Развитие модели группового исцеляющего сторителлинга в мультикультурных консультационных службах в школах Индонезии: исследование дисциплины обучающихся

Вступление. Дисциплина является одной из форм поведения, отражающих ответственность человека, и имеет важное значение для учащихся. Однако в действительности многие ученики совершают дисциплинарные нарушения в школе. Поэтому социальные педагоги должны быть готовы предоставлять инновационные услуги по устранению дисциплинарных нарушений. Одним из таких примеров является модель повествования, представленная в виде историй исцеления, которые могут быть применены для развития знаний, чувств, социальных навыков и правильного восприятия событий. Сторителлинг может играть очень полезную роль в наставничестве, психологических консультациях, потому что устные рассказы отражают культурные законы, этику, а также регулируют повседневные правила поведения и облегчают процесс принятия решений.

Цель. Данное исследование направлено на демонстрацию модели рассказывания исцеляющих историй в группах в мультикультурных консультационных службах в школах по вопросам рассмотрения дисциплинарных дел.

Методология и методы исследования. Методология исследования основана на модели ADDIE (Analysis Design Development Implementation Evaluations). Объектами выступили 60 учеников старшей школы Мухаммадии города Палангарая. Инструментами для проверки соответствия модели рассказывания историй о групповом исцелении в мульти-культурных консультационных службах послужили метод фронтальных групповых дискуссий (FGD), опросники и шкалы Лайкерта, используемые для изучения данных о дисциплинированности учащихся.

Результаты и научная новизна. Настоящее исследование демонстрирует модель группового исцеляющего сторителлинга, разработанную в многокультурных консультационных службах путем применения аспектов местной культуры «Хума Бетанг» в в Центральном Калимантане. Авторы разработали модель повествования, состоящую из целей и этапов вмешательства. Был проведен анализ сильных и слабых сторон данной модели. На основе анализа данных эта модель может использоваться для улучшения дисциплины учащихся. Результаты статистического анализа показывают, что уровень дисциплины вырос после оказания услуг по терапевтическому повествованию.

Практическая значимость. В соответствии с результатами исследования авторы рекомендуют использовать данную модель специалистам, занимающимся дисциплинарными делами. Она также эффективна для интеграции компонентов социально-культурного контекста при разработке учебных программ. Настоящую модель легко принять, поскольку она соответствует культуре учащихся, однако она ограничена культурным контекстом, поэтому ее будет сложно реализовать в другом культурном пространстве.

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