Pozitivna disciplina u porodici i školi : značaj za razvoj samopoštovanja adolecenata

Abstract

Porodica i škola, kao ključna razvojna okruženja u opštem razvoju adolescenata, umnogome utiču i na razvoj njihovog nivoa samopoštovanja. Jedan od načina da se stvori plodno tlo za razvoj samopoštovanja adolescenta jeste primena pozitivne discipline. Reč je o vaspitnom pristupu koji stvara osnovu za uspostavljanje jasnih pravila i ravnopravan dijalog između roditelja/nastavnika i dece/učenika, što može da bude važan protektivni faktor u prevazilaženju brojnih rizičnih situacija u periodu adolescencije. Imajući u vidu potencijal koji sa sobom nosi primena pozitivne discipline, sprovedeno je istraživanje čiji cilj predstavlja utvrđivanje povezanosti između procene primene pozitivne discipline u porodici i školi i nivoa samopoštovanja adolescenata. Za potrebe istraživanja korišćena je Skala procene primene pozitivne discipline u porodici, Skala procene primene pozitivne discipline u školi i Rozenbergova skala za procenu nivoa samopoštovanja. Istraživanje je sprovedeno na prigodnom uzorku od 195 učenika srednjih škola sa teritorije Novog Sada. Utvrđeno je da sa porastom procene primene pozitivne discipline raste i procenjeni nivo samopoštovanja adolescenata. Pokazalo se da je pozitivna disciplina više prisutna u porodici nego u školi, što je bilo i očekivano jer porodica pruža veće mogućnosti za primenu individualizovanog pristupa i pružanje emocionalne podrške, kao temeljnih principa pozitivne discipline. Dobijeni nalazi implikuju potrebu osnaživanja roditelja i nastavnika u primeni pozitivne discipline, jer se efekti ovakvog pristupa reflektuju ne samo na razvoj samopoštovanja individue, već i na razvoj samostalnosti, odgovornosti, istrajnosti, empatije, osećaja zajedništva i samoefikasnosti. Pritom je posebno važno raditi na stvaranju uslova za primenu pozitivne discipline u školskom kontekstu, jer su ranija istraživanja pokazala da blagi, ali ujedno odlučni, vaspitni postupci pozitivno utiču na školski uspeh i na manje uključivanje mladih u rizične oblike ponašanja.

Family and school, as key developmental environments in adolescents’ overall development, greatly influence the development of their self-esteem level. One way to create fertile ground for developing self-esteem in adolescents is to apply positive discipline. It is an educational approach that creates the basis for establishing clear rules and equal dialogue between parents/teachers and children/students, which can be an important protective factor in overcoming numerous risky situations during adolescence. Bearing in mind the potential of positive discipline, the research has been conducted to determine correlation between assessment of positive discipline in family and in school, and adolescents’ self-esteem. For the purpose of the research, the following was used: the positive discipline assessment scale in family, the positive discipline assessment scale in school, and the Rosenberg self-esteem scale. The survey was conducted on a suitable sample of 195 high school students from the territory of Novi Sad. It has been perceived that with increase in the assessment of applied positive discipline, the estimated level of adolescents’ self-esteem increases. Positive discipline is perceived to be more present in family than at school. This result is expected as family offers greater opportunities to apply individualized approach and provide emotional support. These are considered to be fundamental principles of positive discipline. The results obtained imply the need to empower parents and teachers in applying positive discipline, as the effects of this approach are reflected not only in development of the individual’s self-esteem, but also in development of independence, responsibility, perseverance, empathy, a sense of community and self-efficacy. Particularly important is working to create the conditions for applying positive discipline in the school context, as previous research has shown that kind, but at the same time firm educational practices have a positive effect on academic success and less involvement of the young in risky behaviours.