TUTORING NASTOLATKA W NURCIE PODEJŚCIA SKONCENTROWANEGO NA ROZWIĄZANIACH – BUDOWANIE SPRAWCZOŚCI, MOTYWACJI I CELOWOŚCI

Анотація

This article explores the application of solution-focused approach (SFA) in tutoring adolescents within contemporary educational settings. The study addresses the growing need for innovative pedagogical and psychological approaches in youth education, specifically examining how tutoring can serve as effective support for developing cognitive and psychosocial competencies when implemented thoughtfully, with respect for interpersonal relationships and students' developmental needs. Working with adolescents during their period of intense biological transformations, identity formation, and autonomy-seeking presents numerous challenges, including rebellion, authority confrontation, and emotional instability. The research emphasizes the crucial role of building trust-based relationships founded on authenticity, acceptance, and non-judgmental accompaniment. The tutor is conceptualized not as a traditional teacher imparting knowledge or mentor offering ready-made solutions, but as a developmental companion supporting young people in discovering their own resources, goals, and action pathways. The solution-focused approach, originating from Steve de Shazer and Insoo Kim Berg's work in the 1980s, proves particularly effective in adolescent tutoring as it respects their autonomy, avoids labeling, and promotes "small steps" methodology aligned with developmental dynamics. Instead of diagnosing and “fixing”, SFA supports building positive self-narratives and life stories. The article presents various tutoring models (classical, partnership, coaching, and developmental) and demonstrates specific SFA techniques including exception questions, scaling, miracle questions, resource strengthening, and concrete goal formulation. A comprehensive case study illustrates practical application of these techniques with an 18-year-old student experiencing pre-graduation anxiety, showing how SFA helped reduce stress levels and increase self-efficacy. Empirical evidence from multiple studies confirms SFA's effectiveness in educational settings, demonstrating improved academic outcomes, enhanced psychological competencies, and reduced anxiety levels. Research indicates that 4-6 SFA tutoring sessions can significantly improve GPA and reduce absenteeism, while building crucial self-efficacy for academic success. The study identifies key benefits including enhanced agency and motivation, future-oriented focus, strengthened tutor-student relationships, and practical applicability. However, limitations include unsuitability for severe psychological crises, potential oversimplification risks, and requirements for tutor competency development. The research concludes that SFA integration in tutoring creates new possibilities for supporting youth development while respecting their autonomy and focusing on concrete, realistic changes. Recommendations include systematic SFA training for tutors, integration of SFA elements into daily educational practice, and maintaining clear boundaries regarding tutoring scope versus therapeutic intervention.