Multi-problem families from the perspective of special education
Multi-problem families from the perspective of special education

Summary/Abstract: The paper presents a special educational perception of some inter/multidisciplinary aspectsand attributes of the typology of family dysfunction and the characteristics of multi-problem families (based on the results of the own research of one of the authors). The authors of this paper wish to emphasise the importance of the life skills of family members, which are relevant intra-family resources,and the activities of external agencies that support the family in overcoming the crisis it is/have beenin. They also present the authors’ model of social activity, which creates a constructive way for the development of the so-called multi-problem family. It is based on the assumption that the support of multiproblemfamilies should be focused on providing them with holistic and adequate (according to their profile and specific needs) compensatory assistance, such as stabilising and developmental assistance inthe field of social (dis)advantage, and many other forms of support and assistance, such as prevention, resocialisation, rehabilitation, or counselling and family therapy. The intervention in destigmatising support, considering creative and interactive methods of individual and group work, including many other aspects of the process of (not only school) education and socialisation of the human being.

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