Galių santykiai ir jų valdymas psichopedagoginio vertinimo procese

LTUžsienio šalių mokslinėje literatūroje į specialisto ir kliento santykius yra bandoma žvelgti iš galių santykių pozicijų. Teigiama, kad specialistai, siekiantys teikti kokybišką pagalbą, kuria būtų patenkintos abi sąveikaujančios pusės (specialistas ir klientas), turėtų vadovautis ne tik savo sukauptomis profesinėmis žiniomis ir žvelgti iš savo profesinių perspektyvų, bet ir į sprendimo priėmimo procesą aktyviai įtraukti klientų asmenines patirtis, individualius suvokimus ir įsitikinimus. Būtent pastarieji turėtų tapti pagalbos teikimo atskaitos tašku. Šiuo metu psichopedagoginio vertinimo procese, kurį organizuoja pedagoginės psichologinės tarnybos, jaučiamas galių santykių nelygiavertiškumas, kada specialistai linkę daugiau pasikliauti savo profesinėmis žiniomis nei remtis kliento kontekstu. Straipsnyje stengiamasi identifikuoti tuos psichopedagoginio vertinimo aspektus, kuriuose nelygiaverčiai galių santykiai pasireiškia intensyviausiai ir silpniausiai, bei apibrėžti socialinio pedagogo kaip potencialaus galių santykių valdytojo vietą psichopedagoginiame vertinimo procese.

ENThe paper deals with the theoretical analysis of the power relations as an object of social pedagogic in the context of psycho-pedagogical assessment. Hypothesis: power relations in the process of psycho-pedagogical assessment are unequal, where the position of a professional is described as prevailing and parents remain passive in realization of decision. The purpose of the paper is to reveal peculiarities of power relations in the process of psycho-pedagogical assessment from positions of education participants (parents, school specialists and psychological pedagogical service (PPS) specialists) and also to define the role of a social pedagogue as a power relations' manager in this process. Data was collected by using a semi structured qualitative interview and structured quantitative survey (questionnaire). Qualitative data were worked up by structured content analysis and described by using narrative research method. Quantitative data were worked up by using non-parameter Kruskal-Wallis test and descriptive statistics (percents). The participants of research were specialists from pedagogical psychological service (N = 171), specialists and pedagogues from mainstream schools (N = 429) and parents from all Lithuania whose children were clients of PPS and went through a psycho-pedagogical assessment (N = 109).There were school specialists (N = 40) and parents (N = 40) who took part in the qualitative interview. The most important empirical conclusions that were drawn are as follows: • Power relations always exist in interpersonal intercourse but they are damaging when they are unequal. This situation is visible in some aspects of psycho-pedagogical assessment when it comes to the point where roles of client and professional are performed. Mostly power relations are revealed in categories assessment as an analysis of demands of education participants, assessment as an analysis of the child's features, continuation of help from PPS. They are least detected in the categories such as: PPS as resource of emotional support and competences. Social pedagogue is potential manager of power relations, because s/he can perfectly perform such functions which are dedicated to her/him in frames of law such as coordination, information, methodological and others. The hypothesis that power relations in the process of psycho-pedagogical assessment are unequal was proved because power relations mostly come from professionals and not from other participants (parents, school specialists).