Psihosocialne stiske in skupnostna podpora: perspektive študentk in socialnopedagoški razmisleki
Povzetek
Psihosocialne stiske predstavljajo pomemben izziv za študentke in študente na prehodu v odraslost. Izsledki te raziskave predstavljajo perspektive študentk o psihosocialnih stiskah in odzivu skupnosti nanje. Z uporabo na umetnosti temelječe raziskovalne metodologije (fotoglas) so študentke socialne pedagogike vizualno dokumentirale reprezentacije stiske v njihovem vsakdanjem življenju in odzive skupnosti nanje. Zbrane fotografije in pripovedi so bile kvalitativno analizirane s tematsko analizo z namenom prepoznavanja generativnih tem. Ugotovitve prikazujejo, kako študentke doživljajo in interpretirajo stiske, ter razkrivajo čustvene, socialne in strukturne dejavnike, ki vplivajo na njihovo dobro počutje. Raziskava kritično prepoznava pomen in tudi izzive neformalnih podpornih sistemov pri blaženju stisk. Za grajenje pristnega dialoga z mladimi mora socialna pedagogika vključevati koncepte pedagogike zatiranih in pedagogike osvoboditve, izvajati individualizacijo psihosocialne stiske in zagovarjati kolektivne, na skupnosti temelječe rešitve. Tak pristop je še posebej pomemben v kontekstu družbenih kriz in naraščajoče negotovosti mladih na prehodu v odraslost. Raziskava poudarja potencial participativnih, na umetnosti temelječih raziskovalnih metod za grajenje dialoga, soustvarjanje znanja in za krepitev intersubjektivnosti, tudi znotraj visokošolskega izobraževanja. Z osredinjanjem na perspektivo študentk prispeva k poglobljenemu razumevanju njihovega dojemanja stiske in zagovarja odzive skupnosti, ki presegajo individualizirane rešitve.
Prenosi
Literatura
Afrouz, R. (2021). Approaching uncertainty in social work education, a lesson from COVID-19 pandemic. Qualitative Social Work, 20(1–2), 561–567. https://doi.org/10.1177/1473325020981078
Akgül, G. (2023). Emerging adults during the pandemic: The experiences of generation Z in the context of self-determination theory. Child and Youth Services, 44(2), 194–217. https://doi.org/10.1080/0145935X.2022.2065982
Alam, A., McGregor, A., & Houston, D. (2018). Photo-response: Approaching participatory photography as a more-than-human research method. Area, 50(2), 256–265. https://doi.org/10.1111/area.12368
Beck, U. (2009). Risk society: Towards a new modernity. Sage.
Bennett, A., & Burke, P. J. (2018). Re/conceptualising time and temporality: An exploration of time in higher education. Discourse, 39(6), 913–925. https://doi.org/10.1080/01596306.2017.1312285
Birrell, L., Werner-Seidler, A., Davidson, L., Andrews, J. L., & Slade, T. (2025). Social connection as a key target for youth mental health. Mental Health and Prevention, 37. https://doi.org/10.1016/j.mhp.2025.200395
Bogdan Zupančič, A. (2020). Sodobna socialna pedagogika v primežu individualizma ali njegova “alternativa”? [Social pedagogy today: A discipline in the grip of individualism or its “alternative”?]. Socialna Pedagogika, 24(3/4), 285–306.
Bogdan Zupančič, A. (2021). Proces konceptualizacije socialne pedagogike v Sloveniji: doktorska disertacija [The process of conceptualising social pedagogy in Slovenia: A doctoral dissertation] [Doctoral dissertation, Faculty of Education, University of Primorska]. https://repozitorij.upr.si/IzpisGradiva.php?id=15999&lang=slv
Bronfenbrenner, U. (1979). The ecology of human development. Harvard University Press. Čičigoj, K. (Ed.). (2023). Feministične prihodnosti: radikalni utopizem Shulamith Firestone [Feminist futures: The radical utopianism of Shulamith Firestone]. Založba /*cf.
Dekleva, B., Klemenčič Rozman, M. M., Razpotnik, Š., Sande, M., Škraban, J., & Tadič, D. (2018). Dostopnost organiziranih oblik podpore mladim v psihosocialnih in duševnih težavah in konteksti teh težav: preliminarna študija [Accessibility of organised support for young people with psychosocial and mental health issues and the contexts of these issues: A preliminary study]. Faculty of Education, University of Ljubljana. http://pefprints.pef.uni-lj.si/id/eprint/5010
Duran, A., & Thacker Darrow, N. E. (2023). LGBQ+ college students’ expressions of grief during sexual identity development: Photographic insights from a qualitative study. International Journal of Qualitative Studies in Education, 37(7), 1884–1906. https://doi.org/10.1080/09518398.2023.2233950
Fardghassemi, S., & Joffe, H. (2022). The causes of loneliness: The perspective of young adults in London’s most deprived areas. PLoS ONE, 17(4). https://doi.org/10.1371/journal.pone.0264638
Freire, P. (1971). Pedagogy of the oppressed. Continuum.
Glaw, X., Inder, K., Kable, A., & Hazelton, M. (2017). Visual methodologies in qualitative research: Autophotography and photo elicitation applied to mental health research. International Journal of Qualitative Methods, 16(1). https://doi.org/10.1177/1609406917748215
Greenwood, J. (2019). Arts-based research. In Kathy Hytten (Ed.), Oxford research encyclopedia of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.29
Hari, J. (2019). Lost connections: Why we are depressed and how to find hope. Bloomsbury Publishing.
Harvey, D. (2012). Kratka zgodovina neoliberalizma [A brief history of neoliberalism]. Studia humanitatis.
Hrženjak, M., Leskošek, V., Humer, Ž., & Frelih, M. (2018). Razsežnosti skrbstvenega dela [Aspects of care work]. Sophia.
Humer, Ž. (2009). Etika skrbi, spol in družina: procesi relokacije skrbi med zasebno in javno sfero: doktorska disertacija [The ethics of care, gender, and family: Processes of relocating care between the private and public spheres] [Doctoral dissertation, Faculty of Social Sciences, University of Ljubljana]. http://dk.fdv.uni-lj.si/doktorska_dela/pdfs/dr_humer-ziva.PDF
Lavrič, M., Deželan, T., Klanjšek, R., Lahe, D., Naterer, A., Radovan, M., Rutar, T., Sardoč, M., Uršič, M., Majce, M., Cupar, T., Matjašič, M., Nacevski, K., Vombergar, N., & Prešeren, J. (2021). MLADINA 2020 – Položaj mladih v Sloveniji [Youth 2020: The position of young people in Slovenia]. University of Maribor Press.
Lippke, S., Fischer, M. A., & Ratz, T. (2021). Physical activity, loneliness, and meaning of friendship in young individuals – A mixed-methods investigation prior to and during the COVID-19 pandemic with three cross-sectional studies. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.617267
Martel, S., Heidebrecht, C., D’Silva, C., Singh, N., Fierheller, D., & Zenlea, I. (2021). Building a community-based participatory approach to child, youth, and family health: Learnings from organizational engagement in the peel region of Ontario. Families, Systems and Health, 39(3), 443–453. https://doi.org/10.1037/fsh0000622
Mikuš-Kos, A. (2017). Duševno zdravje otrok današnjega časa [Children’s mental health today]. Didakta.
Molloy-Vickers, D., Chopra, J., Saini, P., & Ashworth, E. (2024). Long-term factors associated with positive mental health outcomes for early adolescents during COVID-19-related school closures. Psychology in the Schools, 61(1), 173–189. https://doi.org/10.1002/pits.23048
Müller, B. (2006). Naseljenci in vodniki – o strokovni identiteti socialnih pedagogov. [Settlers and guides – On the professional identity of social pedagogues] In B. Dekleva, A. Kobolt, M. Sande, Š. Razpotnik, & D. Zorc-Maver (Eds.), Izbrani koncepti stroke [Selected concepts of the profession] (pp. 149–158). Faculty of Education, University of Ljubljana.
Neal, J. W., & Neal, Z. P. (2013). Nested or networked? Future directions for ecological systems theory. Social Development, 22(4), 722–737. https://doi.org/10.1111/sode.12018
O’Brien, M. E. (2023). Family abolition: Capitalism and the communizing of care. Pluto Press.
Oh, S.-A. (2012). Photofriend: Creating visual ethnography with refugee children. Area, 44(3), 282–288. https://doi.org/10.1111/j.1475-4762.2012.01111.x
Powietrzynska, M., Noble, L., O’Loughlin-Boncamper, S., & Azeez, A. (2021). Holding space for uncertainty and vulnerability: Reclaiming humanity in teacher education through contemplative | equity pedagogy. Cultural Studies of Science Education, 16(3), 951–964. https://doi.org/10.1007/s11422-021-10035-x
Rapoša Tajnšek, P. (1993). Skupnostno socialno delo in skupnostna usmeritev v praksi socialnega dela v Sloveniji [Community approaches in social work practice in Slovenia]. Socialno Delo, 32(5/6), 139–151.
Rapuš Pavel, J., Amon Podobnikar, N., Poljšak Škraban, O., & Klemenčič Rozman, M. (2022). Spremembe socialnih opor študentk in študentov [Changes in the social supports of students]. Socialna Pedagogika, 26(1–2), 47–73.
Razpotnik, Š., Sande, M., Dekleva, B., Tadič, D., Rozman, M. M. K., & Pavel, J. R. (2024). Young people with complex needs as a particular challenge for the education system. Center for Educational Policy Studies Journal, 14(4), 33–53. https://doi.org/10.26529/cepsj.1895
Razpotnik, Š., & Zorc Maver, D. (2022). Poglabljanje materialne neenakosti med študentkami in študenti v času epidemije in razmisleki o družbeni vlogi socialne pedagogike. [Widening material inequalities among students during the pandemic and reflections on the social role of social pedagogy]. Socialna Pedagogika, 26(01–02), 15–46.
Renwick, L., Pedley, R., Johnson, I., Bell, V., Lovell, K., Bee, P., & Brooks, H. (2022). Conceptualisations of positive mental health and wellbeing among children and adolescents in lowand middle-income countries: A systematic review and narrative synthesis. Health Expectations, 25(1), 61–79. https://doi.org/10.1111/hex.13407
Rothuizen, J. J., & Harbo, L. J. (2017). Social pedagogy: An approach without fixed recipes. International Journal of Social Pedagogy, 6(1). https://doi.org/10.14324/111.444.ijsp.2017.v6.1.002
Ule, M. (2002). Spremembe odraščanja v sodobni družbi tveganja [Changes in growing up in contemporary risk society]. Socialna Pedagogika, 6(3), 221–238.
Ule, M. (2024). Družbeni konteksti duševnega zdravja otrok in mladostnikov [Social contexts of child and adolescent mental health]. Kairos, 18(3–4), 193–217.
U’ren, R. (1997). Psychiatry and capitalism. The Journal of Mind and Behavior, 18(1), 1–11. https://www.jstor.org/stable/43853806
Wang, T. (2020). Using photovoice as methodology, pedagogy and assessment tool in education: Graduate students’ experiences and reflections. Beijing International Review of Education, 2(1), 112–135. https://doi.org/10.1163/25902539-00201008
World Health Organization. (2022). World mental health report: Transforming mental health for all. https://www.who.int/publications/i/item/9789240049338
Wilkinson, R. G., & Pickett, K. (2012). Velika ideja: zakaj je enakost boljša za vse [The big idea: Why equality benefits everyone]. Penca in drugi.
Wilkinson, R. G., & Pickett, K. E. (2017). The enemy between us: The psychological and social costs of inequality. European Journal of Social Psychology, 47(1), 11–24. https://doi.org/10.1002/ejsp.2275
Zaviršek, D. (2018). Skrb kot nasilje [Care as violence]. Založba /*cf.
Zeira, A. (2022). Mental health challenges related to neoliberal capitalism in the United States. Community Mental Health Journal, 58(2), 205–212. https://doi.org/10.1007/s10597-021-00840-7
Authors who publish with this journal agree to the following terms:
- Authors are confirming that they are the authors of the submitted article, which will be published online in the Center for Educational Policy Studies Journal (for short: CEPS Journal) by University of Ljubljana Press (University of Ljubljana, Faculty of Education, Kardeljeva ploščad 16, 1000 Ljubljana, Slovenia). The Author’s/Authors’ name(s) will be evident in the article in the journal. All decisions regarding layout and distribution of the work are in the hands of the publisher.
- The Authors guarantee that the work is their own original creation and does not infringe any statutory or common-law copyright or any proprietary right of any third party. In case of claims by third parties, authors commit themselves to defend the interests of the publisher, and shall cover any potential costs.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under https://creativecommons.org/licenses/by/4.0/deed.en that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
