RELATIONS BETWEEN THE STUDENT AND HIS MOTHER IMPROVED BY APPLYING THE INDIVIDUAL SUPPORT PLAN
The coronavirus pandemic period, during which a combined type of teaching, teaching in classrooms and distance learning was applied, and the classes were divided into groups, was used by one of the ninth grade student of the “Druga osnovna škola” from Bosanska Krupa to completely avoid attending classes at school.
Since he regularly followed online classes and did his homework, the teachers did not immediately notice that he did not show up every second day in classes.
Only after a month, analyzing the attendance records, the homeroom teacher noticed his absence and immediately informed the pedagogue and contacted the parents and a student.
During the meeting, the student indicated the fear of bad grades in mathematics as the reason for his non-attendance, considering that he had a hard time mastering the material from this subject, and that the expectations of his parents, especially mother’s, were that he must have good grades in all subjects.
It was established at the meeting that this pressure on the boy by his mother, related to learning and grades, was ongoing during his entire education.
“The mother kept her son firmly under control, meaning that she demanded very good results from him in school, without having a realistic assessment of the boy’s abilities. She neglected the child’s needs, and for fear of disappointing the mother, the boy, when he failed to get the appropriate grade, began to miss classes “, says pedagogue Zumreta Behrić.
After this information, the school’s professional service decided to practically implement the Program of Secondary Prevention focused on the identification and protection of children from risk factors in primary schools in Una-Sana Canton, whose activities are aimed at adopting effective individual and socially acceptable behaviors by developing the skills necessary for comprehensive growth and development, and caring for themselves, others and/or the environment, accepted by teachers and the school’s professional service.
Both the parents and a student agreed with this proposal, and an Individual Support Plan was developed. In addition to parents, student, pedagogue and the homeroom teacher, the subject teachers also participated in the development, who expressed a desire to help in overcoming this difficult situation for the student.
“In creating the ISP goals, the boy wanted his mother to stop controlling and blackmailing him because, as he stated, he is no longer a small baby, and he will attend school regularly. The mother stated that her goal was to get rid of the fear for her son and to set more realistic demands”, pedagogue Behrić stated, adding that she worked with the student and the mother for the duration of the ISP.
During the implementation of the Individual Support Program, the subject teachers made a plan to check the boy’s knowledge, and the homeroom teacher monitored the success and attendance at classes.
All of them adhered to the set goals and tasks and outstanding results were achieved after only three months.
“The student regularly attended classes, grades in mathematics, but also in other subjects were improved. What is very important, the relationship between son and mother began to be based on understanding, and not on pressure and fear,” the pedagogue said.
The protagonist of this story completed the ninth grade and well prepared, with good knowledge, but also with built self-confidence, continued his education in one of the high schools.
In accordance with the Rulebook on more unacceptable forms of behavior and protection of students, all data were deleted from the school records. The records will, temporarily, include new data of the students at risk, who will be assisted through the Program of secondary prevention.
The school believes that they too will have a positive conclusion too, to the satisfaction of the school and in the best interest of the students. The program of secondary prevention aims at timely prevention of the risk of socially unacceptable behaviors, as well as protection of children from violence and neglect. Program activities are aimed at the student to adopt effective individual and socially acceptable behaviors by developing the skills necessary for comprehensive growth and development, and caring for themselves, others and / or the environment. The program of secondary prevention assumes early identification of indicators that may put the child in danger of becoming a perpetrator or victim of various forms of violence, as well as abuse or neglect. Practice and theory indicate the necessity of timely intervention, from the first grade of primary school. The tendency of this program is to focus on providing adequate support to the child and the family instead of imposing sanctions, as was previously common in the traditional school approach. The goal is to investigate the cause of some inappropriate behavior, and work on its reduction or elimination as well as on strengthening the protective factors or resources that exist in the child’s environment. On the other hand, the program, through a set of educational programs and overall support for implementation, enables the empowerment of teachers and professional services of schools to identify risk factors and provide support to children. The program of secondary prevention in the schools of Una-Sana Canton and Hercegbosna canton is implemented by the humanitarian organization ‘Genesis Project’, as a technical partner of UNICEF Bosnia and Herzegovina, and the project is implemented under the auspices of the Swedish government.”