Sociální pedagogika | Social Education

ISSN 1805-8825

E: editorsoced@fhs.utb.cz

W: http://www.soced.cz

Perspectives regarding the self-efficacy of social activation

workers in the Czech system of caring for at-risk children

Jaroslava Pavlíčková

To cite this article: Pavlíčková, J. (2018). Perspectives regarding the self-efficacy of

social activation workers in the Czech system of caring for at-risk children. Sociální

pedagogika/Social Education, 6(2), 7–26.

https://doi.org/10.7441/soced.2018.06.02.01

To link to this article: https://doi.org/10.7441/soced.2018.06.02.01

Published online: 15 November 2018

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Sociální pedagogika | Social Education

7

volume 6, issue 2, pp. 7–26, November 2018

https://doi.org/10.7441/soced.2018.06.02.01

ISSN 1805-8825

Perspectives regarding the self-efficacy of social

activation workers in the Czech system of caring

for at-risk children

Jaroslava Pavlíčková Abstract: This paper deals with perspectives on the self-efficacy of social activation employees in the system of caring for at-risk

children. This contribution concerns a specific group of assisting

employees focused on social and educational effects in families,

a subject of great interest of the field of social pedagogy. The

study reveals the results of qualitative research over the months

of September and October 2017 which applies the technique of

deep interviews with social activation service employees. The

obtained data was analysed by applying procedures anchored in

theory. Emerging from the results of the research was the need

for a deeper interest on three levels: personality-based,

Contact

profession-based and stress-based concerns. These findings will

Tomas Bata University in Zlin

aid in constructing a methodically sound and reliable research

Faculty of Humanities

tool for the given profession.

Štefánikova 5670

760 01 Zlín

Keywords: family support, field work, self-efficacy, grounded

jpavlickova@utb.cz

theory

Vnímání profesní zdatnosti u terénních sociálně aktivizačních

pracovníků s rodinou

Abstrakt: Příspěvek se zabývá pohledem terénních pracovníků

s rodinami na profesní zdatnost /self-efficacy/ v systému péče

o ohrožené děti. Jedná se o specifickou skupinu pomáhajících

pracovníků zaměřujících se na sociálně - výchovné působení

v rodinách, které je předmětem zájmu oboru sociální

pedagogiky.

Studie

zahrnuje

výsledky

kvalitativního

výzkumného šetření během měsíců září-říjen 2017 technikou

hloubkových

rozhovorů

s

devíti

pracovníky

sociálně

aktivizačních služeb. Získaná data byla analyzována za využití

Correspondence:

postupů zakotvené teorie. Z výsledků výzkumu vyplynula

jpavlickova@utb.cz

potřeba

hlubšího

zájmu

o

profesní

„self-efficacy”

ve společenském kontextu ve třech rovinách: osobnostní,

Copyright © 2018 by the author

profesní a zátěžové. Toto zjištění bude sloužit ke konstrukci

and publisher, TBU in Zlín.

This work is licensed under the

metodologicky vhodného a reliabilního výzkumného nástroje

Creative Commons Attribution

pro příslušnou profesi.

International License (CC BY).

Klíčová slova: podpora rodiny, terén, koncept self-efficacy,

zakotvená teorie

8

Pavlíčková / Perspectives regarding the self-efficacy of social activation workers…

Introduction

The following study is focused on the self-efficacy of social workers operating in the current Czech care

system for children at risk. This group of social workers has been created in response to the Czech

government document Action plan on the implementation of the national strategy for the protection

of children's rights 2012-2015, in which the government has committed to create a functioning system

by 2018 to ensure the consistent protection of children's rights and the fulfilment of their needs

(“Action plan,” 2018). In connection to this topic, we consider the partial goal of the national strategy

– the development of alternatives regarding the care of children at risk in their home environment –

as the most relevant point of our study. This goal includes support for family-type care and family

support. The sample selection of the workers is justified by the importance of keeping up-to-date with

all the issues involved.

The aim of this article is to outline the perspectives of social workers on self-efficacy in the field of the

current care system for children at risk. Another goal is to determine the competencies that are

essential for this profession along with the resources that can increase public interest in direct family-

type care, especially regarding issues of self-efficacy in the field within the social context. Basic findings

are also presented regarding benefits proceeding from increased self-efficacy, as these determine not

only the use of cognitive strategies but also the importance of self-regulation within the self-awareness

mechanisms (Majerčíková et al., 2012). It is clear that not enough attention has been devoted to these

issues in the Czech Republic.

Smetáčková, Topková, and Vozková (2017), who focus on development and piloting in the field of self-

efficacy in the Czech system of education, have begun to deal more specifically with the concept of

self-efficacy within Czech pedeutology. In the socio-pedagogical field, Hrbáčková and Petr Šafránková

(2015) have concentrated on this issue in practice in their research entitled Perceiving the effectiveness of pedagogical staff in the field of institutional care for children and young people, an

article which focuses on staff at centres of educational care (SVP) and children’s homes (DD). This study

dealt with how self-efficacy influences children's behaviour, school success and the leisure time of

children.1

In general, research in the Czech Republic in the area of professional self-efficacy remains less

developed, which contrasts with the situation in Slovakia (Azar, 2009; Bleicher, 2004; Gavora & Majerčíková, 2012; Gavora, 2009, 2011; Gibson & Dembo, 1984; Perkins, 2007; Šuverová &

Ďurkovičová, 2012; Tang, Au, Schwarzer, & Schmitz, 2001; Tschannnen-Moran & Woolfolk Hoy, 2001,

2007 ; Wiegerová & Ficová, 2012). Based on this determination, the home environment opens up a

space in the field of the helping professions to explore self-efficacy with respect to the social-

educational components of family-type care in its natural environment.

1

The theoretical framework

This section will outline theoretical starting points which should clarify the intention focus of the

research.

1.1 Social activation services for families with children

According to statistics from Franklin, Gerlach, and Chanmugam (2008), 12-22% of children over the

course of school attendance experience personal or educational issues about which they would like to

consult with a professional. Among children from socially disadvantaged families, this number

increases up to 50%.

1 A FHS UTB master’s thesis that presents methodologically interesting perspectives on these matters was

completed by Málek (2017).

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Pavlíčková / Perspectives regarding the self-efficacy of social activation workers…

In the current Czech system of care for at-risk children, the employee works as an intermediary

between the child, the family, the school and possibly local authorities and professional institutions.

The work takes place directly in the field,2 and thanks to close contact with children and parents, the

social worker maintains good prospects for successful intervention.

In recent decades, the Czech Republic has seen the rather intensive development of social activation

services for families with children, i.e., in increase in the number of employees conducting field work

and helping families with educational as well as other areas. Outreach programs have been

implemented mainly by non-profit organizations and certain municipalities. This form of home care

provides support to families with children whose development is endangered as a result of the impact

of a long-term crisis situation which the family cannot overcome without outside assistance (Matoušek

& Pazlarová, 2014). One of the functions of these services involves certain pedagogical, educational and activation activities3 within which one may observe in practice the clear interconnection of social

work with the family as well as support for the education and upbringing of the children living in a

particular family. An ancillary aim is to facilitate a certain preventative effect in families, an outcome

which is a primary subject of interest of work in social pedagogy. Support for families in this direction

involves access to a family who has indicated a desire to improve its situation in the interest of the

child and adults alike, with this aspiration often proceeding only after initial failures to find an

alternative solution for the child. It is necessary to strengthen as well as to clearly demonstrate sources

of support to families and children for whom this source has not been made available. Here the role

of the worker can be absolutely crucial. The purpose of this work is to improve the social status of

people who deviate from social standards. As a part of the social activation programme for the family,

alternatives arise that eliminate the need of placing a child into institutional care. Working with a family

in a non-profit organization is based on the fact that the NGO provides social services to the family as

a whole in order to strengthen and protect the safety of their members. The services that are provided

are intense and focused on the specific goals and needs of individual family members.

In the mid-20th century, the term “multiple problem families” (Matoušek & Pazlarová, 2014, p. 13)

was applied to one type of these target groups needing support. Other equivalents applied include

“families in extreme distress” (Sharlin & Shamai, 2000, p. 257), “families in perpetual crisis” (Kagan &

Schlosberg, 1989, p. 208) and “underorganized families” (Aponte, 1976, p. 303).

1.2 Concept of self-efficacy

The concept of self-efficacy was first introduced in 1977 by Bandura within sociocognitive theory, a set

of models which seek to explain human activity, related cognitive and personality characteristics as

well as the environment in which these features exist. These components interact with each other and

are mutually intertwined in what has been termed reciprocal determinism (Bandura, 1977). A specific

example would be when an individual performs some activity, after which he reflects and evaluates

the consequences, this process affects his personality in a way that consolidates or changes it. Further,

the environment in which the individual operates is also affected. As described, this system has wider

overall implications in other intersecting environments. Bandura (1994, 1997) therefore emphasizes

the interconnectedness between the various elements of the system, with the most powerful factor

regulating the activity of man being his conviction of himself, of his own potentials and abilities. Self-

efficacy is thus defined as “people's beliefs about their abilities needed to achieve certain

performances” (Bandura, 1994, p. 2).

In our case, these beliefs will be examined in the form of attitudes of social workers toward their

necessary proficiencies within their profession with regard to performing effective work with families.

However, self-efficacy is not a congenital property; on the contrary, it develops over the course of

2 i.e., working directly with at-risk families.

3 Legislatively, these working activities are anchored in the CR in the framework of providing social activation

services in Act No. 108/2006 Coll., Sec 65(2) as pedagogical, educational and activation activities.

10

Pavlíčková / Perspectives regarding the self-efficacy of social activation workers…

one’s life, i.e., as formed by practice. According to Bandura (1994, 1997), four main sources of self-

efficacy are considered to be influential, with an experience of mastery regarding successful

performance (especially when overcoming obstacles that require some effort) considered to represent

a high level of self-efficacy. The second source is so-called vicarious experience. If an individual in his

environment has contact with someone with similar characteristics as he possesses and who has

achieved success through his abilities and efforts, the individual also has a feeling of conviction that he

can handle similar tasks. In our case, vicarious experiences may come through training suited

specifically to the profession, other specialized training, or from supervision of some sort that can

improve the quality of work. Another source is so-called social persuasion or encouragement, i.e.,

essentially a kind of support of a significant person from his or her environment and an assurance from

this figure that the individual is able to handle the activity. The last source is the manifestation of

somatic and emotional states so called physiological arousals, i.e., states and feelings people rely on

when evaluating their abilities. The feeling of self-efficacy may increase if the individual judges that he

feels calm and unstressed while performing the task, so he has sufficient abilities to master it (Bandura,

1994, 1997). Employees assessing their own qualities can be an important self-regulatory element in

field work with the family, i.e., the worker's assessment of their potentials can to a large extent

influence their approach to overall family support, thereby contributing to the quality of the service

provided. Regarding this issue, it is almost impossible not to refer to client-friendliness. Depending on

the level of self-regulation, the worker activates his or her professional competences and, depending

on these, acts accordingly. A positive assessment of one’s own self-efficacy allows for the confident

realization of specialised knowledge and skills, whereas a negative assessment of capabilities usually

hinders their application (Gavora, 2012).

2

Methodology

In self-efficacy surveys, questionnaire methods are used more often than using qualitative approaches.

For example in-depth interview, narration, and participatory observation (Majerčíková et al., 2012).

Owing to the goal of our research project, we have decided to use a qualitative research strategy,

which is very often preceded by a pre-research qualitative strategy (Macek, 2012).

2.1 Research objective

The goal of the research is to determine the view of socially activating workers with the family (SAS) in

regard to the self-efficacy required in the care system for children at risk. The main research question

was formulated as follows: How do SAS staff view their proficiency in the established care system for

vulnerable children? (HVO). This query was subsequently extended by other specific research

questions: what is the difference in work? (SVO1); what skills are important to perform high-quality

fieldwork? (SVO2); what am I able to do in relation to the client? (SVO3); and what factors can affect

fieldwork? (SVO4).

2.2 Research method

Due to the specificity of the profession, we have opted for a qualitative research strategy by using the

technique of a deep semi-structured interview with an effort to understand the workers and to

perceive each subject’s unique qualities within the profession. The individual testimonies of the

informants were conceived as communicating a realistic depiction of each subject’s specific work and

potential competences in the current system. The interview allows the capture of not only facts, but

also to facility to delve deeper into the motives and attitudes of the informants. Each respondent’s

initial reactions allowed the interviewers to gauge how other questions should be directed (Gavora,

2010). One distinct advantage of the qualitative approach is the potential to closely monitor a very

limited number of cases with regard to the research question and thus obtain a better understanding

of what is happening in a certain part of social reality (Macek, 2012). Because the conversation is based

11

Pavlíčková / Perspectives regarding the self-efficacy of social activation workers…

specifically on interpersonal contact, success was dependent on the establishment of a friendly

relationship and the maintaining an open atmosphere with the subjects.

2.3 Research sample

The subjects of the survey consisted of social activation service employees who were interviewed in

regard to their work with at-risk families with underage children in the natural home environment. The

research was realized in the period of September – October 2017. The research sample consisted of

nine informants working in the field of social activation services from different regions of the Czech

Republic (Zlín, Olomouc, Praha, and Ústecko). The interview was conducted in the offices or other

facilities of their particular organization. An intentional qualified selection of employees was selected

from facilities providing these registered services, with the choices based on two selection

characteristics: 1) the employee has worked in social activation services for at least one year, 2) the

employee was willing to participate in the research and has consented to an audio recording of the

interview. The participants were guaranteed anonymity, i.e., no specific names of persons or individual

facilities appear in the study. Participation in the focus group was voluntary; the volunteers were

informed in advance of the intention of the study, thus it is also possible to discuss their potential

motivation for taking part in the survey.

3

Analysis and interpretation of the data

The subjects of the research were perceptions of SAS employees regarding the self-efficacy needed for

high-quality and efficient field work. To process the outputs of the semi-structured in-depth

interviews, an embedded theory was chosen for the data analysis process (Corbin & Strauss, 1998) to

gain an overall view of the work of the system in the social context. Transcripts were made of the

recorded interviews, which were then analysed using the three-step coding method, i.e., open, axial

and selective codes (Corbin & Strauss, 1998; Švaříček & Šeďová, 2007). The analysed text was then divided into meaningful units of varying size typically made up of words or phrases, with a code

assigned to each unit. These codes consisted of appropriate technical terms along with in vivo codes,

i.e., expressions used by the informants themselves. During coding, the codes have been merged,

distributed, or replaced by more appropriate titles. During this analytical activity, we extracted 114

codes which were then placed into one of eight categories, among which we searched for mutual

relationships and contexts (see Table 1).

Table 1

Paradigmatic perceptions of SAS workers model regarding self-efficacy in the current system of care

for vulnerable children

Relations

Category

Causal condition

(1) Social prevention

Factors

(2) Self-efficacy (personality-based, profession-based, stress-based)

(3) Activation

(5) Educational activities

Context

(4) In the field

(6) Factors influencing proficiencies, experience, patterns of influence,

Intervening conditions

encouragement, conditions for workers

Strategy of action, interaction

(7) Attitude toward clients

Resulting impact

(8) Quality of field work

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Pavlíčková / Perspectives regarding the self-efficacy of social activation workers…

The basic aim of the research was not only to describe singular phenomena, but to generate a theory

that is embedded in partial data focused on social phenomena that form the professional interactions

under study. The use of anchoring theory may initially appear contradictory in relation to the

theoretical concept of Bandura; nevertheless, only one part of our perspective has been formed

according to Professor Bandura’s ideas, and we seek to add to the overall context of the issues

involved.

3.1 Social prevention and educational activities

Identified as a causal condition within the paradigm model (see Table 1), the category of SOCIAL

PREVENTION (1) was merged into a total of 6 codes: Timeliness and strategy of protection,

Volunteering, Improving living standards, Depicting the problem, Providing insights, Impact on the

generation of current children. The general category includes codes with statements by informants

regarding their view of the current function of the service.

In terms of prevention, one issue I see in these services is the fact that we do not even find families

where these problems are; in the future for example, we need offer services whenever an underage

or young mother is involved, beforehand before problems arise (I: 12-13).

Numerous phenomena can be acted upon and responded to preemptively. Fisher and Škoda (2009)

mentions, for example, problems of family poverty, indebtedness, and other associated long-term

stressful situations resulting in psychological disorders of parents that subsequently affect the

education of children. This can be illustrated by the following statements by the respondents:

In the service as I envision it, I would introduce measures and work methods that precede the social

sphere, i.e., whether the children are going to preschool or elementary school, or if the mother is in

a long term situation of paying rent and staying in a flat with her children (II: 22-23).

We work with families, so the procedure is to prevent problems, especially in children, so that there

is no transgenerational transmission of negative issues such as that the children are under-educated

or are not properly looked after, so the children might grow up in better circumstances than their

parents did. With the adults, if a problem is dealt with right at the beginning, deeper issues that

could arise later can be avoided (III: 14-17).

Based on this, the social workers’ aim is to help people overcome unfavourable social situations and

protect them from the occurrence and spread of undesirable phenomena, as indicated by Nedělníková

and Gojová (2008). One respondent broadens the view of the preventive activity of the service:

Doing everything to ensure that families are living a way of life so as not to deviate from the social

norm, a standard which they often do not recognize or even see. They seem satisfied with their

current existence, but if you give them at least a stimulus or put a different angle to the situation, it

can lead them to think, so that they can finally overcome the ‘bargaining’ stage (IV: 29-32).

3.2 Self-efficacy

The central category in our research is SELF-EFFICACY (2) in working with families as a precisely

specified research goal. Well-practiced social prevention should be characterized by a demand driven

by the professionalisation of the work of family support workers. Their competences and other

assumptions are based on their own subjective perceptions based on experience influenced by

practice. Because this is a profession in which the close links of knowledge from the humanities and

social sciences merge, we have narrowed our focus on operations and educational activities in the

profession. Within the central category, 3 basic subcategories of related competences form part of the

worker's professional profile and ability to follow up on their own development: 1) Personality-based,

2) Profession-based, and 3) Stress-based. These individual subcategories were further analysed.

13

Pavlíčková / Perspectives regarding the self-efficacy of social activation workers…

3.2.1 Personality-based proficiencies

In the personality-based subcategory, the following 4 most frequent codes were selected: Empathy,

Active listening, Openness, and Authenticity. Personality traits come through by way of significant skills

and abilities that excel through negotiation and expression in different situations. The attendant

empathy expressed in a given profession can help the other person to find their own way. Barret-

Lennard (2003), who have written extensively on empathy, indicate that the empathic perception of

the other helps to improve one’s own self-esteem. It is as if an inner door to the other person is

opened, by which this person can see what lies behind it. An essential aspect in this way is listening in

face-to face communication. Building on the knowledge of psychology, Gjuričová and Kubička (2009)

point out the need for listening in the family. The strength of empathy and active listening in a given

profession is exemplified in the following testimony:

The most important component is actively listening, actively sensing what the client needs, how he

is currently tuned. As to whether we want to work on something when I feel it is not internally set,

it may be very difficult to motivate the person at the moment, so I move on to something else that

he does want. I think that empathy is not only an abstract concept but it is our greatest benefit along

with the spontaneity of the worker (II: 105-109).

The need for knowing how listen empathetically to communicate and empathically can be seen in this

statement: “Those who do not know how sense a situation and how to empathize and communicate

accordingly simply cannot do the job” (VIII: 206). The following recorded statement refers to the value

of listening, but not specifically to active listening.

I definitely listen, I'm a big listener like a willow, and sometimes that’s enough. Sometimes it's really

enough – it’s that only thing they need and they do not have to go any further. I just sit and listen

for half an hour (VII: 196-197).

There is a disparity in this testimony, and the important question arises as to whether mere

indefatigable lengthy listening is in fact truly effective for the client. According to Šiffelová (2010),

clients need more than just listening and an accepting presence; they need to know if they are being

understood as they speak. Openness involves the willingness of the worker to accept the client’s ideas,

which may reflect unconventional values. This kind of mindset is a feature that also applies to cognitive

intelligence (Schultz & Roberts, 2007).

Openness also predetermines a certain form of mutual relationship between the client and the worker:

“I think openness is important in this work - the ability to be open, honest, quick to orientate oneself

and respond to the client” (V: 179-180). “Such a healthy openness in relation to the client is always in

place, shaping our patience” (VII: 158-159). With patience, the worker can be seen as progressing at

the pace of the client. Openness can further predetermine a certain level of positivity in the worker's

personal attitude, as well as his spontaneous reactions. “The worker should behave naturally to the

client, then the work proceeds by itself unforced; they see when I'm not there, and maybe they take

that personally ...” (IV: 158-159).

Rogers (1995) believes that natural interaction in this relationship is the most important element. The

person who is capable of being open to himself as he is has the greatest effect. A clear example of the

worker interacting authentically work comes: “If a satisfied worker is able to pass on this quality to

himself and to his client ...” (VI: 221-222). Self-disclosure to a certain extent also relates to physical

contact, which can provide the client with a sense of security, relief, care and support. “I also have

some personal contact; perhaps I put my hand on the client’s shoulder or pat on her back to let her

know she is not alone at that moment” (VII: 257-258). Of course the client is the one who decides

whether a certain type of physical contact is acceptable.

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Pavlíčková / Perspectives regarding the self-efficacy of social activation workers…

As a programmer uses a computer in his work, the field worker uses his personality, which can have a

strong influence on the outcomes of his work. Nevertheless, it depends on the worker how much he

uses his own disposition. “The resource I use the most in my work is my own personality” (II: 67-68).

3.2.2 Profession-based proficiencies

Maceček (2008) indicate how numerous activities can help to provide information and services to the

target group in the field. Competencies are in this way quite varied. Our intention was, however, to

combine competences that are related to social educational activities during activation and to compile

them within the category of self-efficacy. Here for clarity we determined 6 codes to be inserted into

the spreadsheet (see Table 2). In most areas, the testimonies of the informants coincided with and

confirmed their hidden educational and educational activities.

We teach clients to do things in the future for themselves or at least part of them. Activities that

require practical training seem to manage themselves; when they get to know the process a bit

better, they get right to it (V: 138-139).

Table 2

Areas of socially educational activity in activation with the family

Areas of educational

activation

Examples of statements

Activations toward the

“Educational counselling is something I think we do sometimes unintentionally at

educational activities to

almost at every meeting, because it's part of our work ...” (II. 55- 56).

strengthen parental

“I’m trying to show this mother that it is different with this child [regarding] rules

competencies

in upbringing” (V. 76, 114).

“How to act towards children ... how to play with children, so many mothers don’t

get this at all ...” (VI. 113, 128).

“For example, when I go to the school I deal with the mother in terms of what is

needed for the baby, how can the baby develop, materials, then we sit down at

the table and start some motor exercises, drawing, relaxation techniques,

learning colours, shapes ...” (IV. 62).

“... most often I help with preparing the kids for school. I show the mom how to

teach a child ... I'm trying to bring them a lot of textual material; I set them out

for the family and show how them to work with it. Then they will show me what

they have done at our next meeting” (IX. 84-86).

Activations of leisure

“So in terms of leisure time activities we discuss the possibilities of the family,

time activities

what can be done for children during summer, even if they don’t have money in

the summer ... of course for free time we also ensure that provide the kids

information, clubs to be a part of, etc. We often motivate parents toward leisure

activities; we are looking for support so that the children are not just sitting at

home in front of the TV or inappropriately wasting their free time another way

...” (III. 47-50).

Activations toward

“... in the management of finances, of course the rent and food must be paid for,

resolving economic issues the children must have school supplies, and finally, there are incidental expenses

of the family

for things they do not necessarily need but which can help to get the family

situated ...” (III. 27).

“... to make the mother realize that she needs to pay her debts. The family has

no savings, so for a few months the mother has been scrupulously writing down

what she spends, and in this way she is able to set priorities in time, spending

money only for what is needed ...” (VII. 88-89).

Activations toward the

“... for the establishment of a regular day to day routine we must carefully guide

management of day to

these people ...” (I. 207).

day activities

“... how to properly set up the home regime ...” (VI. 111).

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Pavlíčková / Perspectives regarding the self-efficacy of social activation workers…

“So in the beginning we must set up a series of rules in a family where there had

been no good habits to begin with” (VIII. 94-95).

Activations of training in

“... for those parents it is, then, training, for example handling oneself on the

social competencies

telephone, dealing with officials from various institutions, and so on ...” (IV. 66).

“We practice simple conversations, which some of them just can’t seem to get

the knack of …” (V. 122).

“Training for basic situations that he could expect, what would be expected of

him, so that he is prepared” (VIII. 76).

Providing support and

“… definitely to support the family, to state what the possibilities are and to draw

burden management

attention to risks” (I. 72).

“... I will place before the client several variants of a solution, basically guiding

him to the best decision, evaluating the negatives, give him self-confidence and

psychological support, to give everyone the courage to be committed to a

resolution ...” (IV. 47).

“... when they have us behind them, they feel more confident ...” (VIII. 156).

Social workers are professionally engaged in educational activities within the realm of moral values, in

the emotional sphere, in the acquisition and strengthening of parents' social competences as well as

related to the clients’ overall personal development. Workers take into account the specifics of the

environment and deal with the prevention of risks primarily related to education, but also with

compensation for the concrete effects of the individual client’s behaviour on their own personality or

on the social environment (Sekera, 2012).

3.2.3 Coping with stress

Resilience represents the quality of adaptive abilities that help adequately handle dynamic

environmental conditions, i.e., to cope with potentially stressful interactions without significantly

impairing the functioning of the personality (Paulík, 2017). “In this field, we often deal with situations in which we need to address a current crisis situation here and now ...” (II: 69). Psychological resistance

is one of the most important factors that determine work performance and supports the overall quality

of work results:

I had to learn how to deal with crisis situations, I had to teach these people to calm down. When I

come to the family and there is a crisis, I think I can get people to the level of having fun. I’m a good

listener, so I listen to what people say and make them feel like I understand them (I: 145-147).

Coping with stressful situations in families is an essential skill needed by personnel to know how to

work with clients’ crises. A crisis is any situation subjectively perceived as unmanageable with the

available means (Cimrmannová et al., 2013). This can be evidenced by one testimony that corroborates

the importance of the worker taking the situation into his own hands and providing insights for the

client.

The client's brain already has problems in his life and is struggling, and in a crisis these coping

mechanisms cease to work and you first need to calm him down. You have to find out what matters

most to him in the given situation, about his most pressing need; then you assure him, support him,

show him some potential solutions and direct him to an expert if necessary (IV: 124-129).

The work is a lot about contact and interaction, thus responses should be regulated emotionally. For

example, trying to control unpleasant experiences requires a certain amount of energy. Controlling

emotional energy means that it can be put to more efficient use. “Surely not to keep those emotions

inside or to discount a client’s disappointment, but to describe the situation as it really is” (II: 203-204).

When a client becomes angry, the worker can direct the interactions more persuasively. “The client

feels that I'm taking charge of the situation, but I always behave with respect” (III: 107). The client

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accepting this directiveness is related to the belief of one's own ability to control and manage events

within the range of control – the admission of helplessness. This acceptance by the client may be

framed within working limits: “I felt bad in the role when I was trying to help but was unsuccessful”

(VI: 71-72). Feelings of stress may occasionally appear in the environments in which the workers move:

“... I was quite worried about my work, even afraid that something may happen to me personally when

I go to location and it is a bit of a mess, but then these feelings all went away” (VIII: 146-147). Or

difficulties in emergency situations:

Certain circumstances arise that you simply have no control over, so you have to somehow reconcile

yourself to this. There were two suicides, so in such a unnatural situation of course a person becomes

much more concerned, thinking about what he did wrong, what he could have done otherwise,

questions like these come up (IV: 165-169).

In dealing with the stress, some resilience is definitely needed in the profession. Resilience is not a

simple phenomenon, but is a consequence of a context of various phenomena and circumstances

(Bartelt, 1994). “Working with people evokes emotions in a person which cannot be resolved by simply

closing the door and ending your working hours” (VII: 91-92).

3.3 Activation as family support

The category of ACTIVATION (3), which represents the main activity within the overall context, includes

9 codes: Locating resources together, Motivation to change, Practical training, Playfulness,

Management of activities, Demonstration of possible solutions, Encouraging the family to resolve its

own issues, in vivo stimulus, kick. Activation can be described as a process that leads people toward a

certain activity. The concept of activation demonstrates and explains how social prevention is actually

practiced. How is the process perceived by the workers themselves?

It most likely means that the family is looking for resources among themselves, and I'm activating

those resources ... when someone begins looking into how their system is functioning, for them it's

‘a clear motivator to change’ ... (I: 28-29, 101).

Specific activities include: “practicing conversation” (V: 122), “engaging parents in preparing their

children for school” (IX: 76), and “the need to pay debts” (III: 37). One interesting comment referred

to:

The feeling one gets when one is able to convince another person who has no faith in himself at all

that despite all odds he must find a way to improve his condition, to resolve his own situation, and

he does not have to rely on anyone else but himself (III: 29-30).

The goal of activation in these services is therefore to support processes that result in a higher degree

of independence. Activation can also be understood as a process in which the central question

becomes: What motivates the client to become energetic and active or what could motivate him / her?

Activation is not only a blind offering of a wide range of activities, but also a process of seeking

individual client motivation (Vojířová, 2012). These individual areas of activation have been delineated as educational activities (see Table 2). On the other hand, this process is not a panacea and depends

on the wishes, the willingness as well as the capacities of clients. “Every client is different; each has

their own possibilities and their own limits as to what he can achieve” (II: 31).

3.4 Working in the field as a natural social environment

Social pedagogy as a discipline focuses on the role of the environment (especially social space) in the

educational process (Kraus, 2014). The quality of the social environment plays an important role in

preventing and eventually deepening the consequences associated with specific deficits in the

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behaviour of children and adolescents (Vávrová, Hrbáčková, & Hladík, 2015). This focus also justifies our interest in the place of the socialization process. as the family takes part in this. From this point we

can move to field work, which helps to promote the socialization process as direct involvement in the

family.

The category FIELD WORK (4) represents an alternative environment in which emerging forms of

support services for disadvantaged children and families are being provided in response to the Czech

government's national strategy on the protection of children's rights (“Action plan,” 2018). In what

ways do social workers view this alternative as specific and more advantageous than institutional

forms? Our survey responses were collected under these codes: Individual work, Detecting hidden

meanings, Understanding causal connections, Naturality and reality, Risk. “It is such individual work;

the family is waiting for me, and we have an understood goal” (VIII: 145). These considerations lead to

greater complexity.

We are able to perceive even the little nuances within in the family; I can see a lot of things, what

the relationships are in the family, who is the most involved and does not participate in child rearing,

the relationship with the parents and among the siblings. I notice the small things that other in most

cases are unable to see (IV: 56-57).

On the basis of these observations, it is possible that the workers can reveal other contexts: “I can see

and explain what is happening, why the child is late for school when she was dropped off right in front;

why her mother says that the child was sent to school and in fact was not” (I: 115-119). Working in the

natural social environment brings further advantages to the workers. “We meet him where he feels

comfortable and where he feels safe” (II: 79-80). Matoušek and Pazlarová (2014) describe these benefits of this kind of contact. On the other hand, workers have been mentioned negatives related to

their own stress and the risk from working in the environment: “... I was quite worried about my work,

even afraid that something may happen to me personally when I go to location and it is a bit of a mess,

but then these feelings all went away” (VIII: 146-147). “For about a year I would go home unhappy

because everything on me was stinking. My coat, sweater, underwear, bra, I had to wash everything.

Eventually I was able to deal with it” (IX. 126-127).

3.5 Sources influencing self-efficacy

Intervening conditions in the paradigmatic model act upon a worker's proficiency and these point to a

blending with social cognitive theory. In the interviews these were denoted as SOURCES INFLUENCING

SELF-EFFICACY (5), consisting of 4 subcategories: Experience, Transferred experience, Encouragement,

Emotional states.

3.5.1 Experience

The following statements by the respondents correspond with Bandura (1994, 1997), i.e., they

demonstrate the power of experience in developing proficiency:

I think that the experiences I have acquired since I started to do field service are very important;

there have been so many life and work experiences and it’s still vital to constantly learn, and practice

is greatly enhanced by education (I: 80-81).

“I think it still surprises me that the work has not become stereotypical, that it cannot be predicted to

go along the beaten track; experience plays a huge role and new situations always come up again and

again ...” (III: 135-136). “I know my limitations, but when one has a general overview, knows where to

turn to and how to function well, then he is always gathering new experiences, so that's quite

important” (IV: 159-160).

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3.5.1 Transferred experience

According to Bandura (1994, 1997), the second source for proficiency is learning through significant

others or transferred experience. In the statements we coded this aspect from 2 particular points of

view, one of them being the transfer of experience towards the client:

[...] sometimes when working with a client and I see that she has similar concerns as I do, I use this

opportunity and tell her that I have recently experienced the same thing, so I know how they feel

and what helped me in the situation, and I try to draw on that to help clients because they experience

similar concerns as we do (VI: 270-271).

The second view is of the transfer of experience towards fellow workers, however this was notable in

the responses by the indication of a lack of such experiences:

The need for more long-term training, I think I would benefit from it even on a personal level, I think

I would feel more prepared. I know a training course does not prepare one for some absolutely

essential things, but at least I would have the feeling that I have done something to push myself, as

they say. I would certainly welcome this (V: 20-24).

What is indicated in these statements is a certain lack of training in soft skills: “I still have something

to learn, I am not working at 100%, but I try; I would rather have some examples, I cannot imagine it

like this ...” (IX: 235-236). At the same time, we encountered opinions that transferred experience is

strengthened by more long-term training: “... the more hours you have worked, the more you are able

to function with assurance; it is very important to develop both professionally as well as psychologically

...” (I: 231).

3.5.2 Encouragement

As the third source of self-efficacy, encouragement is categorized into 3 important codes: colleague

support: “In talking about problems with clients, chatting with colleagues that one can trust, resolving

issues, that is very important and encouraging” (VI: 268-269). “The team helps me a great deal” (VIII:

225). Another very important means for worker support is supervision, i.e., practical training of

professional ethics, awareness of the processes that take place between the employee and the client,

the search for alternatives (Kopřiva, 2013):

[...] because you go there, you try something, you are there twice, three times a week, you go there

to help the person … it was quite demanding, then we had the supervision, so we resolved the issues

then and there, and that was that (IX: 54- 59).

Nevertheless, whether to include this code as a transfer of experience or encouragement and feedback

could be disputed. One important source of empowerment is the feedback provided to the worker.

This feedback is primarily based on the client's response to the worker, which can be judged as a

criterion of the quality of work. In which ways professional competencies are best reflected in

statements like:

[...] it is something that reflects us in that trust, in establishing the relationship between the client

and the worker; this work takes a long time ... if we can, we'll get specific feedback from the client;

even if he does not tell us himself, his concrete actions can show us (II: 121-123).

Creating a good relationship between a worker and other family members can compensate for a

possible deficit in the area of the primary relationship, but it can also accelerate the curiosity of the

client, his willingness to recognize issues and to learn. If a worker performs these tasks in a adeptly, it

increases the chances that clients will trust in these abilities and will consider the work helpful

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(Dryden, 2008). “I think that if the client is able to deal with the problems himself, this is on the basis of trust ...” (III: 120-121).

3.5.3 Emotional states

The fourth source consists of the emotional and physiological states of the workers. The influence of

this factor on self-efficacy is self-evident, since the momentary as well as long-term state of a person

has a connection to the overall personality. With a view toward the ambivalence of human experience,

we have identified 2 codes: Well-being and Disharmony.

Mental well-being is very important when working with people; as soon as I get angry at work, or if

I come and project my negative feelings on to the client, the relationship dies immediately. I won’t

be able to do anything with her or move her in any way. So much depends on the worker's well-

being or on the ability to turn off the effects of any personal problems the worker may be

experiencing (IV: 237-238).

Physiological aspects play an important role in activities requiring physical activity. “Sometimes it’s just

to make adjustments, to decide what’s important to do right now and what isn’t, what I can put off till

later, and then I consider whether I can manage today or not” (VII: 265-266). A crucial role is played by

how the individual deals with health issues. Adverse physical conditions such as headache or a blood

pressure problem can affect performance psychosomatically on an unconscious level or by physical

impairments, both of which may be reflected in lower willpower, determination, or by a negative

perception of themselves in a given situation: “It gets exhausting when a person when is not feeling

well - he just wants others around him” (VI: 162). “Yeah, of course, when I’m in pain or I’m having

health problems sometimes I cut the meeting short” (V: 283-284). In addition, mental disharmony

makes it easier for an individual to remember or dwell upon past failures or setbacks, resulting logically

in increased anxiety regarding failure in line with his lower expectations (Bandura, 1997).

3.6 Attitudes toward clients

In the performance of work duties, the category ATTITUDES TOWARD CLIENTS (6) is revealed in the

strategies and practices applied in contact with and in advice to the client. In this classification, 9 codes

have been defined in the research that are linked to the central phenomenon of self-efficacy. Many

different models for guidance and advice to clients have been proposed. Kraus and Poláčková (2001)

draw attention to personal decision making and the proportion of human and professional factors of

workers as influencing what style of work they choose. For the present work we have chosen the

properties that appeared most often in our research sample: Establishing a relationship, Trust,

Communication, Empathic listening, Understanding, Openness, Naturalness, Intuition, Inducing a

personal level of contact. These codes were repeated in our research and they also coincide with the

competencies workers indicated as important to their work (see subchapter 3.2).

It is important to mention the form of communication in relation to clients. Communication in this case

indicates not only a process of transferring information, but forms the basic component of interaction

between the worker and the client. “Communication at work is very important, the ability to establish

a relationship, to be able to speak freely with clients” (VI: 153). “It is mostly about communication,

even non-verbal aspects; when a worker can read a client well, it gives him more information than a

half an hour of talk” (IV: 95).

Jandourek (2012) points out that at present the emphasis is on personal growth, autonomy, racial,

class and gender equality, as well as equality between the worker and the client. Since these

alternative considerations in regard to working with the family have emerged, noticeably different

solutions to problems have developed. This work begins with an individual approach to the client based

mainly on a partnership approach along with communication techniques that help to establish and

maintain the motivation of children and parents, creating a relationship of trust between workers and

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family members (Bechyňová & Konvičková, 2011). What is important in communication that manifests

itself in relation to the client? “Avoiding mistakes in communication that can be made by the workers

like moralizing, trivialization [of clients’ ideas or feelings], projection; one has to pay attention” (IV:

112-114). Naturalness was evaluated as an important component, the core of which is to simply be

oneself (Rogers, 1995).

And maybe if she had known from the beginning that we were in the same position, I mean

personally, that I wasn’t playing games with her, then she would have taken my advice differently.

She looked at me like I was a different person than I really am, she got me all wrong (VI: 170-173).

The professional is then a real person, i.e., he does not develop a professional mask and he also

expresses to what extent he is open to experience; he knows his strengths and weaknesses, accepts

responsibility for his actions and is able to maintain a sincere, empathic understanding and

unconditional acceptance of the client (Šiffelová, 2010). This relationship is based on an attitude characterized by attention and respect for the client as he communicates. The focus is on interpersonal

contact, an exchange of experiences and an understanding of yourself and others. It follows that

fostering this type of rapport is hardly possible in situations where manipulation or authoritarian

management and over-organization prevail. Motching and Nykl (2011) have indicated how people can

develop optimally in a climate characterized by what have been called Rogers’ variables. Rogers (1995)

has described how the problems of an individual can be solved in a close, long-term relationship if

those involved are able to create an atmosphere of true warmth and understanding. The basic

hypothesis is that individuals have in themselves the potential for self-understanding and the

transformation of their own self-image, basic attitudes and behaviours in an atmosphere of facilitating

psychological attitudes. This means that from the point of view of the communication process or the

communication relationship within the profession it is the social worker who is to a certain level able

to perceive and foster these basic human attitudes. These conditions can be applied to any situation

directed toward personality development.

The first assumption, according to Rogers, is that the first prerequisite in creating the atmosphere of

change, is the acceptance, interest, and confidence that Rogers (1995, p. 121) calls unconditional positive acceptance. The second facilitating aspect is empathic understanding, indicating that a worker

is aware of the feelings and personal beliefs the client holds and experiences. These can take the form

of meanings that the client is fully aware of, but also those that are below his or her level of

consciousness. Such sensitive and active listening is, however, very rare. The third assumption is the

authenticity in which the worker is openly experiencing the feelings and attitudes that are emerging

from the client. The worker is able to realize what the client is experiencing. “I have no problem simply

telling the client outright what bothers me about the situation as I see it, because only frankness and

honesty can construct a meaningful relationship” (IX: 203).

There is therefore closely interconnected congruence between what is experienced at the level of the

body and what is the actual content of consciousness, and thus what is communicated to the client.

People who are accepted and appreciated will soon become more interested in themselves as well as

others. If they are listened to empathically, their flow of inner thoughts and experiences will come

forth much more readily and reliably. Thus, naturalness is a personality characteristic that can be

demonstrated in the worker’s approach to the client as well as in the credibility the worker projects:

states, “if I were in a crisis situation and a worker came to me who is not doing well himself, I would

not trust him, why should I?” (III: 94-95). It is clear that all of the above-mentioned elements are

interconnected into a complex of certain qualities which are then reflected in the quality of the work.

3.7 Quality of field work

Category (7), labelled QUALITY OF WORK, reflects the effect of the professional interaction of workers

as an impact on the effectiveness of activation work with the family. Service work is generally provided

on the basis of quality standards of social service authorities in accordance with the legal norms of the

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Czech Republic and the European Union in terms of the Ethical Code of Social Workers of the Czech

Republic (Nedělníková & Gojová, 2008). In our case, this measurement consists of the identification of the quality of work by the workers themselves at the relationship level and the educational action

towards the client. In this category, 6 codes were included: Long-term involvement, Patience and

persistence of a worker, Specific activities of clients, Statements of confidence, Patterns of influence,

Conversation.

The individual considerations regarding the reflections of the quality of work from the point of view of

workers generally refer to the intensity and the long-term nature of relationships. “Results cannot be

seen right away” (VII: 96). “A person must give them time” (III: 173). Since quality reflects working

relationships, the role of time is important, i.e., in order to establish trust, a very important condition

for further work. “I think it's all about patience with people; I guess a person really has to learn a lot, I

know I did. It comes with age – the older I get the more patient I am” (III: 172-173).

In one study, Kopřiva (2013) indicates patience as one feature that emerged in 47% of the surveyed

respondents in the helping professions. Patience can be seen in communication when conducting

interviews as part of counselling and overall approach to the client: “Conversation is our strongest

helper” (II: 170). Through simply speaking with the client, it is possible to focus upon and discuss a

number of issues that can help parents gain insights into understanding their children and family

relationships, thus they gradually learn to control and correct their own behaviours as best as possible

in line with their individual idiosyncrasies.

Zakouřilová (2014) favours the idea that well-guided counselling has in itself a relatively high therapeutic value, especially if it does not lack elements of humanity. These basic elements of empathy

can be found in category (6), attitudes toward the client, upon which depends whether or not the

workers are able to establish a relationship of trust. Statements of confidence are also reflected in the

statements of respondent: “If I am empathetic, this will come through immediately with the client, but

after time it is something that will be reflected in the client's trust, in establishing a relationship with

him” (II: 117-118). Consistent patterns of behaviour can also have a great influence: “if a client accepts

it, a worker can be a model” (IV: 102). The functioning of patterns represents imitation, by which

children and adults cognitively process their social experiences along with how the results of that

knowledge will further influence their behaviour and development.

According to the theory of simulation learning of Bandura (1977), four components are involved in this

process. Firstly, it is through attention that an observer becomes interested in the events that are being

modelled, with one example being a client's attention attracted by a worker: “Some are glad that

someone is actually doing something with them, they like that interest. They are happy and grateful

that someone is paying attention” (VIII: 152-153). The second component, retention, indicates an

observed behaviour retained in memory via an image or verbal system: “... they talk a lot among

themselves: ‘He comes here and he does that for us, and we are so excited!’ And then I return to the

family and maybe there's someone else waiting for me to help” (VIII: 161-164). Reproduction is an

appropriate activity similar to modelling behaviour. “So the family is waiting for me, we have a set

goal” (VIII: 142).

The fourth component is reinforcement as the final guidance process of learning by imitation. It

therefore includes an incentive variable – valuation, which plays a major role in incentivizing and

maintaining the motivation of additional clients. “Raise the level of the client's success to motivate

others” (II: 41). Valuation reinforces appropriate training and the development of the social and

parental competencies of clients as well as trying to eliminate less appropriate behaviours: “... if we

can, we get feedback, which is most valuable to us in this work, for me these are the concrete actions

and activities of the family” (IX: 240-241).

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4

Final reflections on the research

The subject of this research project was compiling and analysing the perspectives of social workers on

their professional ability in field social activation work with families in the current system for the care

of children at risk. The socio-pedagogical nature of our research has led us to focus on the social and

educational nature of the work, although the profession is not regulated under the Ministry of

Education. The created model includes phenomena with intertwining elements and theoretical

concepts which are inextricably bound together and interconnected (see Figure 1). The table shows

the mutual social interactions in the existing system.

(3)

Activation

Educational

activities

personality

(6) Attitude

Patterns of

basement

Experience

influence

toward

(1) Social

clients

(2)

(5) Sources of

prevention

Self-efficacy

self-efficacy

profession

stress-based

basement

Encouragem

Conditions

(7) Quality

ent

for workers

of field work

(4)

Field work

Figure 1. Structural model of SAS in the care system for at-risk children

The Action plan (“Action plan,” 2018) on the Implementation of the national strategy for the protection

of children's rights 2012-2015 has made it necessary to increase societal emphasis on addressing social

prevention (1) establishing an approach to workers that to a set extent seeks to educate the target

group directly in the natural environment (4) in which they can operate without danger. The nature of

the environment will be such that a certain degree of safety and security is guaranteed for everyone,

and therefore new alternatives can come forth in terms of emerging services. Therein lies the

difference. “We are able to perceive even those tiny nuances that are in the family, to observe a lot of

things that we are not normally able to see” (VII: 54-55). Given the diversity of environments, we

propose an approach which is more specific and more individualized (6), i.e., an approach based on

trust. Given the diversity of work activities involved, creating such relationships requires workers to

develop and possess certain qualities and proficiencies (2). The results of the research demonstrated

the workers’ interest in quality in three areas: personality-based, profession-based and stress-based

concerns. Given that the level of self-efficacy can shape in certain ways the success in the profession,

all of these areas must be clearly defined and closely analysed. The question of proficiencies is also

related to the professionalism of the employees, their development, the efficiency of the services, as

well potential further educational developments in the field. We should determine to a greater degree

exactly how these proficiencies as well as other conditions influencing behaviours and social

interactions can lead to the altered responses of all actors involved with the goal of contributing to

quality work in the field. Accordingly, self-efficacy and other proficiencies are not unchangeable, yet

they are factors which can strongly influence the quality of the services provided (7). Findings

pertaining to the question of professional proficiency have been consistent in that such attitudes can

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positively affect the motivation of a person to achieve the goals and greater performance within a

particular profession (Federici & Skaalvik, 2012). From the paradigmatic model outlined here, the central importance of self-efficacy can be delineated, and intervening conditions (5) that can influence

the formation of this hidden psychological phenomenon can be designated. The development of

professional competencies is a lifelong process that is based on triadic reciprocity between behaviour

(self-efficacy), personality (character, temperament), and the external environment (stressfulness)

that form the basis of socio-cognitive theory.

Work experience undoubtedly plays a major role in the professional

The results of the

development of social workers. Experience can determine the

dynamics of this development, which is particularly evident in

research

younger workers. With experience along with positive feedback, the

demonstrated the

worker’s ability to evaluate her / his own proficiencies and

capabilities increases. For example, results by Steyner and Mynhardt

workers’ interest in

(2008) have demonstrated that self-efficacy is influenced by both

quality in three areas:

the subjective view, for example, of the performance itself, as well

as on objective information provided by another person about the

personality-based,

performance of the individual, i.e., the person can be shown exactly

profession-based and

where he was wrong and why. Self-efficacy may also be affected by

any situation in which social comparison is involved.

stress-based

Interesting insights can be gained by examining the current state of

concerns.

the profession, in which great progress is being made at the

boundaries between social work and social pedagogy. According to Ondrejkovič (2009), both social

pedagogy and social work can be better established in terms of prevention, i.e., when effective

preventive programs are created that will be able to offer systematic, planned and long-term training

not only for the conditioning of new outward behaviours, but also for their internalization. Schilling

(1999) raises a number of pedagogical aspects in terms of helping to resolving problems in various life

situations through activation in educational and training programs (3) geared toward the workers

themselves. “The worker in some way educates both the adult and the child; regardless of the client’s

level of formal schooling or training, education is definitely taking place” (IV: 71-73).

For a well-functioning and professional system of alternative assistance and support for families, the

human factor is absolutely essential. This has been confirmed by a study by Vávrová and Kroutilová

Nováková (2015) in which they identify potential support mechanisms for families within the Czech

transformation of the system of care for children at risk instituted in 2009. As a result, more effort and

resources are being dedicated to the issues related to competences and proficiencies in the field. This

project has greatly influenced the overall quality of social services in the Czech Republic.

How are the current workers in the care system for vulnerable children dealing with their work both

personally and professionally? To what degree do they trust their abilities and skills in terms of the

educational aspects related to the performance of their job? These kinds of questions point to a great

potential for further exploration in these areas. Our goal in the future will be to develop a

methodologically sound and reliable research tool with which to explore aspects of workers’

professional self-efficacy within their social pedagogical work with families.

The author declares that this is the original study and text in this form has not been submitted for

publication nor has it been published otherwise.

References

Action plan on the implementation of the national strategy for the protection of children's rights 2012-

2015. (2018, May 25). Ministerstvo práce a sociálních věcí (MPSV). Retrieved from

http://www.mpsv.cz/files/clanky/14311/APN_NSOPD_2012-2015.pdf

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Table of Contents

(“Action plan,” 2018).

(Majerčíková et al., 2012).

Smetáčková, Topková, and Vozková (2017),

(Azar, 2009; Bleicher, 2004;