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The Role of Parental Support Groups in Promoting Mental Health within Conductive Education
51-66Views:113In our study, we present one of the works from the Research Workshop on Social Integration and Employment Support at the Pető András Faculty of Semmelweis University, Budapest. This work examines conductive education and the collaboration with families, summarizing the broad activities and crucial role of mental health parent groups. Our research continues an earlier previous study (Kapcsándy, et al., 2024) aimed at evaluating the mental health parent groups operating within the Faculty. For two decades now, group sessions have been held here, led by conductors with knowledge in psychology and mental health, offering support to parents in coping with crises, ensuring they do not feel isolated in their struggles. In our study, we conducted semi-structured interviews with parents, specifically mothers (n=13), who have participated in these support groups over the past 15-20 years. Our aim is to summarize the insights gained from these conversations and, based on the findings, offer recommendations to both conductor training and practice regarding mental health support. The interviews were coded using the MAXQDA software. We explored which areas of family life were supported by the parent groups led by psychologists and conductors and how participants perceived the group’s supportive nature. An important message for the Faculty is that all parents had a positive experience with the sessions, highlighting the demand for a systematic provision of mental health support for families. During the interviews, we observed that these sessions had a significant impact on the mothers’ later lives, with several choosing a helping profession as a result of the group’s influence. We also encountered cases where the children of mothers attending the groups chose to study in supportive fields (e.g., psychology, therapeutic riding instructor, and teacher).
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The Role of Artificial Intelligence in Research Support
7-17Views:172The application of artificial intelligence (AI) in scientific research is becoming increasingly widespread, offering significant potential to enhance the efficiency of researcher work and improve the quality of research. This study examines the role of artificial intelligence in research, with particular attention to literature search and analysis (Tolner et al., 2023), data processing and evaluation (Bessenyei, 2020), and content generation (Szűts & Námesztovszki, 2023). Employing the method of hermeneutic analysis (Bos & Tarnai, 1999), we explore the opportunities that AI offers in these areas, while also presenting the associated challenges and ethical considerations. Our results demonstrate that AI can lead to significant time savings and increased efficiency, as well as aid in the discovery of complex patterns. However, it is important to consider the limitations of AI, such as the lack of deeper understanding, potential biases, and questions regarding the reliability of generated content. The study concludes that artificial intelligence does not replace the human researcher, but rather functions as a knowledge support tool (Z. Karvalics, 2024), the responsible and ethical application of which is crucial to ensure scientific progress.
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HR TOOLS SUPPORTING EQUAL EMPLOYMENT OPPORTUNITY
7-17Views:319Hungarian statistical surveys, as well as previous research, point out the disadvantages experienced by persons with disability and a reduced work capacity on the labour market, due to which their employment falls behind the employment of the average population. In the background of these drawbacks, there are partially negative attitudes in the society and among employers which are based on prejudices. On the other hand, in the course of the integration and permanent employment of persons with disability and a reduced work capacity not only the accepting attitude of employers but also that of employees is essential. Employment policy instruments may facilitate the economic activity of the disadvantaged labour market groups but they may need their employers to help them further with employment, integration and work. The expected or received help of the open labour market or its degree do not always meet. No empirical research has been done into this topic yet. The aim of my research is to explore the attitude, approach, and knowledge of workers in social institutions in three districts of Hajdú-Bihar county and of the inhabitants in these districts regarding persons with disability and reduced work capacity. Questionnaire research was conducted, and altogether 747 persons (408 workers at social institutes and 339 citizens) were interviewed. The present study focuses on the exploratory-like results of the research which reveal the test groups’ familiarity with and knowledge of the application of those HR management tools that can further the employment of persons with reduced work capacity. The study assesses the results based on the following variables: sex, school qualification, position, previously gained knowledge about the reduced work capacity and work experience with persons with reduced work capacity. The results of the research suggest that for persons with a reduced work capacity the organisations mainly ensure the personalised field of work, preferential working hours, and accessible work environment, but it is not certain to be enough for the permanent employment of the target group as due to their mobility difficulties they would really need support to get to their work as well.
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EXPERIENCES AND SUPPORT NEEDS OF CHILDREN WITH BROTHER OR SISTER WITH DISABILITY
69-81Views:654There are many children with special needs whose siblings play an important role in their lives for a longer time than other family members. Longer life expectancy and the deepening of disabilities bring along a higher need of being taken care of. When the parents grow older it is often the siblings who become the caretakers. Meyer & Vadasy (2007) found that if siblings of children with SEN get proper support and information while growing up, the well-being of siblings with special needs also increases. Relationship with a sibling with special needs influences development of adaptability and self-esteem, this influence can be positive or negative (Burke, 2008). The parents of the children with SEN have many ways to receive information or help from the family – doctors, therapists, consultants, teachers, books, etc. The siblings in their turn usually get their information from the parents. (Conway & Meyer, 2008) Family members of different ages need different information. Therefore, there should be research on what kind of experiences do the siblings of the disabled child need, how their needs and well-being are guaranteed, and what kind of support they need. The aim of this study is to describe the experiences of brothers and sisters with siblings with special needs, try to understand their need for support, and find out the need for support groups and camps.
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NURSERY SERVICES BEYOND PRIMARY CARE, SUPPORTING FAMILY EDUCATION IN HUNGARY
91-100Views:477In the present study, we present the activities of Hungarian nursery services focusing on supporting families. Our research is based on a questionnaire survey carried out between March and June 2018. We used the database of the Hungarian Association of Nurseries that includes 1225 nursery schools in Hungary and we sent the online questionnaire to each of these institutions. We received answers from 289 institutions which are 23.6% of the nurseries in the database. The aim of the research: is to examine the changing system of nurseries and to present the family support services beyond the basic nursery services in Hungary. As a result of the research, it can be concluded that the basic program of nurseries allows for the provision of other family support services in addition to the basic care and education tasks, but this is not extended to nursery services.
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SUPPORTING A STUTTERING STUDENT AT SCHOOL
91-104Views:468Stuttering is a disability of tempo and rhythm in the speech that students, special education teachers, and speech therapists face in their daily work. Previously, stuttering has been researched from the perspective of speech therapy and speech therapists. This research is however based on the opinions of the youngsters in question. One percent of the population are considered stutterers as per Guitar’s (1998) theory — which would mean that in Estonia, approximately 1,500 students are stutterers. Students spend a large and valuable part of their day and leisure time at school. It is therefore essential that teachers and advisors are aware and competent in providing support to stuttering students as needed. These students do not receive enough support and attention, as stuttering is considered a disability that does not distract teachers from doing their job. It can be assumed that teachers do not change their methods and systems in evaluating a stuttering student. It is nevertheless crucial that the student with the impediment feels safe and good at school and can express their thoughts in speech. The aim of this research is to find out how stuttering students cope in their school environment. The research also focuses on the experiences of teachers and support specialists in order to understand their cooperation when assisting a stuttering student.
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Examination of Agility Development in Extracurricular Activities
59-69Views:163In contemporary sports, achieving higher levels of performance has become almost unimaginable without scientific support. This is equally true for modern football, where agility stands out as one of the most critical abilities. Agility is a multifaceted skill that encompasses components such as change-of-direction running, recognizing game situations, decision-making, and response time. While physical abilities contribute significantly to performance enhancement, the distinguishing factor in agility often lies in the speed of decision-making. The objective of our research was to investigate the trainability of agility. Specifically, we aimed to design an agility test that evaluates not only physical abilities related to direction changes – such as dynamic leg strength and running technique – but also agility in its full complexity, incorporating all related decision-making mechanisms. Our study sought to determine the extent to which agility could be developed in the examined age group through an 8-week training program consisting exclusively of agility tests. School sports clubs provided an appropriate foundation for the research, as participants were non-elite athletes, making short-term progress more likely. The study was conducted in 2023 at the gymnasium of Huszár Gál High School, Elementary School, Basic Art Education Institution, and Kindergarten. The participants were first- and second-grade boys, with an average age of 7.4 years. A total of 16 students took part in the research. At the start of the study, during the initial assessment, students performed several tests: a 20-meter straight-line sprint, a shadowing agility test, an auditory signal agility test, and a predetermined course agility test with a known route. Following this baseline measurement, an 8-week period commenced, during which students participated in sports club sessions twice a week. These sessions incorporated agility tests as training elements. Specifically, students performed three Agility T-tests and three Illinois agility tests during each session. After eight weeks, post-training assessments were conducted under identical conditions. The results indicated that incorporating agility tests as training elements led to significant improvements in time-based performance metrics. It was also evident that tasks requiring decision-making took longer to execute compared to those following predetermined routes. Our findings confirmed the hypotheses set before the research and provided answers to the research questions posed.
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Study Experiences of People Diagnosed with Attention Deficit Hyperactivity Disorder in Adulthood
129-140Views:80In recent years, the number of adults diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) has risen significantly worldwide, including in Estonia. In 2024, a study was conducted focusing on the learning experiences of adults who were diagnosed with ADHD in adulthood. The study involved a total of 10 adults aged between 23 and 49 who had previous experience in higher education. The aim of the study was to explore the learning experiences and perceptions of individuals diagnosed with ADHD in adulthood, particularly in relation to coping with academic activities. A qualitative research method was used, and data were collected through narrative interviews. Participants reported difficulties related to executive functioning, learning challenges, and mental health. Although they occasionally received support from both educational institutions and external sources, they mostly had to rely on self-developed strategies and personal resilience. The results highlighted that emotional and social support, involvement of support networks, and adaptations in the learning environment are crucial in supporting learners with ADHD. The findings provide insights into how to better support students with similar needs within the education system.
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Supporting Students with Anxiety in Their Studies
83-98Views:328Anxiety is a prevalent mental health issue among children and adolescents, which can have a detrimental impact on their personal relationships and academic performance. This study aimed to identify the manifestations of anxiety in educational settings, the effects of anxiety on educational activities, and the types of support that should be provided to students with anxiety. The following research questions guided this study: 1) How is anxiety expressed among 13-14-year-old students when in school? 2)How does anxiety affect the 13-14-year-old students' educational activities? 3) What kind of support should be provided to students with anxiety at school? The participants were 26 students aged 13-14 from various Estonian schools. The data was gathered for analysis via interviews and a questionnaire. A mixed-methods approach was employed. According to the research, children experience anxiety both before and during a test or presentation. It appears that each student expresses fear at school in a different way. Students who learn remotely report feeling less anxious during class activities. This is because they do not have to answer in front of the class or turn on the camera when participating in online lessons. Furthermore, students aged 13-14 prefer to talk to their friends who are also experiencing anxiety than to adults who do not understand their anxiety. Finally, the students' answers revealed that the teacher should ask all the students with equal frequency to present their homework. It is also recommended that anxious students be supported by helping them recall what they have learned and use different methods to assess their knowledge. The students stated that they require a quiet and safe place to be alone at school. There is a need to raise awareness about anxiety symptoms and ways for teachers to support students.
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PARENTAL FACTORS INFLUENCING SCHOOL ACHIEVEMENTS OF PUPILS IN ILORIN METROPOLIS, KWARA STATE
35-51Views:175The purpose of this study was to evaluate how parental influences affected students' academic performance in the Kwara State capital of Ilorin. Researchers have expressed worry over students' low academic performance in school, and it is commonly acknowledged that for students to fully benefit from their education, their parents must give them their entire support. The research was a survey. All primary school teachers in the city of Ilorin made up the study's population, and a mixed method approach was used on a sample of 215 respondents (of whom 200 completed questionnaires and 15 participated in interviews). Simple random and selective sampling methods were used to choose the sample. The data was gathered via a survey called the "Parental Factors Influence School Achievements of Children Questionnaire" (PFISAPQ). The factors taken into account were gender, age, educational background, and number of years of teaching experience. Demographic information was expressed as a percentage, and the two null hypotheses were tested using the 2-way ANOVA statistical tool at the 0.05 level of significance. Mean and rank order analysis was used to analyze the research questions, and thematic analysis was then used to analyze the subsequent questions raised to support the main research questions. The results showed that, among other things, parental involvement, parental oversight, parental involvement in extracurricular activities, parental academic background, parental interest in education, and parent-child relationships are the primary factors positively affecting children's academic success. Also, significant differences existed in the parental factors influencing school achievements of pupils as expressed by primary school teachers based on gender, age, educational qualification, and years of teaching experience. It was recommended that parents should be encouraged to improve their involvement in children’s academic activities by supporting them and being actively involved in encouraging pupils to learn and achieve maximally in school.
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THE SOCIO-DEMOGRAPHIC CHARACTERISTICS AND ACADEMIC PREPAREDNESS OF STEM STUDENTS IN HUNGARY
73-86Views:269Although the dropout behavior and labor market opportunities of STEM (Science, Technology, Engineering, and Mathematics) students and the masculinization of STEM fields are all well-researched topics in STEM research, there is a very limited body of literature focusing on the social background and academic preparedness of STEM applicants. Thus, in this research, we compared STEM and non-STEM students based on their type of settlement, type of secondary school program, the rate of students coming from a disadvantaged background, extra points given for academic accomplishments, and total application score. To identify variables that significantly predict getting admitted to a STEM field, we conducted binary logistic regression. During our research, we conducted the analysis using the 2017 Hungarian Admission Database. Our sample consisted of those who got admitted to a full-time BA/BSc or undivided course (N = 41324). According to our results, STEM students cannot be identified as a disadvantaged group either in terms of their social background or their lack of academic preparedness. According to the results of the binary logistic regression, the main predictors of getting admitted to a STEM field are gender (male), having a language certificate, and having a vocational training certificate. The main goal of our research was to explore whether the individual characteristics of STEM students can be the reason behind the high attrition rates specific to STEM fields. Since our results did not support this conclusion, we suppose to further investigate the role of institutional variables (such as climate, the selective approach of college teachers, and high academic expectations) in dropouts.
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STUDENTS' ATTITUDE TOWARDS THE USE OF FILM SEQUENCES TO IDENTIFY THE DEVELOPMENTAL CHARACTERISTICS OF PEOPLE WITH INTELLECTUAL DISABILITIES
7-17Views:217The current study highlights the attitude of students toward the use of film sequences, as educational resources used in the course of Psychopedagogy of people with intellectual disabilities, in the online learning environment. The participants in the study were students (N = 28) in the 2nd year, who follow the Special Psycho-pedagogy study program. The research method was a questionnaire-based survey. The working tool contains 23 questions, which were developed by the authors for this research. In the introductory part, in addition to the synthesis of the specialized literature, we briefly presented the aspects related to the management of the university course, in a pandemic context, by presenting the ways in which the film sequences were used to achieve the objectives of the discipline. The results of the descriptive study show that students show a positive attitude towards the use of film sequences in teaching, learning, and final assessment activities. Thus, the students consider that the film sequences used in the course activities facilitate the understanding of the theoretical information from the course support, about the particularities in the development of people with intellectual disabilities. Additionally, the film sequences used for assessing knowledge in the final exam took students out of their comfort zone of passively taking the theoretical information and giving an answer during the online assessment tests. The research findings highlight the practical implications and future directions of research to ensure good management of course activities in the online learning environment.
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FACTORS SUPPORTING HIGHER EDUCATION OF PERSONS WITH DISABILITIES IN THE LIGHT OF A RESEARCH
85-99Views:396Compared to other social groups, persons with disabilities are at higher risk of poverty. One of the reasons for this can be explained by the labour market situation of people with disabilities, as their employment is extremely low, their livelihood is primarily ensured by social benefits. One of the main guarantees of achieving an adequate standard of living is income from work. The higher qualifications the employee has, the higher the chance is to have a job that suits his/her interests and abilities. However, persons with disabilities tend to have lower educational qualifications than members of the majority of society, and their higher education is particularly low. In order to achieve equal opportunities, persons with disabilities may take advantage of allowances and subsidies in the course of their higher education as well as their studies. Using qualitative, semi-structured interviews, the research explores how services promoting equal opportunities at universities facilitate the higher education of students with disabilities, support their job search and their integration into the labour market. The research also comprised the examination of how the family background or previous (primary and secondary school) studies influenced the higher education of the interviewees. Based on the research results, it can be stated that promoting equal opportunities at universities contributes to the successful completion of studies as well as participation in the labour market eventually. The family, the parents, studying in an integrated framework play a crucial role in the decision of a student with disabilities to continue his/her studies at university.
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THE EFFECTIVENESS OF THE LET’S TEACH FOR HUNGARY MENTORING PROGRAM
87-101Views:505The disadvantaged situation has been a problem in the field of education for decades, and several disadvantage-compensation programs have been set up to reduce it. This includes the mentoring process, the primary purpose of which is to provide support and assistance to a younger individual. The subjects of the research are the students participating in the Let’s teach for Hungary mentoring program. The questionnaire survey was conducted in the autumn of 2019 (n=585), during which we focused on the children's expectations of the mentoring program, their learning difficulties, learning motivation, and their plans for further learning. Students can be classified into clusters based on their motivations, which highlights that the range of participants is not homogeneous from this aspect either. The coronavirus epidemic has posed a significant challenge to traditional education, and the opportunities offered by personal mentoring have been pushed into the background over the past year and a half. Educators and students have faced numerous challenges in the transition to digital education (Kristóf, 2020). Attendance mentoring could continue in the form of distance mentoring. In our current research, we examine the existence of distance mentoring, the exploration of experiences, and the preparedness of the participants in the Teach for Hungary program. Data collection began in December 2021, and the query process is still ongoing. We carry out the survey using a mixed method. We collect quantitative data among students with the help of questionnaires, which focus on the experiences, opinions, and readiness of the children. In addition, we use a qualitative, interview-based research method that provides an understanding of more comprehensive experiences. We conduct interviews with educators, mentors, and mentored students. The subjects of the research are primary school students, mentors, and teachers of a small settlement in Hajdú-Bihar county and Szabolcs-Szatmár-Bereg county (n=60 people).
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GIPSY CHILDREN AT THE DEBRECEN FOOTBALL ACADEMY–RESULTS OF A QUALITATIVE STUDY
39-50Views:255One of the aims of the present study is to briefly outline the issues related to gipsy and sportsmen in the literature, and to interpret the main challenges and potential barriers that arise in this context (Bailey, 2005; Sütő-Gabóda, 2013; Kovács, 2016; Faragó and Konczosné, 2017). We also aim to review the most important contexts related to the social background of athletes and, more narrowly, football academics as a possible option for breakout opportunities, based on the football academy system that has been operating in Hungary since 2001 (Rábai, 2021), and to examine specifically how the Debrecen Football Academy can help young people of gipsy origin to break out. The focus of our study is qualitative research, during which we interviewed the leaders of the Debrecen Football Academy in order to get answers to our questions about the gipsy children in the academy. During the interviews, the interviewees provide an overview of the recruitment, social background and typical career paths of gipsy children who have attended the academy so far, as well as a general discussion of their situation and opportunities. Based on our results, the children studying and developing at the football academies have a stable social background, and the Debrecen Football Academy also offers scholarship-like support opportunities that can help children from lower social status in the institution receive significant support. Academy leaders emphasized during the interviews that, although gipsy children often drop out of education, they have a number of successful careers behind them, suggesting that they too have every opportunity to break through the academy. Interviewees also said that they do their best to support gipsy children so that no one is disadvantaged because of economic or social deprivation.
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SCHOOL SOCIAL WORK IN HUNGARY AND IN THE UNITED KINGDOM
57-71Views:523The study aims to present and compare school social work in Hungary and the United Kingdom. The aim of the research is to get to know the activities in the two countries in more detail, pointing out the similarities and differences in practice. The research questions shed light on the conditions of the operation of social work in Hungarian and British schools, the cooperation of the social worker with the educational institution, and the activities carried out there. We conducted semi-structured interviews as a method of research with 14 social workers in close contact with schools and specifically school social workers. The operation of mental health teams organized in educational institutions not only serves to protect children but the establishment and coordination of such a professional team can also increase the acceptance and influence of the school social worker in the institution.
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Social Responsibility in Hungarian Higher Education: The Zsuzsanna Lorántffy Mentoring Programme at the National University of Public Service II: The Results of Pilot Research
21-33Views:138The National University of Public Service is dedicated to social responsibility. One of its forms is volunteering, a cultural aspect that is lacking in the societal embedding in our country (Fejes & Szűcs 2016). The study presents the results of an ongoing mentoring program at NUPS, where university members provided weekly subject tutoring online for residents of child protection centers in Transylvania. The primary goal of the program is to provide a form of compensation for disadvantages and psycho-social care through the establishment of personal connections (Baráth, 2016), aiding in the improvement of academic performance for underprivileged youth. In the long term, it aims to provide opportunities for the development of coping strategies that support participants in breaking through and achieving further success (Szőtsné et al., 2007). In the spring semester of the 2022/23 academic year, three children's homes had 36 students participating in the pilot phase of the program. After methodological training, 28 mentors provided assistance. Mentoring took place weekly in the requested subjects, including related study method counseling. Among the mentors were students, university lecturers, and functional staff, Continuous methodological counseling and experience exchange were provided. Each mentor kept a progress diary. At the end of the program, individual and focus group evaluations were conducted for all participant groups. The results of the pilot research are presented in two parts. The first paper (Biro & Korpics, 2024) presented the literature review and the academic background to the programme. The second paper will present the results of the research, the discussion and further steps planned.
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Examining the Circumstances of Napping Time in Kindergarten-Aged Children
135-151Views:282This study explores the conditions surrounding nap in the lives of kindergarten-aged children, focusing on both family and kindergarten environments. Recognizing that restful napping and relaxation are essential for healthy development, the research aims to identify factors that support or hinder children's nap quality. The study examines the effects of nap-related habits and practices, addressing both beneficial and detrimental influences on children's daily well-being. The goal is to uncover outdated or ineffective approaches to nap management and to promote strategies that consider the individual needs of children. By investigating the conditions of nap and rest, the study contributes to the development of nap hygiene for kindergarten-aged children. This includes providing insights that can guide parents and educators in adopting more effective methods to support children's mental health and overall well-being through proper nap routines.
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DISADVANTAGES AND SUPPORT: THE PLACE AND ROLE OF THE SOCIAL CARE SYSTEM IN THE LIVES OF PERSONS WITH DISABILITIES AND THEIR FAMILIES
63-76Views:784According to the data of the census in 2011, the majority of people with disabilities live in private households, while a smaller proportion of them live in institutional care. The number of families raising a child with disabilities is over 62 thousand. Research results show that providing and caring for a family member with disabilities puts a particularly heavy burden on families. Social policy instruments play a significant role in reducing the burdens of the affected social group. The present study provides an overview of the system of social benefits and services which aids the everyday lives of persons with disabilities and their families caring for them. It presents the current types of social policy instruments which support persons with disabilities and their families caring for them. We investigate whether the currently available social policy instruments are able to promote the social participation and integration of people with disabilities and their families.
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Promoting Resilience in Kindergarten Children: Findings from an Action Research Program
35-49Views:149The negative impact of developmental risk often manifests itself as early as the formative years. Counteracting these risks and mitigating or modifying the factors that threaten optimal development seem feasible through pedagogical means. This study presents the initial results of a program whose primary goal is to support resilient functioning in preschool-aged children who exhibit at least four concurrent risk factors. Methods: The applied methods focused on assessing cognitive abilities, the frequency and severity of behavioral problems, and the perceived resilience as reported by the educators and parents. Children enrolled in the program participated in regular sessions, and the effectiveness of these interventions was evaluated through follow-up assessments at the end of the school year. Results: The findings indicated a slight but statistically significant improvement in cognitive abilities among the selected population. There was also a notable reduction in the risk of learning disabilities. Behavioral problems showed a significant decrease. According to both parents and educators, resilient functioning was significantly higher in the follow-up assessments compared to the initial evaluations. Conclusions: Overall, the program's impact can be considered positive. Although the sample size was not large and other factors beyond the sessions might have influenced the participants' outcomes, positive progress was achieved across all indicators. The program employs a complex methodological repertoire that extends beyond conventional pedagogical support services, which, based on the initial results, appears suitable for counteracting risk factors in preschool-aged children.
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SIBLING CARE - SIBLINGS CARING FOR ADULTS WITH INTELLECTUAL DISABILITIES
111-121Views:756The increasing life expectancy of adults with intellectual disabilities has raised new questions and challenges for families. Depending on the severity of their condition, people with intellectual disabilities need support from their families and environment to vary degrees throughout their lives. They depend on their family members, which addiction is a new problem as parents get older, and care will be the responsibility of siblings who are already living independent lives, sometimes geographically far away. Sibling care should be interpreted differently than when it is performed by a parent or a paid carer, it is more emotionally complex, its content and direction are diverse. We know not too much about sibling caregivers, we only have hypothetical answers to the questions based on a small number of studies or research in similar areas. This paper aims to provide an overview of the situation and motivations of adults who care of and take responsibility for their siblings with intellectual disabilities, and of their role and interaction of the various influences that help them understand. Getting to know siblings is necessary in order for the support system of the special education and social policy to adapt properly to the situation of the - unfortunately - barely ‘visible’ population.
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COMPARATIVE ANALYSIS OF DISABILITY ATTITUDE FORMATION PROGRAMS THAT CAN BE USED IN PUBLIC EDUCATION
65-80Views:360Social sensitization created in an organized form can be an extremely powerful tool for society to become more accepting of different disabilities, and all of these can also support the more effective social integration of people with disabilities. Rejection or distancing can mostly be the result of a lack of information, so if society gets more insight and information about all this, a higher degree of acceptance can be assumed. In recent decades, the number of programs and events that set this goal has increased spectacularly. Based on the conclusions of international attitude surveys, it can be formulated as an essential variable the quality and quantity of information the respondent has about the given group, whether there is a person with a disability in his microenvironment, whether he has already established an interaction with them, and also the impulses received from the immediate environment, the family values can be an influencing factor. The foreign research on the subject also points out that attitude formation started at an early age can be really effective, and that the impulses received in institutional education can largely determine the attitude of students towards their peers with disabilities. After summarizing the international and domestic attitude research, an analysis of sensitization programs available in Hungary within the framework of institutional education, which may be suitable for shaping attitudes towards disability, was carried out with the help of a system of criteria compiled along these lines. The aspects of the analysis include how many types of disabilities are included, which age group the program is suitable for, with what intensity and how many times participation is possible, the nature of the knowledge transfer, and whether it is possible to come into contact with a disabled person, thus giving the opportunity to gather personal experience. The aim of the analysis is to compare the available programs with the results of foreign attitude surveys to identify the most optimal and widely applicable sensitization programs.
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Social Responsibility in Hungarian Higher Education: The Zsuzsanna Lorántffy Mentoring Programme at the National University of Public Service I.
101-114Views:170The National University of Public Service is dedicated to social responsibility. One of its forms is volunteering, a cultural aspect that is lacking in the societal embedding in our country (Fejes, Kelemen és Szűcs, 2016). The study presents the results of an ongoing mentoring program at NUPS, where university members provided weekly subject tutoring online for residents of child protection centers in Transylvania. The primary goal of the program is to provide a form of compensation for disadvantages and psycho-social care through the establishment of personal connections (Baráth, 2016), aiding in the improvement of academic performance for underprivileged youth. In the long term, it aims to provide opportunities for the development of coping strategies that support participants in breaking through and achieving further success (Szőtsné és tsai, 2007). In the spring semester of the 2022/23 academic year, three children's homes had 36 students participating in the pilot phase of the program. After methodological training, 28 mentors provided assistance. Mentoring took place weekly in the requested subjects, including related study method counseling. Among the mentors were students, university lecturers, and functional staff, Continuous methodological counseling and experience exchange were provided. Each mentor kept a progress diary. At the end of the program, individual and focus group evaluations were conducted for all participant groups. The results of the pilot research are presented in two parts. The first presents the literature review and the academic background to the programme. The second paper will present the results of the research, the discussion and further steps planned.
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MOTIVATIONS OF MENTOR CANDIDATES PARTICIPATING IN THE LET’S TEACH FOR HUNGARY MENTOR PROGRAM’S PREPARATION COURSE
21-41Views:512The present study focuses on the role of mentoring in education. The topic of mentoring has increasingly got into the focus of researchers in recent years (Bencsik és Juhász, 2017).In accordance with international practice, the role of mentors in Hungarian public education institutions has become more valuable. In proportion to recognizing its role in education, different mentoring programs have emerged in each type of school. In the present study, our orientation is specifically aimed at the students of the Teach for Hungary Mentoring Program in Debrecen, in order to map the aspects of the motivations of the student mentor candidates in Debrecen. Among other things, we are curious about their emotional and cognitive attitude toward mentoring, and we are interested in the extent (or lack thereof) of their commitment to mentoring. Our aim is to explore, what influences the final decision among students to become a mentor (material, mental resource, etc.) and how these factors interact/relate to each other. In the spring semester of the 2018/2019 academic year, we conducted our research with 151 young students who took part in a theoretical course to become a mentor. The foundation of our research is the questionnaire created by Ceglédi, Szűcs, Hüse, and Berényi (2019), and that form was filled in by a student who applied for a TMO1 course at the beginning of the 2019/20 academic year. Nearly 50% of respondents decided to commit themselves to mentoring, and the other 50% did not undertake mentoral activity for some reason. Based on our results, it can be said that assistance and financial support in the form of scholarship were the main motivating factors for mentors, but the latter was important mainly for male students, nor had the financial aspect primary importance for students with a disadvantaged background in the development of motivation. According to our conclusions, commitment and strong internal motivations play an important role in mentoring, while financial benefits in the form of external motivation can be secondary, but also play an important role in motivation.
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Report on the 10th International Interdisciplinary Conference about Special Treatment
157-161Views:238The 10th International Interdisciplinary Conference on Special Treatment was held on April 24–26, 2025, at the Faculty of Child Education and Special Education of the University of Debrecen (venue: DE GYGYK, Hajdúböszörmény, Désány Street 1–9). The three-day jubilee event was organized by the Faculty of Child Education and Special Education of the University of Debrecen in collaboration with the Editorial Board of the Special Treatment Journal. The Conference “Project no. MEC_SZ_24_149060 has been implemented with the support provided by the Ministry of Culture and Innovation of Hungary from the National Research, Development and Innovation Fund, financed under the MEC_SZ_24 funding scheme.” This report provides a detailed account of the conference events.