational problems. Nowadays, with the increasing problems of pupils, he would be able to help very effectively in case of acute and chronic needs. The social pedagogue ideally cooperates with several professional employees, with whom they can create a team in schools, which is thus able to respond quickly to emerging problems.

The current legislation defines the profession of a professional school employee, but we expect and recommend that it be reprofiled and more defined in the school educational process in the near future. The reason is the increase in the diagnosis of the consequences of socio-pathological phenomena in the environment in which the student moves, in the solution of which the activity of the social pedagogue is irreplaceable.

In the contribution, we point out the necessary representation of the social pedagogue in schools and in school facilities, as it is he who helps and correctly guides not only the pupils, but also the parents and teachers themselves. Each individual is mainly motivated by what has some meaning for him.

Part of the contribution is research - a survey of pedagogical employees, in which they were asked to express their opinion on the importance and meaning of the social pedagogue in schools and in school facilities. The research probe partially points to the current state of Slovak education.

Social pedagogy

Social pedagogy in Slovakia began to develop much later than in Europe under the perspective of foreign experiences and knowledge. The foundations of social pedagogy were laid in the 70s of the 20th century. (Hroncová, Emmerová, 2015) Currently, university study programs offer the possibility of education in the field of social pedagogy, where graduates can work as highly qualified free-time pedagogues and social pedagogues. They can be applied in education, in state administration and in the field of social services. The task of university study programs in social pedagogy is to prepare students, future social pedagogues, to diagnose and analyze problems in the educational process, to conduct effective pedagogical counseling, especially for students in the 1st, 2nd, and 3rd 1st grades. They carry out their professional activities in the framework of prevention, intervention and consultancy. Currently, with the development of society, there are new occurrences of undesirable socio-pathological phenomena, as well as historically recurring phenomena. There is a growing need for additional special educators who would help heal, protect and ensure a smooth and undisturbed educational process in schools. Its development will follow in the near future, as there is an increasing demand from schools for such a teacher's position. It is mainly related to the growing problems of people in society. Because of these influences, social pedagogues will play increasingly important roles.

The main task of social pedagogy is, first of all, to define the relationship between education and the social environment. Definitions of social pedagogy changed and developed in accordance with the problems of the given time. Questions of social pedagogy were dealt with by several experts, e.g. O. Baláž, Z. Bakošová, J. Průcha, J. Hroncová, A. Hudecová, B. Kraus, S Klapilová, P. Klíma and others. However, we are inclined to the following statements. "Social pedagogy as life assistance is a positive pedagogy, the goal of which is to provide help to children, youth and adults in various types of environments in a complex care system by finding optimal forms of help and compensating for deficiencies. The goal is the transformation of people and society through education. It is a process of educational care, guardianship, and protection aimed at the integration and stabilization of the personality. It is the integration of all aspects that make up the personality and stabilization of a person in society." (Bakošová, 2008, p. 58) Furthermore, it is a scientific field of a transdisciplinary nature, which focuses on the environment in education, on managing life situations regardless of age in the sense of helping in accordance with the needs of the individual and society, on creating an optimal way of life. (Průcha, 2009) "Historically, but also currently, social pedagogy focuses on children and youth from socially disadvantaged groups who find themselves in risky life situations. Its task was to help families and schools resolve crisis situations and prevent the emergence of dysfunctional processes and sociopathological phenomena in children and youth." (Hroncová, Emmerová, 2015, p. 73) Currently, we can record an increase in various social problems that directly affect the activities of social pedagogues. As a versatile expert, he should cooperate and coordinate work with several experts at a high professional level. A social pedagogue creates and develops conditions for the healthy and full-fledged development of individuals in order to enable them to function in a social environment and achieve social balance. In the school system, the work of a social pedagogue is focused on support and working with a group. His activity is focused not only on helping students, but also teachers and parents. The goal is to create a quality life at school.

Social pedagogue – part of social pedagogy and social work

A social worker in the position of a social pedagogue belongs to social pedagogy. It is a special pedagogical discipline that, in continuity with other scientific disciplines, participates in solving socio-pedagogical problems occurring in schools. The goal of the activity of a social pedagogue is the prevention, solution and elimination of social-pedagogical problems occurring in schools, classes and individual students.

Hroncová and Emmerová distinguish two types of prevention against occurring socio-psychological problems. Secondary prevention is aimed at vulnerable groups of the population, it does not apply to everyone. Primary prevention focuses on the entire population, which is not health-, socially- or otherwise at-risk or impaired." (Cf. Hroncová, Emmerová, 2015, In: Social pedagogue in school in theoretical reflection and practice) The activity of the social pedagogue also continues in the field of prevention of sociopathological phenomena in the institutional environment. "Another goal is self-help education, restoration of human normality, intervention in the socialization processes of children and youth, but also adults, while the center of gravity of her competences lies in prevention and preventive activities." (Niklová, 2020, p. 15) The importance of the social pedagogue in Slovakia today is significantly higher than it was 20 years ago.

A number of authors began to devote themselves to social pedagogy in Slovakia already in this period, e.g. Hroncová, Emmerová, Határ, Selická, Jusko, Bakošová, Miňová and others, but each mentioned author places the function of social pedagogue in different contexts and levels. Hroncová connects this activity with the prevention of crime, Bakošová with the Ministry of Education, the Ministry of Labour, Social Affairs and Family, the Ministry of the Interior, Justice and Health, Selická relates it to the Roma family, Jusko to the prevention of drug addictions, Miňová to the CAN syndrome. 2 (Bakošová, 2008, p. 198) "We can understand a social pedagogue as an expert (professional) equipped theoretically, practically and conceptually for educational work wherever he contributes to the formation of a healthy way of life, especially where the environment of an individual or a group acts in a destructive or uncreative way in satisfying needs." (Kraus, 2008, p. 198) This activity is not strictly tied to the time of the lesson.

We include the work of a social pedagogue among the helping professions. Over the years, his professional side has been shaped both theoretically and practically, depending on the company's development. Nowadays, the profession of social pedagogue is becoming more and more demanded and needed in schools and school facilities. They find their application in school support teams, where they have an irreplaceable place in counseling and prevention. Undoubtedly, it is of great importance for a positively functioning society. "The profession of social pedagogue was and is closely connected with the development of social pedagogy as a science and the definition of its subject. The broad orientation of social pedagogy to solving many social-educational problems in the past, but also today, is reflected not only in different approaches to the definition of its subject, but also in the inconsistent definition of the competencies and professional profile of a social pedagogue. (Hroncová, Emmerová, 2015, p. 55) The social pedagogue is a stimulus for the development of social pedagogy. In cooperation with several social pedagogues, as well as with an increase in their number, he can develop the scientific fields of pedagogy and social work. From the point of view of the professionalization of prevention, this is a significant positive shift, which creates space for the performance of high-quality and effective prevention of social pathology in the school environment, because the social pedagogue possesses a whole range of key professional competences, which also include the competence of social-educational prevention, intervention, prophylaxis and therapy. (Tichý, 2012, p. 134, In: Sociálny pedagog v škole) Graduates after completing their university studies in the field of social pedagogy can perform professional activities in the framework of prevention, intervention and counseling, especially for children and pupils at risk of socio-pathological phenomena. This also applies to students from socially disadvantaged backgrounds, drug addicts or otherwise disadvantaged, their parents, or legal representatives, as well as teaching staff of schools and other school facilities.

Graduates of social pedagogy can support prosocial and ethical behavior, fulfill tasks of social education, establish social-pedagogical diagnostics, conduct social-pedagogical counseling, set tasks within the framework of prevention of social-pathological phenomena, as well as re-education of undesirable behavior. They should have knowledge of the theoretical components of social pedagogy, understand educational theories, principles and essential connections. This should include good knowledge of the economic, political and cultural context of personality development through education. The preparation of social pedagogues also consists in orienting oneself in school laws and documents. "We can summarize that a social pedagogue is a professional pedagogical employee who focuses on all children, whether there is a problem of a light or serious nature in their life, or they are children without more serious problems. A social pedagogue is the first help for a child at school when a problem appears, he solves problems of educational difficulties, inappropriate behavior in the classroom, emotional and social problems of children, up to delinquency." (Cf. Strapková, https://zspdobsinskeho.eu.sk/socialny-pedagog/) The role of the social pedagogue will become more and more frequent due to the growing problems of students.

So far, there are certain limits in this profession. "The inconsistency of the competence field of social pedagogy, which is defined differently by different authors and institutions, appears to be a problem here. Sometimes the mentioned broad-spectrum, even limitlessness, of social pedagogy is considered its shortcoming." (Malík, 2019, p. 91) We believe that with continued practice over the next few years and an increase in the number of social pedagogues in schools, the activity of social pedagogy will be more clearly defined and profiled. Legislative regulation of the social pedagogue and obtaining qualifications

The social pedagogue is not unknown in the legislation. According to § 107, par. 3 of the Act no. 245/2008 Coll. on education and training in elementary school, there is one assistant teacher or one social pedagogue for every 50 students from a socially disadvantaged environment. Its meaning is important in the upbringing and education of children and pupils from socially disadvantaged backgrounds.

Special social facilities for the exercise of the profession and practice of a social pedagogue according to §120 of the Act no. 245/2008 on schools and school facilities are: a) diagnostic center, b) reduction center, c) medical and educational sanatorium

Schools and school facilities are the most frequent places where the profession of social pedagogue is practiced within the educational process and social work. The school, as the second most important socialization factor in a child's life, should represent a safe environment with a positive climate that significantly supports the protection of students from threats and at the same time leads them to positive values, socially beneficial and expected forms of behavior. The position of the school, especially in the field of primary prevention, plays an extremely important role, which is also conditioned by the increase in deviant behavior of children and adolescents. (Compare Hroncová, Niklová, Hanesová, Dulovics, 2020, p. 57)

Social pedagogue in the sense of valid Slovak legislation, according to §23 of Act no. 138/2019 Coll. about pedagogical and professional employees, together with school psychologists, special pedagogues, field special pedagogues, career counselors, school speech therapists and therapeutic pedagogues falls into the category of professional employees.

Social pedagogue according to §27 par. 2 of Act no. 138/2019 Coll. about teaching staff and professional staff: a) performs preventive activities aimed at preventing and eliminating risky behavior of children and pupils and at preventing and eliminating socio-pathological phenomena, b) provides counseling and intervention with a focus on children and pupils with risky behaviour, at risk of socio-pathological phenomena and on children and pupils from a socially disadvantaged environment, c) provides advice and consultations to legal representatives, teaching staff and professional staff, d) performs socio-pedagogical diagnostics of the environment and relationships, educational activities and other activities in the social-educational field, e) supports the cooperation of pedagogical employees and professional employees with legal representatives, employees of institutions for the social protection of children and social guardianship and other natural persons and legal entities.

Social pedagogue to exercise his profession according to decree no. 1/2020 Z. z. of the Ministry of Education, Science, Research and Sport on the qualification requirements for teaching staff and professional staff, must complete a second-level university education in the field of teaching and pedagogical sciences, where the study program is focused on social pedagogy. (https://www.minedu.sk/socialny-pedagog/) This is a study field of social pedagogy, social work, teaching and pedagogical sciences in a study program focused on social pedagogy. (Cf. https://www.minedu.sk/socialny-pedagog/) The position of social pedagogue can also be performed by a graduate of the field of social work who has completed the relevant study of the pedagogical minimum. Higher education 3rd degree in the field of social work with a PhD degree) entitles a social worker with a pedagogical minimum to practice the profession of social pedagogue.

Personality and practice of social pedagogue in schools

The personality of a social pedagogue as a helping professional, whose center of gravity lies in working with people, is subject to many demands. In addition to the qualification prerequisites that predetermine his professional competence, a social pedagogue should have personality traits that predispose him to high-quality work as a counselor, therapist, or lecturer. (Niklová, 2020, p. 19) This is an expert who should have a natural aptitude for working with students, a teacher and a social worker. The acquired qualification itself is necessary for the development of these skills. However, it is not a sufficient factor for practice, which is gradually acquired during the performance of the profession. "Acquiring key competencies is a lifelong process that has a positive effect on a person's personal development." (Niklová, 2020, p. 20) Constant lifelong effort brings its results and the acquisition of new experiences at any time, which creates additional space for motivation.

According to Malík, for the optimal performance of the profession of a social pedagogue, personality prerequisites of a personal-personal nature are required, they are divided into two groups of interpersonal characteristics, such as self-confidence, purposefulness, creativity and interpersonal characteristics that include conscientiousness, foresight and patience. Patience is especially important for a social pedagogue, given that solutions to various problem situations do not come overnight, of a social nature - affiliation, prosociality, communication skills, empathy, respect for others and moral character traits, including altruism, honesty and discretion. (Malík, 2019, p. 94 – 95) "A social pedagogue has educational competences of self-education, self-education, counseling competences, prevention, economic competences and re-education competences." (Laca, 2011, p. 168) With the competences listed, this profession belongs to the group of professional school employees.

"In recent decades, the professional and lay public have pointed to an increase in problematic or deviant behavior among pupils, which is declared by various relevant research studies. These facts force experts and lay people to pay attention to problematic behaviour, its genesis, consequences, but especially how to effectively prevent or solve it." (Niklová, 2020, p. 27) A social pedagogue performs professional activities in the framework of prevention, intervention and the provision of counseling. According to Lac, the social pedagogue focuses mainly on children, youth and adults. The activity of a social pedagogue is a helping one, it includes educational, educational, preventive, re-educational and intervention activities. (Laca, 2011, p. 158) Counseling is provided primarily to students who exhibit socio-pathological phenomena. We can consider such socio-pathological phenomena:

• disadvantaged environment,
• substance and non-substance addictions,
• absence of parental education,
• insufficient material security,
• various forms of bullying,
• domestic violence,
• peer groups,
• truancy

A student can grow up in a disadvantaged environment. It is often an environment that lacks the appropriate quality of infrastructure, electricity and water connection and the associated lack of hygiene, unsuitability of dwellings, etc. It does not have to be only about Roma settlements. The individual mentioned aspects can also occur in the settlements of the majority. This is a determinant influencing the education of students outside of school. Fewer amenities, as well as the absence of correction, can lead to pathological behavior that tries to cover up these shortcomings.

Addictions, whether substance or non-substance, are usually built gradually. Inappropriate spending of free time, boredom, and the influence of the environment and its individuals often offer drugs as a solution to problems. Unfortunately, the occurrence of drugs is also possible in schools. A student can succumb to the offer to fit in and be part of a group. After the addiction is built, a lot of problems come. Gambling, video games, pornography, etc. they offer the opportunity to forget unpleasant feelings and unsolvable situations. Unfortunately, they build up addictions gradually and in a really short time. Addictions later cause other subsequent pathological phenomena – theft, aggression, social isolation, self-care, mental problems, etc. We also consider soft drugs used occasionally, recreationally, to be a pathological phenomenon. It is inappropriate to tolerate smoking in the school environment, as well as reserve places for smokers. It applies to all teaching and non-teaching staff to refrain from such actions.

Absence of parental education is often caused by the death of one of the spouses. The joint participation of the spouses is thus absent. Another possibility of the absence of parental education is divorce and separation of parents, former partners, from each other. Alternate parenting, or court-ordered meeting of children with one of the divorced parents at regular time intervals, does not allow full care of both parental partners. We believe that different opinions on child rearing are deepening even more and can have a negative effect on the psychological development of children and adolescents. The negative side of alternate education often lies in the abuse of the student when visiting school. In the pedagogical environment, the difference between alternate parenting is becoming more and more apparent. A student is better prepared for lessons with a stricter parent. Another week she is not preparing for classes thanks to the benevolent approach of another parent. A student can abuse it to avoid school duties. It is when avoiding school duties that he may come into contact with drugs, truancy, soft drugs, excessive playing of video games, etc. It should be noted that the occurrence of trauma from the divorce of one's own parents can cause a student's rebellion and inappropriate behavior at school.

Inadequate material security can be due to various reasons - unemployment of parents, poorly valued work of parents and lack of new job opportunities for families, significantly limited financial budget of the family due to indebtedness3 can put the student to shame. The school environment is usually a space for comparing clothes, shoes, branded items, etc.

According to Lac, the issue of bullying is becoming a societal problem. We usually encounter an attitude such as: the pupils themselves are to blame, or let them solve the problem among themselves. (Laca, 2011) We consider it appropriate to also mention bullying by teachers. The teacher's own frustration caused by a difficult situation at home, problems in partner relationships, as well as envy towards students such as abilities, givens are one of the few stimuli that cause bullying on the part of the teacher. The social pedagogue proves to be suitable for intervention in this undesirable behavior, its elimination and removal of damages caused by such bullying. Bullying can occur in the school workplace and among the employees themselves, colleagues. The aggressor, the bully thus negatively affects the performance of the bullied colleague's teaching profession. We believe that even in this case, the role of the social pedagogue is irreplaceable to prevent such a socio-pathological phenomenon at school. "a social pedagogue can provide consultations to teachers in individual or group form." (Niklová, 2020, p. 65) The aggressor - the bully himself can envy his colleague. Therefore, the social pedagogue can intervene and eliminate this undesirable and regrettable phenomenon at school. "The online environment not only has a consolidating but also a disintegrating effect on people. On the one hand, they have an educational and preventive effect, on the other hand, they create the ground for the cultivation of a wide range of socially undesirable phenomena. They have the power to sensitize people to certain problems, at the same time, they are also one of the most effective means of mass anesthetization resulting in people losing sensitivity to certain topics or problems. They also have significant pro-integration effects, at the same time leading to new forms of exclusion." (Malík, 2019, p. 87) The online world often mistakenly represents the real world. "The online space becomes an asylum for people who have not been accepted by the real world." (Malík, 2019, p. 87) Children, even as a result of bullying, cannot find a way to communicate with their peers. Dialogue in the online world is outwardly more anonymous, safer and freer to express feelings and opinions. The advantage of online counseling or intervention is, first of all, that it can be provided in real time and regardless of the spatial distance between the social educator and the person who requires professional help. (Malík, 2019, p. 89) "What the current era requires is that screening4 be carried out in an online environment." (Csikósová, 2018, p. 38) It may not be a popular intervention on the part of the teacher, but in any case it is preventive and beneficial, since students cannot estimate the degree of disclosure of private information.

Domestic violence is another reason that causes problems in a student's behavior at school. "It is the family that plays an irreplaceable role in a person's life. It fulfills certain functions that, just like society, the individual also requires. In the family, we first encounter the socialization of the personality. It can be considered an educational institution from which a person takes the foundation for life." (Csikósová, 2018, p. 38) If the family does not fulfill its basic functions in relation to its members and society as such, the destruction of its own member begins to work. This is also the case with the already outlined domestic violence. The abuser in the family is usually a parent, a grandparent if it is a multi-generational household, an older problematic sibling... Domestic violence does not have to refer only to physical attacks. It is often involved in the psychological manipulation of the child. Establishing the completion of difficult tasks, punishments for non-fulfillment, ignoring the parent because the child does not complete the task, reproaches that he is incapable and fails cause psychological trauma. A student from this environment may stutter, urinate, and tremble involuntarily during normal social contact. Stress can increase during the educational process in the classroom. The task of the social educator in this case is to find out the state of family coexistence, to diagnose problems. "If the relationships between parents or other family members are disharmonious, they can distort his idea of ​​reality, and the family would become a risk factor contributing to the possible emergence of psychological difficulties." (Koscúrová, 2010, p. 75) These difficulties are reflected in the student's behavior and his results in school. "Also, unfulfilled economic functions of families can negatively affect children's behavior." (Bujdová, Šimková, Bryndzák, 2016, p. 132) A dysfunctional family is accompanied by at least one serious socio-pathological phenomenon. However, we can say that one pathological phenomenon can occur in families nowadays. It is already a matter of continuity of pathological phenomena. "The most effective way to combat these socio-pathological phenomena is prevention." (Bujdová, 2015, p. 25) However, it should precede the emergence and course of socio-pathological phenomena in the family.

Peer groups do not have to have all the elements of the aforementioned socio-pathological phenomena. It can often be a grouping of people with similar problems in their families and in their surroundings. Their togetherness helps to partially eliminate personal frustrations. Relationships in these groups are not always based on honesty. The goal is to survive. Later, in these groups, there may be differentiation, taking over leading and subordinate roles within it. Other forms of violence can occur and only exacerbate the given problems. In order to attract and fit into a group of similar people, the student can perform activities that he would not normally do - smoking marijuana, excessive drinking of alcohol, drug use, obtaining contacts to procure drugs, shoplifting for adrenaline in order to strengthen his status within the group, taking funny photos and posting them on social networks are other undesirable results of living together in this group, which is reflected in the educational process pupil. "The social educator should use the knowledge of science and research in preventing drug addictions and reducing the demand for drugs." (Hroncová, Emmerová, Majerová Kropáčová, Snopková, 2015, p. 75).

Truancy represents the illegal absence of a pupil in the educational process. Truancy does not have to be just laziness and evasion of duties. "To it we can associate disorders resulting from problems at school, from the feeling that learning is too difficult, fear of bullying, school depression, or depression." (Koscurová, 2013, p. 123) Truancy has several forms. It doesn't have to be just an escape from school in the form of adventure or visibility, but an escape from an environment that causes stress, uncertainty and anxiety.

According to Malík, 2019, p. 100 perceive the position of social pedagogue for internal school employees as the most practical solution. In Slovak education, the position of social pedagogue is absent and is replaced by pedagogical staff, school psychologist. In schools, he could also be employed as an educational advisor, prevention coordinator, free time educator, teacher's assistant. We agree with the statement that any violence has a destructive effect on the individual and also on society. "One of the dangerous phenomena of life is the presence of aggression, violence, and humiliation directly in school classrooms. To discuss the problem of violence in schools, as well as other topics, it is important to precisely define certain terms." (Laca, 2011, p. 122) It is necessary to precisely determine the causes that are stimulating for bullying. In interpersonal relationships, it is a form of unwanted aggression that seriously distorts social relationships and forms of life. "An important factor that adversely affects a student's personal and social development in the school environment is bullying and aggression carried out directly at school." (Koscurová, 2013, p. 116) Individual schools will have to deal with these factors more and more and eliminate them with the cooperation of social pedagogues. "So the social pedagogue is the first help for a child at school when a problem appears, he solves the problems of educational difficulties, inappropriate behavior in the classroom, emotional and social problems of children up to delinquency." (Strapková, https://zspdobsinskeho.eu.sk/socialny-pedagog) Therefore, she does not have to deal with specific tasks by teaching other subjects and can only devote herself purely to her work.

Additional competencies of a social pedagogue

The social pedagogue provides social service for pupils. It is devoted to the prevention of socio-pathological phenomena in the school in the form of various lectures, radio shows, discussions and seminars for pupils, legal representatives and the inclusive team of kindergartens, elementary schools, it is devoted to the correction of the behavior of pupils with behavioral disorders (dissocial, antisocial behaviour). In counseling and re-education procedures, it solves problematic behavior of pupils, such as truancy, bullying, crime, extremism, moral and social disorders in behavior, provides help to pupils coming from dysfunctional and socially disadvantaged families, cooperates with local educational institutions and other experts: police, social guardianship and CPPPaP, etc. He cooperates with other professional school staff in unifying the effects on the individually integrated pupil, in relation to parents he provides advice and individual consultations in the field of prevention of socio-pathological phenomena and about possible risks for pupils, he works regularly with the class team to create a better atmosphere and climate in the classroom in order to prevent conflicts, aggression and bullying in the group, they keep accurate records of solved cases within individual and group activities, work in segregated communities, cooperation in informal education, collaborates and participates in the development of an action plan/action plans for inclusive education. (Cf. Trvalová, https://zssnpbb.edupage.org/a/socialny-pedagog)

Segregated groups are most often associated with the Roma minority. The importance of the social pedagogue in working with the Roma family can also be seen in its application in the school environment, in which we can perceive the social pedagogue as a helper and advocate for both pupils, teachers and parents, but also as a mediator in resolving conflicts, a coordinator of cooperation between the school and the Roma family, family and experts and, last but not least, as an organizer of leisure and preventive activities for Roma children and youth. https://www.prohuman.sk/pedagogika/socialny-pedagog-a-romska-rodina Author: Mgr. Ivana Šuhajdová "Rights with the Roma ethnic group represent promising possibilities for the application of social pedagogues when working in a low-socialized environment of segregated settlements." (Hroncová, Emmerová, 2015, p. 124) It is appropriate if the social pedagogue meets other qualification prerequisites for teaching other subjects, general education, vocational education subjects. As part of the afternoon teaching and tutoring of subjects, space is created for future counseling and analysis of the social environment. "Any preventive effort of a social pedagogue should contain elements of effective prevention and preventive programs. The effectiveness of any preventive action is conditioned by the choice and use of appropriate and adequate strategies." (Tichý, 2012, p. 136 In: Social pedagogue in school) One of the most important components is effective communication in the field of social work and pedagogy. In practice, both fields of science are intermingled both in social facilities and in schools and school facilities. "In the field of the social profession, it is important for the worker to realize that creating and maintaining a relationship with the client is a fundamental step for his further work to achieve the desired result for both parties." (Laca, 2013, p. 83) This applies to the social pedagogue himself, who is in communication with the student. There is a desirable discretion in conversations when solving social problems, socio-pathological phenomena and creating a unique trust between teacher and student. "One-time, campaign-like activities alone cannot replace continuous and targeted systematic work in the field of addiction prevention." (Tichý, 2012, p. 136 In: Sociálny pedagog v skole) However, they can be an incentive for the preparation of further new continuous and systematic work.

Cooperation of the social pedagogue with pedagogical and professional staff in the school process

"As part of his activity, the school teacher cooperates with classroom teachers, teacher assistants, special teachers, a school psychologist, an educational counselor and other pedagogical and professional school employees." (Strapková, https://zspdobsinskeho.eu.sk/socialny-pedagog/) She also cooperates with professional staff, such as a cooperating psychologist, special pedagogue and speech therapist. Cooperation is necessary with parents, who play a key role. The effort of parents to cooperate, admitting a mistake or neglecting something in parenting is the first timely intervention in the upbringing of the child, leading to later correction. cannot fulfill its goals and demanding educational tasks without active cooperation with the family, because in the words of P. Gongová: trying to raise youth without the help and support of the family is like trying to sweep leaves in the wind." (Laca, 2011, p. 101)

Part of the profession of a social pedagogue is cooperation with professional employees of CPPPaP and CŠPPP (collaborating psychologist, cooperating special pedagogue, cooperating speech therapist), parents, doctors or other administrative forces, working with the child at the initiative of the class teacher, teacher, educator, pupils, legal representatives or observing his behavior and possible problems in group sessions in the classroom, the social pedagogue fulfills tasks in the field prevention and solutions of socio-pathological phenomena in children, with its activities it affects teachers, pupils and their legal representatives in order to create a positive social climate in the school. (Cf. Strapková, https://zspdobsinskeho.eu.sk/socialny-pedagog/) The work of a social pedagogue can be effective on mutual participation, constructive feedback from colleagues at work and willingness to cooperate.

"Contemporary society is marked by an increase in aggression among children and youth, bullying, cyberbullying, the expansion of new non-substance addictions. Today's schools face many problems that are the result of social, economic, political conditions and reforms." (Niklová, 2020, p. 31) According to Strapková, the social pedagogue most often encounters the following questions and concerns of students in practice: I'm afraid to go to school! The teacher sat on me. Why do my classmates hate me? Am I really different? I am afraid/embarrassed to speak in front of someone. I have experienced bullying first hand. I know about the bad things that happen in our class, but I'm afraid to tell anyone. I'm "into someone" and I don't know what to do. I hate my classmate. It seems to me that my parents do not understand me. I feel like something bad is happening at home, but I don't know what. I don't want ours to get divorced. My sister or brother annoys me. I keep being forced into something I hate. I have the strictest parents in the world. Everyone at home considers me a little kid. Ours are never at home when I need them. It bothers me that we have no money for anything. Everyone ignores me at home. I can't meet my father. We don't go to our grandparents. Why doesn't it work for us like it does for other families? (Cf. Strapková, https://zspdobsinskeho.eu.sk/socialny-pedagog/) We can also add others to the above questions, such as: My parents force me to go to high school or university, which I don't enjoy. My parents put too many activities on me. I have too many clubs. Why do I fail? Again, I am not excellent and successful. What will happen if I am not accepted to the high school I want to go to. Will my parents continue to accept me? Will I be accepted among my peers if I study Vocational school, or do I study at a school that is looked down upon? Will my future profession be respected after graduating? My classmate does not have the same clothes, shoes and games.

In practice, the social pedagogue also encounters questions from the other side, from the parents. Questions like: Why do I have such a child? What am I doing wrong when my child is like this? Why don't I get along with my child? How should I treat a child after a divorce when...? Everyone is against my child. What about that? Why do my kids hate each other? I can't handle education, my child does what he wants. What about that? My child has completely changed. What happened? My child is exceptional in some area (positive or negative). (Cf. Strapková, https://zspdobsinskeho.eu.sk/socialny-pedagog/) Other questions of parents may concern why the child does not listen to me and accept me? Why does he not follow my example. Why do I have one child better and the one that troubles me is completely different? Do I give clear rules in education, accepting his psychosocial development and freedom? Why does my child not accept my new partner who shows interest in him? Why did he fail? Why is he not successful, like his classmates? All these mentioned, but also other questions and the concerns of parents and pupils must be solved by the social pedagogue in cooperation with the above-mentioned experts. The questions that the social pedagogue solves in the school environment can be elements of his differentiation from other special pedagogues.

Professional competences and functions of a social pedagogue

The social pedagogue carries out individual or group counseling in the conditions of schools and in school facilities using the methods and procedures of social counseling. It significantly affects the social relations of individuals as well as groups in children and youth. In order for the performance of socio-pedagogical counseling to be of high quality, it is important that the pupil agrees to the counseling process, even if the consent of the legal representative is more important, without which the counseling cannot begin. The counseling activity of a social pedagogue in schools postulates thorough preparation and creation of a counseling plan, ongoing recording and evaluation, as well as the completion of the counseling process itself. Social counseling has a wide range of different procedures, methods, techniques of working with the client, family and spouse through which the counselor achieves the set goals. (Cf. Niklová, 2020, p. 160) Many pedagogues have already addressed the topic of pedagogy oriented towards social problems and competences arising from social pedagogy. They see the function of a social pedagogue in practical social-educational, educational, preventive and advisory activities. A social pedagogue is an expert equipped with knowledge and skills and is able to work educationally wherever he can contribute to the formation of a healthy way of life. Especially where the environment affects the individual, but also the group in a destructive way. (Laca, 2011, p. 168) In this case, unfortunately, these are often occurring phenomena. In addition to the listed activities, other activities of the social pedagogue with teachers are, for example, training and training in psycho-social skills, cooperative behavior, conflict resolution, coping with stressful situations, etc.

External vs. internal social pedagogue and social pedagogue as a teacher of other subjects

We consider the profession of social pedagogue to be still developing in Slovakia. With the growth of this profession and the number of these professionals, we assume that we will have both external and internal social educators.

It is questionable to what extent an external social pedagogue can be helpful for schools. This is a social pedagogue who will perform his work in addition to the main earning activity at the school, with which he will have a signed contract, or agreement on the performance of work. This activity could be performed, for example, by a social worker supervisor who, in addition to supervising the supervision processes, would come to the school at the specified time and perform the role of a social pedagogue. It is not excluded that a social pedagogue would perform this profession externally at several schools. Such a social pedagogue would initially have to familiarize himself with the school environment, its teachers, pupils, teaching and non-teaching staff. Based on getting to know the school environment, he can start working as a social pedagogue. His advantage will be if he continues to carry out the given activity externally at the school. If the social pedagogue were to change every school year at a school, where he would work for several months, it would not only be an instability of an important pedagogical worker of the school, but within the profession, a frequent change of schools would be unsatisfactory, and the process of social pedagogy would always be conditioned by re-acquainting oneself with the environment, which could ultimately affect the effectiveness of this activity.

The advantage of an internal social pedagogue lies in the permanence of the school in which he works. Such a teacher already knows his work environment, he knows its working regime, rules and overall setting. He is in more frequent contact with students and teachers. Thanks to this, it can stimulate social conversations among individual school members and carry out a socio-pedagogical process. Compared to an external social pedagogue, he has the advantage of a home environment. The effectiveness of the activity may depend on the reception and acceptance of the social pedagogue by the school itself, whether by the management, teachers, or students. The effectiveness of the work of a social pedagogue who is a teacher of other general education subjects can be an advantage. Such a teacher has more contact with students and teachers also in the educational process. As part of the teaching, he gets to know the classroom environment, individual pupils, their behavior and character traits, he can see their individual manifestations. He can better assess the student himself than when it is mediated by the teacher. 5 An unreasonably strict teacher, who also performs the activities of a social pedagogue, can harm his social-pedagogical activity and it happens that the student or the teacher does not open up enough to him during conversations, or simply does not accept him. It also happens often with the so-called "Pupil labeling", where the teacher classifies the pupil as a negative person and, despite his efforts, does not want to give him better grades. On the contrary, a teacher of educational subjects, 6 such as e.g. religious education, which is often unknown, has the advantage that the students will be more open to cooperation with him. "The catechesis itself, which is possible during this lesson, is not just an ordinary religious teaching, nor can it be reduced to the presentation of religious knowledge." (Tirpák, Pacák, 2022, p. 119 In Theologos. Theological review) Its reach can be significantly higher. It can go deep into the pupil itself, up to the metacenter. In such a case, the psychological positive effect is an inseparable accompanying phenomenon. It should be borne in mind that this is a diversity of cases and factors that influence the potential socio-pedagogical process. At the same time, a teacher's specialization only in social pedagogy can create a narrower and at the same time clearer profile. It should be noted that the activity of a social pedagogue consists of a wide range of activities, therefore it cannot be a monotonous profession. Its diversity can be applied to a narrower group of students, e.g. for high school students, younger years of the 2nd grade, etc. Such specialization of a social pedagogue can happen when the work of social pedagogues is divided in one school. A narrower specification for an individual group looks for other options that will be applicable and work especially for it. As part of the change in pedagogical activity and psychohygiene, it is an advantage if the social pedagogue teaches at least one educational subject, where he can identify other threatening or manifesting socio-pathological phenomena in the classroom during his lessons.

We believe that all the previously mentioned ways of performing the activities of a social pedagogue are desirable and individual shortcomings can be picked up during the performance of the profession in schools. It always depends on the individual case, the type of school, the personality of the social pedagogue and other factors. "The profession of a social pedagogue is undoubtedly very necessary and important for a functioning society. The often-mentioned problem of changing the family climate, where parents do not devote enough time to the education of their children, also contributes to this." (Laca, https://www.prohuman.sk/socialna-praca/postavenie-a-kompetencie-socialneho-pedagoga-v-spolocnosti)

Possibility of applying social pedagogue in practice

"The profession of social pedagogue is one of the new and still insufficiently known professions in Slovakia." (Hroncová, Emmerová, 2015, p. 68) We can witness that his profession will be confused with the position of special pedagogue or school psychologist. In the future, however, the development of this profession and its necessary differentiation from other professional teaching staff is possible. A social pedagogue can work in a natural social environment. By this environment we mean family and also peer groups. "A dysfunctional family environment affects the emergence of sociopathological phenomena in children. A harmonious family environment and appropriate upbringing are a good springboard for every child." (Hroncová, Emmerová, 2015, p. 71)

"An important space for the application of social pedagogues is the field of penitentiary and post-penitentiary care, where the aspect of help also resonates strongly. Furthermore, it is the issue of mediation and probation, where the preventive-curative aspect of this activity is emphasized." (Hroncová, Emmerová, 2015, p. 16) Currently, in addition to mediation and probation, the need for supervision is also increasing. Supervision is a method of continuous development of the professional capabilities of the assisting expert with the help of a qualified supervisor. It creates an organized opportunity to reflect on current work topics and is one of the most effective methods of professional growth. In the school environment, it is also a tool for optimizing and verifying the correctness of procedures when working with students, teachers and helps to expand alternative procedures in which individuals, teams, groups and organizations work to solve problems present in professional situations. (Cf. https://assp.sk/supervizia/) Ventilation of negatively accumulated emotions and phenomena in the school environment can thus heal the entire educational process. In this case, supervision could preferably be performed by a social pedagogue.

RESEARCH PART

We assume that the importance of the social pedagogue in schools and in school facilities will increase in the future. The scope of this professional employee in education is broad in the theoretical area. In his practice, he must have knowledge of pedagogy, psychology, social work, etc. Subsequently, he should apply them in practice. The survey was carried out online from 22 May to 4 June 2023 among teachers and pedagogical staff of the Novohradská United School, ZŠ Pri Kríži in Dúbravka, ZŠ Holíčska (all three located in Bratislava), Middle Industrial School in Bardejov, ZŠ in Kružlov and ZŠ in Nižná Vola (both Bardejov district), further to ZŠ in Porúbke (district of Sobrance). 109 respondents answered the survey.

The pedagogues who participated in the research probe are from several regions of Slovakia. Opening question no. 1 dealt with the environment in which they carry out their pedagogical activities.

Most of the teachers who participated in the research probe said that they work in a big city. 45.8% chose this option. Furthermore, up to 39.3% of the respondents were teachers working in the city. The remaining 15% of the respondents were teachers at elementary schools in the village. Ot. no. 2 aimed to find out the experience with the work of a social pedagogue colleague at school.

Ot. no. 2 pointed out that the majority of respondents do not have experience with the work of a social pedagogue in their practice. It was confirmed by up to 74.8% of participating respondents. The smallest group consists of 12.1% of respondents who have (or had) a social pedagogue colleague in the school where they teach (taught).

In question no. 3, the respondents were allowed to choose several options regarding the activities of the social pedagogue at the school. 107 respondents answered this question.

In the first option, up to 76.6% of respondents consider the activity of a social pedagogue as a suitable prevention of socio-pathological behavior of pupils. 41.1% of respondents spoke in favor of the timely intervention of a social pedagogue in a disturbed pedagogical process. 62.6% of respondents spoke in favor of the solution, analysis and diagnosis of the student, as well as the provision of professional help. This option is the second most marked response of educators in the research probe. 57.4% of respondents consider the contribution of the social pedagogue in the school to rehabilitate the reduced status of the teacher and his importance in the educational process as a result of inappropriate behavior of students and their influence by parents. This option was the most numerous among the respondents in research question 3.

The following graph shows the results associated with ot. no. 4.

In question no. 4, the majority of respondents consider the activity of a social pedagogue to be beneficial for improving the social climate in the classroom, or at the school in cooperation with other pedagogical and professional employees. 69.5% of respondents spoke in favor of this option.

Ot. no. 5 dealt with the activities of external and internal social pedagogues.

The largest part of respondents, 44.7%, said that they would welcome a social pedagogue in any capacity, the essential thing is that he should be at the school. At approximately the same values ​​are the answers, kt. they offer a choice of both external and internal school social pedagogues.

Ot. no. 6 deals with supervision, which is one of the possibilities of improving the quality of relationships in the school environment.

The majority, 71% of respondents, said that they would welcome regular supervision at the school to improve its social climate, which could be led by a social pedagogue. Supervision itself can serve to improve workplace relations. At the same time, it is helpful in achieving the set goals in the school environment.

DISCUSSION

Schools and school facilities are focused on the education and training of students. Education itself is an important element of social and human development of the individual and society. Currently, the incidence of socio-pathological phenomena in schools is increasing, which disrupts the smooth educational process. Such a disturbance is accompanied by other negative phenomena among pupils in which socio-pathological phenomena are not manifested. Personal frustration, negative feelings, dislike of being at school for classes because of a bad classmate are no exception. It can also manifest itself in a pedagogical employee. Especially when it has no reach, or sufficient means to prevent the student's pathological behavior, which negatively affects the entire teaching process. Moreover, the seriousness of the teacher's natural authority is currently being dishonored without sanction. It turns out that the social pedagogue plays an important role in these and other factors. It complements what a fellow teacher is limited in within his teaching hours. Moreover, it is not his primary role. Despite this, the activity of a social pedagogue is still unknown in Slovakia. Our research probe above confirms this. 74.8% of respondents said that they do not know this position of professional employee. This position is still in low demand from schools. As of June 7, 2023, only 6 Slovak schools are looking for a social pedagogue (cf. https://www.edujobs.sk/praca/socialny-pedagog). There are still few schools that have such a professional employee. A social pedagogue, thanks to the detection of the occurrence of socio-pathological phenomena in pupils, can save the work of a school psychologist or a special pedagogue and provide him with good material for further work.

Based on the data obtained from the research probe, we recommend for practice: promote the importance of the social pedagogue in schools and in school facilities, provide information and knowledge, as well as practical experience through professional publications and scientific articles and conferences. We recommend that a social pedagogue be located in every school.

CONCLUSION

Currently, within the framework of social pedagogy, there is an inevitable demand for a social pedagogue. The need for this professional employee should be activated and presented to schools in Slovakia. The needs of the company require a highly qualified expert who will be able to respond to newly emerging problems not only from a professional, but also a human perspective. A social pedagogue is able to work not only with a group, but also with an individual, as in the current education system it is necessary to be able to adapt and respond promptly to emerging socio-pathological phenomena. Being such an expert who is reasonably quick to respond and helpful is a prominent trait. Its broad focus makes it a necessary part of today's society. It is about merging pedagogy and social work into one person. Legislatively, this expert is incorporated as a professional employee. In this way, he is able to carry out his activities in the social and educational field, either as an independent worker or as a member of a support team at schools and school facilities. The results of the research probe revealed that the majority of respondents had not yet met a social pedagogue during their practice, but would welcome this possibility as a contribution to improving the social climate in schools and school facilities. We assume that in the future, due to development, the activities and competences of the social pedagogue will be more differentiated from other professional pedagogical employees of schools and school facilities.

Authors: Mgr. JUDr. PhDr. Stanislav Bujda, PhD.; Mgr. Lenka Vargová University of Health and Social Work St. Alžbety, United School Novohradská in Bratislava

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1T. j. for secondary schools. 2 Inadequate handling of the child, on the basis of which deficits in emotional needs arise. 3 Mortgage loans and overpriced real estate, medical treatments not covered by the state. 4 T. z. targeted control. 5 Visits to individual lessons in the classroom are a necessity for social pedagogues. 6 It cannot be lumped.