“ÜLDHARIDUSKOOLIDE ÕPETAJATE REAKTSIOONID PEREVÄGIVALLA ILMINGUTELE KOOLIS” (juhendaja Lembit Õunapuu, Ped. tead. knd).
LÜHIÜLEVAADE: Perevägivald, sageli lähisuhtevägivallaks või koduvägivallaks nimetatud nähtus, on keeruline, raskesti märgatav, määratletav ja mõõdetav fenomen. See leiab aset inimeste eraelus ning lähedaste inimeste vahel, mistõttu on sellele ligipääs ja uurimine küllaltki raske. Avalikult on koduvägivalla probleemi käsitletud ja päevavalgele tõstetud Eesti iseseisvumisest alates. 1992. aastal vastu võetud Eesti Vabariigi lastekaitse seaduse kohaselt, kui saab teatavaks kaitset ja abi vajava lapse olemasolu, on iga kodaniku kohus teatada sellest sotsiaaltalitusele, politseile või mõnele teisele abiandvale organile.
Lastekaitse seadusest tulenevalt on ka õpetaja kohustus teatada koduvägivalla all kannatavast lapsest vastavatele ametnikele või instantsidele.
Eelnevast tulenevalt püstitati lõputöös uurimisprobleem: kuidas õpetaja oma igapäevatöös reageerib perevägivalla ilmingutele koolis. Lõputöö eesmärgiks oli välja selgitada perevägivalla peamised tunnusjooned ja viisid ning võimalused traumeeritud lapse toetamiseks ning perevägivalla probleemi lahendamisele kaasaitamiseks õpetaja vaatenurgast vaadatuna.
Andmete kogumiseks rakendati originaalküsimustikku, mis töötati välja allikate uurimisel loodud perevägivalla teoreetilise mudeli põhjal. Uurimus viidi läbi 2013. aasta maikuus. Kokku vastas küsimustikule 86 õpetajat. Uurimustulemustest selgus, et uuritava valimi õpetajate reageeringut perevägivalla probleemile iseloomustab üldine tendents – kui mingi tunnus on nimetatud ette perevägivalla tunnuseks, siis õpetaja kaldub seda pidama vägivalla tunnuseks. Teiseks iseloomustab reaktsioone üldine positiivne valmisolek kaasa aidata probleemi lahendamisele, otsida abi ja end täiendada perevägivalla probleemi lahendamise küsimuses. Samuti hindasid õpetajad etteantud metoodilisi nõuandeid koolis igati rakendatavateks.
Uurimistöö käigus selgus ka, et pole võimalik välja tuua „puhtaid“ perevägivallale viitavaid tunnuseid, küll aga on võimalik edasiste uuringute käigus välja sõeluda sellised tunnused, mida enamus õpetajaid tõlgendavad võimalikult ühtmoodi. Uurimistulemused on rakendatavad õpetajakoolituses, kus neid valmistatakse ette märkama perevägivalla all kannatavat õpilast ja neid toetama.
Sirli Päike
lõputöö autor
TÜ Viljandi Kultuuriakadeemia
LÄBITUD ÕPPEKAVA: huvijuht-loovtegevuse õpetaja õppekava.
SUMMARY: School teacher’s reactions for domestic violence characteristics in school environment
Domestic violence, also often referred as intimate partner or family violence is a complicated phenomenon, which is difficult to perceive, define and measure. It occurs in personal lives and between close circles, therefore access to and research of the subject is relatively complicated. The issue of domestic violence in Estonia was publicly addressed with the 1992 Act for Child Welfare. According to this Act it is mandatory for a citizen to inform a law enforcement or other ancillary organization in case or suspicion of domestic violence.
In this research the chosen target group is school teachers, as they are in contact with many different children daily. The mentioned act above assumes that teachers should have a training, personal preparation or competence in order to recognize domestic violence characteristics in school environment. As this issue with mentioned target group has insufficient research in Estonia, the subject for thesis was chosen: “School teacher’s reactions for domestic violence characteristics in school environment”.
A questionnaire was given to teachers were one could define the characteristics of domestic violence in school environment by answering the multiple choice questions and free text questions. From the analysis of characteristics revealed by the questionnaire it generally appeared that there are few characteristics which can be interpreted similarly. Probably this result indicates that teachers interpret different features differently.
Greater concurrency in analyzing the characteristics was observed in following:
– Behavioral characteristics e.g. student may attempt a suicide; student talks about the situation at home; student injures him/herself deliberately; student is physically aggressive and is never satisfied with his/her achievements.
– Personality characteristics e.g. student feels him/herself left out; student mainly expresses rage and anger; student is highly aggressive; student has negative self-image; student feels that he/she is worth a punishment.
– Social characteristics e.g. student is afraid of contact with adults; student does not trust other persons and behaves violently among other students.
– Physical characteristics e.g. signs of belt buckle, electrical plug and fist shaped marks on child’s body; signs of friction marks caused by rope or wire; recovering injuries after long-term absence from school; burn marks caused by cigarettes; burn marks on hands, feet and bottom caused by hot water; student wears clothing that is not suitable for the season.
Researching what is the attitude of teachers towards addressing the problem of domestic violence and how teachers evaluate themselves as accomplice in helping to solve a domestic violence problem, the results revealed that almost all teachers find that their help is needed in order to get the info about a suffering children to social worker, as they are often the only adult who is in contact with the children outside of one’s home. Also teachers highly evaluate their willingness to actively find help about how to reveal the characteristics of domestic violence and are aware to who they should approach in case of domestic violence problem.
Possibilities, what teachers consider to be possible to implement in school in order to support the victim of domestic violence are following: be supportive; use a variety of teaching strategies; consult with social worker for additional support; inform the school board; offer positive support with your behavior; be open minded; give simple and realistic answers to the child’s questions related to a traumatic event; share information about existing possibilities for assistance and if you notice that a child has a concern, encourage him/her to talk.
The questionnaire revealed that in teachers opinion the solver or helper of solving a domestic violence problem are the following: school social worker, school psychologist, Estonian Union of Child Welfare, school board, Police and Border Guard Board, medic and teachers themselves. According to the answers found for questions raised in this thesis the research problem can be answered flowingly. The reaction of the teachers who participated in this research to the domestic violence problem is overall positive and there is a willingness to help solving the problem, finding help and improving the knowledge about solving these problems.
It can be concluded that the questionnaire used in this research served its purpose, as most of the questions got answered. However, in further research questions which may have ambiguous characteristics should be eliminated and replaced with characteristics which would be more understandable to majority of respondents, as the choice of characteristics is related to the final result of the research.
The research also revealed that it is practically impossible to point out clear characteristics referring to domestic violence, although in further study it possible sift out those characteristics, that teachers would understand or interpret similarly as possible.
