https://doi.org/10.59132/viz/2024/3/26-30
Izvleček
Krizni, čustveno zahtevni dogodki in okoliščine v katerih se lahko znajdejo učenci in zaposleni, zahtevajo strokovno odgovorno, premišljeno in sočutno ravnanje. Paleta različnih čustev, občutkov in stanj so normalni odzivi na neobičajne, stresne okoliščine. Vzpostavitev primerne distance je za spoprijemanje z mnogimi izzivi v novih okoliščinah lahko zahtevna, a nujna. Ključno je, da se zmore odrasli dovolj umiriti, se prizemljiti in se dovolj dobro počutiti v svojem telesu. Le tako lahko deluje pomirjujoče in podporno tudi za učence. S tem se lahko zmanjša stiska in tveganje za razvoj dolgotrajne prekomerne čustvene občutljivosti in drugih tveganj za duševno zdravje. V prispevku se osredotočamo na vlogo učitelja pri nudenju podpore učencem v čustveno zahtevnih dogodkih in podajamo usmeritve, na kakšen način ukrepati, se pogovarjati in delovati skladno s potrebami na individualni in / ali sistemski ravni (delo z razredom, s starši, na ravni šole).
Abstract
Talking to Children and Youth During Traumatic Events
Critical and emotionally charged events and circumstances, which students and staff may experience, call for a professionally competent, reasoned, and compassionate response. As expected, unusual and stressful situations lead to an array of emotions, feelings, and states. Establishing a suitable distance can be demanding yet necessary to cope with the many challenges of new circumstances. The ability of an adult to calm down, find balance, and feel comfortable enough in their skin is vital in reassuring and supporting learners. It can reduce distress and the risk of developing long-term excessive emotional sensitivity and other mental health issues. The article focuses on the teacher’s role in supporting students in emotionally challenging events, and it provides advice on how to intervene, communicate, and act in response to individual and systemic needs of the class, parents, and school.