Povzetek
Namen članka je predstaviti primer dobre prakse na področju izvajanja preventivnih dejavnosti v gimnazijskem programu in programu srednjega strokovnega izobraževanja, kot jih določajo programske smernice za delo svetovalnih služb v srednjih šolah. Kljub sistemskim smernicam in priporočilom akademske stroke raziskave in izkušnje svetovalnih delavk kažejo, da je ob vseh drugih vsebinskih nalogah to zapostavljeno področje, za katerega težko najdemo čas. Avtorica predstavlja, kako vsebine preventive s področij drog, varne spolnosti, duševnega zdravja, skrbi zase, nasilja, predsodkov, asertivnosti in vzgoje ter druge vsebine implementira v program v obliki obveznih izbirnih vsebin (OIV) oz. interesnih dejavnosti, kar v veliki meri lajša umeščanje skupinskih oblik preventivnega dela na področju duševnega zdravja v redne dejavnosti dijakov. V vseh oddelkih jih izvaja v okviru predmetov Zdravstvena vzgoja in Vzgoja za družino, mir in nenasilje. Njeni dijaki so v prvem in/ali drugem letniku deležni petnajst oz. osemnajst ur teh vsebin v šolskem letu. Pri implementaciji se svetovalna delavka z dijaki poveže, vzpostavi vzdušje varnega okolja, v katerem dijaki dobijo občutek, da imajo na šoli zaupno osebo, ki jim je dostopna. Taka srečanja lahko delujejo tudi presejalno – delo v skupini tako postane uvod v individualno obravnavo oz. svetovanje. Avtorica predstavlja nekatere oblike in metode dela na področju vzgoje za nenasilje, ki jih izvajajo zunanji izvajalci, in navaja praktične izvedbene napotke na podlagi dosedanjih izkušenj z izvajanjem. Predstavlja tudi nekaj predlogov za reševanje izzivov, na katere naleti pri izvedbi.
Abstract
Preventive Activities of School Consultants for Separate Compulsory Subjects and Extracurricular Activities
The purpose of the article is to present an example of good practices in implementing preventive activities in grammar school and secondary vocational education programmes as defined by the guidelines for secondary school consultant services. Despite the systematic guidelines and recommendations of the academic community, the research and experiences of school consultants show that this area has a minor role, compared to all other content-focused tasks, for which there is rarely enough time. The author describes the ways in which prevention contents concerning drugs, safe sexuality, mental health, personal care, violence, biases, assertiveness and education are implemented in the programme through separate compulsory subjects or extracurricular activities, which to a large degree facilitates the inclusion of group preventive work in the area of mental health in regular student activities. She teaches these contents in all departments within the subjects Healthcare Education and Education for Family, Peace and Non-violence. The first and/or second year students attend fifteen and eighteen hours respectively of these contents per school year. During the implementation, the school consultant connects with the students, creating a safe environment in which they feel as though they have someone at school that they can trust. These meetings can also serve as screenings – group work can be an introduction that leads to individual meetings or counselling. The author introduces some of the forms and work methods in education for non-violence implemented by external providers and offers practical implementation instructions based on the existing experience, along with a few suggestions for solving challenges that may occur during the implementation.