Savanoriškos socioedukacinės veiklos įtaka žmogaus gyvenimo kokybei
Lucilijus |
| Date |
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2014 |
savanorystės veiksniais yra pasitenkinimas, saviraiška bei socialinis ir emocinis tobulėjimas; apklaustųjų gyvenimo kokybę labiausiai veikia savanoriaujant kuriami ir palaikomi pozityvūs tarpasmeniniai ryšiai ir bendradarbiavimas; savanoriaujant daugiausiai įgyjama socialinių įgūdžių; pastebėta ir kita savanorystės teikiama nauda: žinių įgijimas, asmeninių problemų sprendimas, patirtis; savanoriaujant visapusiškai gerėja savanorių sveikata, o labiausiai – fizinė; pastebėta, kad egzistuoja itin glaudus ryšys tarp teorijoje pateikto modelio ir savanoriškos socioedukacinės veiklos įtakos žmogaus gyvenimo kokybei praktikoje. Dauguma modelio elementų pasitvirtino.
In this article volunteering, voluntary social educational activities as a way of solving problems, social skills training, interpersonal communication skills development, personal character building, knowledge accumulation and other opportunities of acquiring experience will be analysed. General results of research is that while doing the voluntary social educational activities the unfavour of the surrounding in faced, there is often lack of time and resources to perform all work well, and the lack of suitable premises, the frequent change of members and stress cause extra complications; volunteers engaging in voluntary social educational activities, perform most of the managerial functions; most frequent social educational activities are carried by volunteers; the most important psychological factors are volunteer satisfaction, self-expression and social and emotional development; quality of life of respondents is mostly influenced by developed and maintained positive interpersonal relations and cooperation while volunteering; volunteering mostly acquired social skills. There were noticed other voluntary benefits such as knowledge acquisition, personal problem solving and experience; volunteering improves health of volunteers, mostly - physical health; there was noted a very close relationship between the model and the theory of the voluntary social educational activities on quality of life in practice.