出版社：Faculty of Law, University of Zagreb, Department of Social Work
摘要：This work emphasises the importance of our cooperation with teachers and the specific features of their role as helpers in working with children in post-war communities, based on the experiences gained in Hrvatska Kostajnica and Đakovica in Kosovo. One of the objectives of the Kostajnica project was to bolster and enable teachers to take on the role of helpers in assisting the children with whom they work. Most of the teachers of the primary school in Kostajnica were involved in several training programs and seminars lasting a number of days, dealing with stress and trauma, and with the different possibilities and the specific characteristics of working with children. Some of these teachers currently lead socialisation groups for children and actively assist children with reading disabilities. On the basis of the acquired experience in Kostajnica, another project was developed which included 60 primary and secondary school teachers from Đakovica in Kosovo. Following a training program in the field of children’s trauma and group work, they assumed the role of leaders of socialisation groups for children. In both of the above cases, we observed similarities in the way the teachers carried out their work as helpers which stem from their specific role as teachers. In this paper we consider briefly some significant aspects of this work, for example, the beginner’s enthusiasm in the role of helper, the question of who is responsible when a child shows behavioural problems, the problem of financial compensation as a possible motivating factor in working with children, as well as the potential contradictions of the teacher’s as opposed to the helper’s role.
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