Hvordan kan de det? Et casestudie om de fagprofessionelles forståelse, af elever med sociale problemer på social- og sundhedsuddannelsen.

Abstract

Formålet med dette speciale er, at undersøge hvordan de fagprofessionelle på social- og sundhedsuddannelsen opfatter elever med sociale problemer samt hvilke generative mekanismer de vurdere som nødvendige for, at eleverne kan gennemføre uddannelsen til Social- og sundhedshjælper eller Social- og sundhedsassistent. De danske kommuner og regioner har i øjeblikket store udfordringer på ældre- og sundhedsområdet med, at rekruttere og fastholde medarbejdere til social- og sundhedsuddannelserne. Der oprettes flere studiepladser på uddannelsen og der iværksættes nye initiativer der skal sikre, at så mange som muligt gennemføre uddannelsen. I 2014 viste en undersøgelse, at en stor del af de elever der springer fra uddannelsen har psykiatriske diagnoser, familiære sociale problemer, samt har haft generelle problematiske opvækstvilkår. De fagprofessionelle tilknyttet social- og sundhedsuddannelserne giver i Rambølls undersøgelse udtryk for, at disse problemer fylder så meget, at det kan vanskeliggøre elevens mulighed for at gennemføre uddannelsen. Det er dette udgangspunkt der danner basis for nærværende speciale. Informanterne specialet er bredt repræsenteret i form af undervisere, specialpædagogiske støttelærer, elevrådgiver samt den uddannelsesansvarlige i kommunen og vejleder fra praktikken. Speciales videnskabelige fundament er båret af en fænomenologisk og hermeneutisk forståelse, der tager udgangspunkt i de fagprofessionelles beskrivelse af, hvordan de forstår elevernes livsverden. Gennem kvalitative interviews af de fagprofessionelle tilknyttet social- og sundhedsuddannelsen, blev den indsamlede data bearbejdet samt teoretiske analyseret. Den teoretiske referenceramme bestod af teori om Interaktionisme, samfunds- og livsverdensforståelsen samt elevernes self-efficacy. Med udgangspunkt i analysen af de empiriske data kan der konkluderes, at de fagprofessionelle alle opfatter eleverne med sociale problemer, som motiveret for at gennemføre uddannelsen. Dette er dog betinget af, at eleverne modtager den rette støtte og opbakning under forløbet. Relationen er essentielt i arbejdet med disse elever og det er vigtigt at eleven føler sig set, hørt og anderkendt. I løbet af udarbejdelsen af nærværende speciale blev det tydeligt, at der på social- og sundhedsuddannelsen er en stor andel elever uden diagnoser. Disse elever fremstår alligevel med store sociale problemer og deraf udfordringer med at gennemføre uddannelsen. Det kan konkluderes at denne type elever ikke kan få bevilliget støtte, idet de ingen diagnose har og betinget deraf ikke kan få bevilliget den hjælp der er behov for. Især de elever der er tilbagetrukket eller stille af personlighed er i stor risiko for at miste motivationen og deraf falde ud af uddannelsen. Det kan konkluderes at rammerne på social- og sundhedsuddannelsen griber ind i hvorvidt eleverne er motiveret for at gennemføre uddannelsen. Mange elever i en klasse vanskeliggør undervisernes mulighed for, at støtte de elever der har behov for hjælp. Dette er en af de problematikker der fremhæves. Det kan også konkluderes, at der er stor forskel på uddannelsesniveauet på de fagprofessionelle på henholdsvis skolen og i praktikken. Undervisere og støttemedarbejderne er alle akademisk uddannet med fokus på læring, pædagogik og formidling, hvor vejlederne i kommunen har basisuddannelsen som Social- og sundhedsassistent med blot nogle få ugers videreuddannelse. Dette indikere at der i praktikken er størst fokus rettet mod, mål og retningslinjer for uddannelsen frem for den pædagogiske tilgang til elevernes læring. Dette rejser spørgsmålet om, hvorvidt et mindre elevantal i klasserne, et bedre uddannelsesniveau af vejlederne i praksis samt hvorvidt et højere støtteniveau til de elever uden diagnoser, kan øge antallet af elever der gennemføre på social og sundhedsuddannelsen.

The aim of this thesis is to examine how teachers (all experts within their own professions), involved in the training of health and social carers, perceive students with social problems. Also which generative mechanisms they assess to be necessary if the students are to complete their training in one of the two grades as health and social carer. At the moment the Danish Local Councils and Regions have a huge challenge in the elderly and health sectors recruiting and keeping apprentice health and social carers. There are being created more apprentice placements and new initiatives are being put into place in order to make sure that as many as possible complete their training. In 2014 a study showed that a large proportion of the students that give up the training have psychiatric diagnoses, social problems in their family, as well as having a generally problematic upbringing. In Rambølls study the teachers involved in the training of health and social carers express the opinion that these problems are so overwhelming that they can make it difficult for the students to complete their training. This is the starting point that forms the basis for the current thesis. The informants used in this thesis are broadly representative in form of teachers, special social support teachers, student counsellors as well as the Local Council employee responsible for training and the counsellors on placements. This thesis has a scientific fundament supported by a phenomenological and hermeneutic understanding, that begins with the teacher’s description of how they understand the student’s life situation. Through qualitative interviews of the teachers (all experts in their own professions) involved in the training of health and social carers, the collected data has been thoroughly studied and theoretically analysed. The theoretical reference framework is made up of the theories of Interactionism, an understanding of society and experience, and the students’ personal efficacy. Based on an analysis of the empirical data it can be concluded that the teachers perceive all students with social problems to be motivated to complete their training. However this depends on whether the students receive the correct support and encouragement during the course. A good relationship is essential when working with these students and it is important that they feel that they are seen, heard and acknowledged. While working on this thesis it became evident that a large proportion of those receiving training as health and social carers do not have a diagnosis. However these students appear to have huge social problems and therefore completion of the training is a challenge. It can be concluded that this type of student cannot be granted support as they have no diagnosis and because of this they are not granted the required help. There is a particularly high risk of missing motivation amongst the students that have a reserved or quiet personality and therefore drop out of the training. It can be concluded that the training framework for health and social carers has an impact on whether the students are are motivated to complete their training. Many students in a class make it difficult for the teacher to support those in need of help. This one of the problems that is highlighted. It can also be concluded that there is a huge difference between the the professional education of the teachers at the school and those found on placements. Teachers and support staff all have an academic background with focus on learning, pedagogy, and communication, whereas the councilors in the Local Authority have only the basic training as health and social carers in the higher grade plus just a few weeks further education. This indicates that during the placement the main focus is directed towards the goals and guidelines for the training rather than the pedagogical approach to the students’ learning. This raises the question as to whether a smaller number of students in each class, a higher level of training for the councilors in the placements as well as a higher level of support for the students without diagnosis could improve the proportion of students that complete the training as health and social carers.

A master thesis from Aalborg University

Hvordan kan de det? Et casestudie om de fagprofessionelles forståelse, af elever med sociale problemer på social- og sundhedsuddannelsen.

[How do they do it? A case study about how teachers (all experts within their own professions), involved in the training of health and social carers, perceive students with social problems.]