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UNIVERZA V LJUBLJANI
FILOZOFSKA FAKULTETA
ODDELEK ZA PSIHOLOGIJO
Polona OGRINC
TRENING ASERTIVNOSTI KOT METODA PREVENTIVNEGA DELA Z
MLADOSTNIKI
DIPLOMSKO DELO
Mentorica: red. prof. dr. Sonja PEJAK
Ljubljana, 2012
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ZAHVALA
Za vodenje in strokovno pomo ter predvsem spodbujanje in zaupanje pri izdelavi
diplomskega dela se iskreno zahvaljujem mentorici red. prof. dr. Sonji Pejak.
Zahvala gre tudi vsem sodelujoim na treningu asertivnosti, mladostnikom, ki me
vedno znova navdihujejo pri mojem delu.
Srna zahvala gre vsem mojim CPM-jevcem (Drutvo Center za pomo mladim), e
posebej Andreji, Gregorju in peli. Skupaj z vami se mi je vedno na bolje
poslabalo.
Posebna zahvala gre moji prijateljici Ajdi, ki me vedno spodbuja, motivira, presenea,
spravlja v smeh in ui. S teboj do konca sveta in nazaj.
Hvala moji druini, ati, mami in Katka, ki ste verjeli vame in mi zaupali.
Hvala vsem zgoraj omenjenim in e neomenjenim (deda, babi, Teja, Taja, Urka,
Darja, Martina) e enkrat! Na moji poti ste me bogatili, prispevali k smejalnim
gubicam, mi pustili prekrasne spomine in dajali sonnost mojemu ivljenju.
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POVZETEK
V diplomski nalogi je avtorica raziskovala spremembe v vedenju in na osebnostni
ravni, ki jih lahko doprinese aktivna udeleba na treningu asertivnosti pri
mladostnikih. Cilj treninga asertivnosti je, da zanejo mladostniki bolj intenzivno
razmiljati o sebi, da usvojijo takne vedenjske strategije, ki bodo delovale
povezovalno za njihove odnose z drugimi, da razvijejo uinkovite komunikacijske
veine, strategije za spoprijemanje s stresnimi situacijami, poveajo samozaupanje
in samospotovanje in tako prevzemajo odgovornost za svoje ivljenje. Biti asertiven
je e zlasti zelo pomembno za mladostnika, saj se tako uinkoviteje sooa s
socialnimi zahtevami odraslih in svojih vrstnikov. V sodelovanju z Drutvom Center
za pomo mladim se je izvedel 8 tedenski trening asertivnosti za mladostnike.
Skupino udeleencev je sestavljalo 11 mladostnikov starih od 14 do 18 let. Avtorica
je uporabila metodo akcijskega raziskovanja. Vedenjske in osebnostne spremembe
je raziskovala kvantitativno in kvalitativno. Pri kvantitativnem raziskovanju je pred in
po treningu aplicirala naslednje vpraalnike: Vpraalnik samospotovanja, SLCS-R
(Tafarodi, Swann, 1995), Vpraalnik o medosebnih teavah v mladostnitvu, VMTM
(Ingles, Torregrossa, Mendez Hifadalgo, Puklek Levpuek in Zupani, 2008) in
Vpraalnik o tipih vedenja (Chalvin, 2004). Pri kvalitativnem raziskovanju je uporabila
metodo aktivnega opazovanja z udelebo (pisanje poroil po vsakem sreanju,
zapisovanje izjav in opazovanje skupinske dinamike mladostnikov, evalvacijski
pripomoki). Rezultati so pokazali, da so mladostniki po koncu treninga izboljali
svoje samospotovanje, sami sebe so vrednotili bolj pozitivno, prepoznali in cenili
svoje pozitivne lastnosti. Nakazal se je tudi trend pozitivnih sprememb na podroju
asertivnosti. Mladostniki so poroali o spremembah, ki so jih zaznali v svojem
vedenju, v odnosu do drugih, vendar pa hipoteza ni potrjena. Prav tako se je nakazal
trend upada neasertivnih oblik vedenja (pasivno, agresivno, posredno agresivno
vedenje) v primerjavi pred treningom, vendar hipoteza ni potrjena. Preventivni
programi za mladostnike, kot je trening asertivnosti, spodbujajo osebno in
interpersonalno uinkovitost posameznika v medosebnih odnosih, in tako lahko
preventivno delujejo v izogib razvoja manj prilagojenega vedenja.
Kljune besede: asertivnost, trening asertivnosti, samospotovanje, preventivni
program, mladostnitvo.
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ABSTRACT
In the following diploma thesis the author researched changes in behaviour and
changes that occur on a personal level, which can be brought about in adolescents
by actively participating at assertiveness training. The goal of the assertiveness
training is to make adolescents think more intensively about themselves, to make
them adopt function connectively behavioural strategies their relations with others, to
create effective communicational skills, strategies for coping with stressful situations,
increase self-reliance and self-esteem, and in doing so, take responsibility for their
own lives. In cooperation with the Youth Aid Centre Association (Drutvo Center za
pomo mladim) an eight week assertiveness training was carried out. The group of
participants was comprised of 11 adolescents, between 14 to 18 years of age. A
method of action research was used. Behavioural and personal changes were
researched quantitatively and qualitatively. With the quantitative research the
following questionnaires were applied, before and after the training: Self-Liking/Self-
Competence Scale, SLCS-R (Tafarodi, Swann, 1995), Questionnaire about
Interpersonal Dificulties for Adolescents, QIDA (Ingles, Torregrossa, Mendez
Hifadalgo, 2003) and a Questionnaire about Types of Behaviour (Chalvin, 2004).
With the qualitative research a method of participant observation was used (writing
reports after each meeting, writing down statements and recording adolescents
group dynamic, evaluational accessories). The results suggest that adolescents, after
completing the training, have improved their self-esteem, have graded themselves
more positively, identified and appreciated their positive characteristics. A trend of
positive changes was also indicated in the field of assertiveness. The adolescents
reported on the changes they detected in their behaviour and in relations with others,
but the hypothesis is not confirmed. Additionally, a trend in the decline of non-
assertive forms of behaviour was indicated (passive, aggressive, indirect aggressive
behaviour) compared to behaviour before the training, but the hypothesis is not
confirmed. Preventive programmes for adolescents, such as assertiveness training,
encourage personal and interpersonal effectiveness of the individual in interpersonal
relations and can, as such, act preventively to avoid developing maladjusted
behaviour.
Keywords: assertiveness, assertiveness training, self-esteem, prevention,
adolescence.
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KAZALO VSEBINE
1.0 UVOD.............................................................................................................. 10
1.1 MLADOSTNITVO .......................................................................................... 10
1.1.1 Razvojne naloge v mladostnitvu .............................................................. 12
1.1.2 Samospotovanje ...................................................................................... 15
1.1.3 ustveni in osebnostni razvoj v mladostnitvu .......................................... 17
1.1.4 Socialni razvoj v mladostnitvu.................................................................. 21
1.2 ASERTIVNOST ............................................................................................... 24
1.2.1 Asertivnost v mladostnitvu ....................................................................... 30
1.3 TRENING ASERTIVNOSTI ............................................................................. 31
1.3.1 Uinki treninga asertivnosti........................................................................ 35
1.4 TRENING ASERTIVNOSTI ZA MLADOSTNIKE ............................................. 42
1.5 MLADINSKO DELO ......................................................................................... 44
1.5.1 Preventivna metoda .................................................................................. 46
1.6 PROBLEM IN HIPOTEZE................................................................................ 47
2.0 METODA ............................................................................................................ 50
2.1 UDELEENCI .................................................................................................. 50
2.2 PRIPOMOKI .................................................................................................. 50
2.2.1 Vpraalnik o medosebnih teavah v mladostnitvu (VMTM) ..................... 50
2.2.2 Vpraalnik samospotovanja (SLCS-R) .................................................... 51
2.2.3 Vpraalnik o tipih vedenj ........................................................................... 51
2.2.4 Poroilo ob koncu vsakega sreanja ......................................................... 52
2.2.5 Evalvacijski pripomoek Priakovanja, strahovi in lasten prispevek ...... 52
2.2.6 Evalvacijski pripomoek Tara .............................................................. 53
2.2.7 Evalvacijski vpraalnik ............................................................................... 53
2.3 POSTOPEK IZVEDBE PROGRAMA IN ZBIRANJE PODATKOV ................... 53
2.4 POSTOPEK OBDELAVE PODATKOV ............................................................ 64
3.0 REZULTATI ........................................................................................................ 65
3.1 SAMOSPOTOVANJE.................................................................................... 65
3.2 ASERTIVNOST ............................................................................................... 66
3.3 NEASERTIVNE OBLIKE VEDENJA ...