KNJIGA SAŽETAKA 8. međunarodnog znanstvenog skupa
BOOK OF ABSTRACTS of the 8th International Scientific Conference
Zagreb
2012.
Istraživanja u edukacijsko-rehabilitacijskim znanostima
Research in Education and Rehabilitation Sciences
KNJIGA SAŽETAKA
BOOK OF ABSTRACTS
8. međunarodnog znanstvenog skupa
of the 8th International Scientific Conference
Zagreb, Hrvatska, 27. - 29. rujan 2012.
Zagreb, Croatia, September 27th - 29th, 2012
Edukacijsko-rehabilitacijski fakultet
Faculty of Education and Rehabilitation Sciences
PRVI KAT
FIRST FLOOR
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GROUNDFLOOR
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ENTRANCE
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PODRUM
BASEMENT
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Centar za rehabilitaciju ERF-a
Rehabilitation Center, ERF
Mljet
ENTRANCE
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Plitvice
Istraživanja u edukacijsko-rehabilitacijskim znanostima
Research in Education and Rehabilitation Sciences
KNJIGA SAŽETAKA
BOOK OF ABSTRACTS
8. međunarodnog znanstvenog skupa
of the 8th International Scientific Conference
Edukacijsko-rehabilitacijski fakultet, Sveučilište u Zagrebu
Faculty of Education and Rehabilitation Sciences, University of Zagreb
Državno Sveučilište Indiana
Indiana State University
Organizacija Fedora
FEDORA- European Forum for Student Guidance
Europsko udruženje za mentalno zdravlje osoba s intelektualnim teškoćama
European Association for Mental Health in Intellectual Disabilities (EAMHID)
Britansko udruženje psihologa - Sekcija za intelektualne teškoće
British Psychological Society - Faculty for Learning Disabilities
Zagreb, Hrvatska, 27. - 29. rujan 2012.
Zagreb, Croatia, September 27th - 29th, 2012
Izdavač/Publisher
Edukacijsko-rehabilitacijski fakultet, Sveučilište u Zagrebu
Znanstveni niz, Knjiga 22
Faculty of Education and Rehabilitation Sciences, University of Zagreb
Scienific series, Book No. 22
Za izdavača/For publisher
Daniela Bratković
Rea Fulgosi-Masnjak
Urednici/Editors
Marina Milković
Dalibor Doležal
Gordana Hržica
Jasmina Stošić
Grafička priprema/Graphic design
Koefin d.o.o.
Tisak/Printed by
Printera grupa d.o.o.
Naklada/Edition
300
ISBN: 978-953-6418-71-8
CIP zapis dostupan u računalnom katalogu
Nacionalne i sveučilišne knjižnice
u Zagrebu pod brojem 816280
Izdavač i urednici nisu odgovorni za eventualne propuste u sadržaju ili jezičnom izrazu u tekstu sažetaka
objavljenih u ovoj knjizi.
The Publisher and the Editors are not to be held responsible for any substantial or linguistic imperfections
that might be found in the abstracts published in this book.
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Dobro došli
Drage kolegice i kolege, poštovani sudionici 8. međunarodnog znanstvenog skupa Istraživanja u edukacijsko-rehabilitacijskim znanostima,
u ime Programskog i Organizacijskog odbora želimo vam izraziti dobrodošlicu na Edukacijskorehabilitacijski fakultet Sveučilišta u Zagrebu.
U posljednjih nekoliko godina interes za područje edukacijsko-rehabilitacijskih znanosti značajno je
porastao, primarno potaknut prepoznavanjem i prihvaćanjem standarda koji osiguravaju poštivanje ljudskih
prava kao važne pretpostavke za uspješnu socijalnu participaciju svih članova društva.
Naš kongres, koji se tradicionalno održava svakih pet godina, prvenstveno je mjesto razmjene znanstvenih
ideja i predstavljanja novih rezultata istraživanja, no to je i izvrsna prilika za susrete i druženja, za jačanje
profesionalnih odnosa, za razmjenu znanstvenih i stručnih spoznaja i iskustava znanstvenika i stručnjaka
iz zemlje i inozemstva.
Važno je istaknuti kako se ove godine održavanje skupa odvija u okviru značajnog jubileja, pedesete
obljetnice našega Fakulteta.
Edukacijsko-rehabilitacijski fakultet Sveučilišta u Zagrebu od svojih početaka do danas izgradio je prepoznatljiv znanstveni i stručni identitet, osnivajući Zavod za edukacijsko-rehabilitacijska istraživanja, ulažući
u znanstveno-nastavno osoblje, povezujući rezultate istraživanja s podizanjem kvalitete nastave i djelujući
na promjene u praksi u skladu sa suvremenim znanstvenim i stručnim spoznajama. Tako Fakultet danas
predstavlja jedinu instituciju koja obrazuje stručnjake edukacijsko-rehabilitacijskog profila u našoj zemlji
te je među vodećim obrazovnim institucijama ovog tipa u regiji.
Upravo po visoko postavljenim standardima djelovanja u znanosti i kvaliteti nastave Fakultet je prepoznat
u zemlji i izvan nje i ima status priznate sveučilišne institucije. Tome u prilog govore potpisani sporazumi s više
fakulteta i sveučilišta iz svijeta; brojni projekti koji se provode uz potporu Ministarstva znanosti, obrazovanja
i sporta i drugih domaćih institucija, ali i u suradnji i uz financijsku potporu stranih, europskih i svjetskih
institucija i znanstvenika; mobilnost studenata i nastavnika; izdavačka djelatnost Fakulteta koja uključuje i
znanstvene časopise s međunarodnim uredništvom i citiranošću u priznatim bibliografskim bazama.
Fakultet provodi sveučilišnu edukaciju budućih stručnjaka kroz preddiplomsko i diplomsko obrazovanje
na tri studijska programa. Na preddiplomskoj razini to su: Logopedija, Rehabilitacija i Socijalna pedagogija, a
na diplomskoj razini: Edukacijska rehabilitacija, Logopedija i Socijalna pedagogija, uz više modula u okviru
pojedinog studijskog programa. U organizaciji Fakulteta izvode se i poslijediplomski studiji, doktorski studij
Prevencijska znanost i studij invaliditeta te specijalistički studij Rana intervencija u edukacijskoj-rehabilitaciji.
Kroz Centar za cjeloživotno obrazovanje nude se ciljane edukacije prema potrebama stručnjaka u praksi
i dostignućima u znanosti.
U okviru Fakulteta, sada već petnaestu godinu, djeluje i Centar za rehabilitaciju u kojem nastavnici i
suradnici provode klinički stručni rad, kao i nastavni rad sa studentima. Stručni rad u Centru temelji se na
neposrednom radu s klijentima koji imaju različite razvojne teškoće i potrebe za podrškom, edukacijama i
savjetovanjem roditelja i stručnjaka.
U proteklom se petogodišnjem razdoblju, slijedom svjetskih trendova, dogodio veliki napredak edukacijsko-rehabilitacijskog znanstvenog područja. Pred izazovom smo razvoja i primjene profesionalnih spoznaja
temeljenih ne samo na načelima ljudskih prava nego i socijalne pravde u skladu s međunarodnim propisima.
Ovaj kongres kroz svoju interdisciplinarnost otvara mogućnost i za uspoređivanje različitih teorijskih
polazišta i novih istraživačkih metoda i pristupa, potičući suradnju na prvi pogled raznorodnih disciplina,
pojedinaca i institucija, što sve osigurava suvremeni integrativni znanstveni pristup. Međunarodnim sudjelovanjem željeli bismo pokazati kako kvalitetu i nove ideje možemo dobiti širenjem granica, jer one u
znanosti ne postoje.
U izazovima novog vremena, uz nove doprinose edukacijsko-rehabilitacijskoj teoriji i praksi, 8. međunarodni znanstveni skup nastojat će održati smjer pozitivne znanstvene tradicije.
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8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Sigurni smo kako će i ovoga puta kongres biti uspješno događanje u kojem ćemo zajedno uživati, ne samo
predstavljajući rezultate vlastitih istraživanja, nego i slušajući druge autore te razmjenjujući spoznaje i iskustva.
Prilika je to za daljnje unapređenje interdisciplinarne, međuresorske, međufakultetske i međusveučilišne
suradnje na temama koje su danas općeprihvaćene i značajne u brojnim, a ne samo usko specijaliziranim
područjima. Neke od tih tema su: ljudska prava, participacija korisnika, inkluzija, otpornost i jake strane,
mentoriranje i slično.
Ove se godine uz znanstveni skup održava pretkonferencija Research in Foster Care, te postkonferencija
u okviru projekta SensAge Lifelong Learning Needs for Ageing People with Sensory Disabilities, čime je sudjelovanje na kongresu dodatno obogaćeno.
U ime Programskog i Organizacijskog odbora zahvaljujemo svim autorima i sudionicima na sudjelovanju
i aktivnom doprinosu.
Prema broju sažetaka, raznovrsnosti i sadržaju prezentacija kongres bi trebao biti vrlo zanimljiv te ispuniti svoju misiju i pozitivno utjecati na znanstveno, stručno i praktično polje djelovanja i daljnjeg razvoja u
području edukacijsko-rehabilitacijskih i srodnih znanosti.
Zahvaljujemo na podršci i suradnji cijenjenim inozemnim suorganizatorima kongresa: Državnom
Sveučilištu Indiana, organizaciji FEDORA, Europskom udruženju za mentalno zdravlje osoba s intelektualnim teškoćama i Britanskom udruženju psihologa - Sekciji za intelektualne teškoće.
Sva su izlaganja otvorena za sve sudionike, odaberite ono što vas zanima, sudjelujte u svim događanjima
koje smo na 8. međunarodnom skupu za vas organizirali. Nadamo se da će vam teme izlaganja biti zanimljive i da ćete uživati boraveći u Hrvatskoj, gradu Zagrebu i na Edukacijsko-rehabilitacijskom fakultetu
Sveučilišta u Zagrebu.
Još jednom želimo srdačnu dobrodošlicu svim sudionicima kongresa!
Predsjednica Programskog odbora
prof. dr. sc. Rea Fulgosi-Masnjak
Predsjednica Organizacijskog odbora
prof. dr. sc. Daniela Bratković
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8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Welcome
Dear colleagues, respected participants of the 8th International Scientific Conference Research in
Educational and Rehabilitation Sciences.
On the behalf of the Scientific and Organizing Committees we wish you a warm welcome to Zagreb, to
the Faculty of Educational and Rehabilitation Sciences, University of Zagreb.
Over the last few years interest in the field of educational and rehabilitation sciences has significantly
increased, primarily initiated through recognition and acceptance of standards ensuring the respect of human rights as a significant prerequisite for a social participation of all members of the society.
Our traditionally five-annual conference is primarily a useful venue for exchanging scientific ideas and
presenting new results, but moreover it is a wonderful opportunity to meet colleagues and strengthen professional relationships. Therefore it guides our efforts and creativity not only in scientific, but in professional
direction.
It is important to emphasize that, beside our conference, the Faculty of Education and Rehabilitation
Sciences has another very important event this year. It is our jubilee, 50th anniversary of the Faculty.
In the last 50 years, the Faculty of Educational and Rehabilitation Sciences built its unique scientific and
professional identity – by founding the Institute for Education and Rehabilitation Sciences Research, by investing into the research and teaching staff, by combining the research results with the increase of education
quality level, by influencing the changes in professional work according to the contemporary scientific and
professional knowledge. Today, our Faculty represents the only institution that educates professionals of such
profiles in our country and it has a leading role among the educational institutions of this type in the region.
High standards in scientific work and high teaching quality made the Faculty recognized at home and
abroad and brought us the status of well acknowledged institution of higher education. This is supported by
numerous international agreements with faculties and universities around the world; many international
projects which are implemented with the support of the Ministry of Science, Education and Sport and with
financial support of foreign institutions from Europe and around the world; the international mobility of
students and professors; publishing scientific journals with international editorial board and quotations in
acknowledged bibliographic databases.
The Faculty conducts the university education of the future specialists on the undergraduate and graduate
level, through three study programs. At the undergraduate level these are: Speech and Language Pathology,
Rehabilitation, and Social Pedagogy. At the graduate level: Educational Rehabilitation, Speech and Language
Pathology, and Social Pedagogy. Each study program consists of different modules. The Faculty also conducts the postgraduate studies: postgraduate doctoral program Prevention Science and Disability Study and
postgraduate specialized study Early Intervention in the Education and Rehabilitation.
Centre for Lifelong Learning offers specific educations according to the needs of professionals working
in practice.
Within the Faculty, for the last 15 years there is a Centre for Rehabilitation where teachers and associates
conduct the clinical professional work as well as their teaching work with the students. Professional work
in the Centre is based on direct work with clients with different developmental difficulties and needs for
support, on educating and counseling parents.
In previous five years, following international trends, important progress in the field of education and
rehabilitation sciences had been achieved. At the moment we are facing the challenge of the development and
application of professional findings based not only on the principles of human rights, but on the principles
of social justice as well, respecting the international legislation.
Through its interdisciplinarity, this conference gives the opportunity for confrontations of various theoretical stand points, new research technologies and approaches. It stimulates the collaboration between
different disciplines, individuals and institutions, ensuring the contemporary integrative scientific approach.
International participation and cooperation shows that the quality and new ideas can be gained if we
break through our borders, since they don’t exist in science.
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8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
It is hoped that the 8th International Scientific Conference Research in Educational and Rehabilitation
Sciences continues on the path which includes positive scientific traditions.
We are convinced that this conference will again be a successful event, enabling us to enjoy presenting
both our own investigations and listening presentations of others.
This is the opportunity to upgrade the interdisciplinary, inter-faculties and inter-universities cooperation
on topics which are today relevant and significant in so many fields, not only in specialized ones. Some of
these topics are: human rights, participation of users, resilience, mentoring, etc.
This year, along main event, there is a pre-conference Research in Foster Care, and post-conference within
the project SensAge Lifelong Learning Needs for Ageing People with Sensory Disabilities.
On the behalf of the Scientific and Organizing Committees we would like to thank all the authors and
participants for their contribution. According to the number of abstracts, their diversity and content, this
conference shouldn’t only be very interesting, but should fulfil its mission and positively influence scientific,
educational and professional field of the educational and rehabilitation (and similar) sciences.
We would also like to thank our co-organizers for their support: The Indiana State University, FEDORA European Forum for Student Guidance, the European Association of Mental Health in Intellectual Disability
and the British Psychological Society - Faculty for Learning Disabilities.
All presentations are open for all participants, choose according to your interests, participate in all the
activities of the 8th International Scientific Conference. We hope that presented topics will be interesting and
that you will enjoy your stay in Zagreb, at the Faculty of Educational and Rehabilitation Sciences, University
of Zagreb.
Once again, we would like to welcome all participants to the conference.
President of the Scientific Committee
Rea Fulgosi-Masnjak, Ph.D.
President of the Organizing Committee
Daniela Bratković, Ph.D.
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8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Organizacijski/Programski odbor
Organizing/Scientific Committee
Organizacijski odbor
Organizing Committee
Daniela Bratković, predsjednica/chair
Vesna Čavić, Ivana Jeđud Borić, Marina Milković, tajnice skupa/secretaries
Maja Cepanec, Daniela Cvitković, Dora Dodig, Dalibor Doležal, Gordana Hržica, Anamarija Ivanagić,
Jasmina Ivšac Pavliša, Mirjana Krakić, Ana Leko Krhen, Natalija Lisak, Martina Lotar, Ivana Maurović,
Josipa Mihić, Anja Mirosavljević, Renata Mohr Nemčić, Miranda Novak, Tihana Novak, Ljiljana Pintarić
Mlinar, Jasmina Stošić i Sanja Šimleša.
Programski odbor
Scientific Committee
Rea Fulgosi-Masnjak, Sveučilište u Zagrebu, Hrvatska, predsjednica/chair
Willy Aastrup, FEDORA - European forum for Student Guidance
Nigel Beail, European Association for Mental Health in Intellectual Disability (EAMHID)
Ante Bilić Prcić, Sveučilište u Zagrebu, Hrvatska
Sandra Bradarić Jončić, Sveučilište u Zagrebu, Hrvatska
Emica Farago, Sveučilište u Zagrebu, Hrvatska
Branka Jablan, Univerzitet u Beogradu, Srbija
Zora Jačova, Ss. Cyril and Methodius University in Skopje, Macedonia
Nivex Koller Trbović, Sveučilište u Zagrebu, Hrvatska
Irma Kovčo Vukadin, Sveučilište u Zagrebu, Hrvatska
Mojca Lipec Stopar, University of Ljubljana, Slovenia
Branko Nikolić, Sveučilište u Zagrebu, Hrvatska
Miroslav Prstačić, Sveučilište u Zagrebu, Hrvatska
Sudipto Roy, Indiana State University, USA
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8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Zahvale
Acknowledgements
Pokroviteljstvo / Under the Auspices of
Ministarstvo znanosti, obrazovanja i sporta Republike Hrvatske
Ministry of Science, Education and Sport, Republic of Croatia
Ministarstvo zdravlja Republike Hrvatske
Ministry of Health, Republic of Croatia
Ministarstvo socijalne politike i mladih Republike Hrvatske
Ministry of Social Policy and Youth, Republic of Croatia
Ministarstvo pravosuđa Republike Hrvatske
Ministry of Justice, Republic of Croatia
Zahvala sponzorima / Acknowledgements to Sponsors
Ministarstvo znanosti, obrazovanja i sporta Republike Hrvatske
Ministry of Science, Education and Sport, Republic of Croatia
Grad Zagreb, Gradski ured za socijalnu zaštitu i osobe s invaliditetom
City of Zagreb, City Office for Social Protection and People with Disabilities
Grad Zagreb, Gradski ured za zdravstvo i branitelje
City of Zagreb, City Office for Health and War Veterans
Turistička zajednica grada Zagreba
Zagreb Tourist Board
Zagrebačka banka d.d.
Printera grupa d.o.o.
Catering Kvatrić - Euroadria d.o.o.
DINOCOLOR ZAGREB d.o.o.
K.S.U. – Company d.o.o.
TADI KLIMA d.o.o.
Bon-Ton d.o.o.
MILSING d.o.o.
OFFSET NP GTO d.o.o.
DOGS.COM
Franck d.d.
Nestlé Adriatic d.o.o.
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8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Sadržaj
Table of contents
Program 8. međunarodnog znanstvenog skupa
“Istraživanja u edukacijsko-rehabilitacijskim znanostima” . . . . . . . . . . . . . . . . . . . . . . . . 12
8th International scientific conference
“Research in Education and Rehabilitation Sciences” programme . . . . . . . . . . . . . . . . . . . . 34
Sažeci plenarnih izlaganja
Plenary lecture abstracts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Sažeci simpozija
Symposia abstracts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Sažeci usmenih izlaganja
Oral presentation abstracts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Sažeci radionica
Workshop abstracts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265
Sažeci postera
Poster presentation abstracts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Poziv autorima
Call for papers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321
Popis sudionika
Participants list . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323
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8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Program
ČETVRTAK, 27. RUJAN
PETAK, 28. RUJAN
SUBOTA, 29. RUJAN
8:00 – 9:30
REGISTRACIJA
9:30 – 11:00
TEMATSKA IZLAGANJA 1
9:30 – 11:00
TEMATSKA IZLAGANJA 6
RADIONICA - SEKCIJA 3
11:00 – 11:15
PAUZA
11:00 – 11:15
PAUZA
11:00 - 13:00
REGISTRACIJA
11:15 – 12:45
TEMATSKA IZLAGANJA 2
11:15 – 12:45
TEMATSKA IZLAGANJA 7
RADIONICA - SEKCIJA 4
13:00 – 14:00
OTVARANJE SKUPA
12:45 – 14:00
RUČAK
12:45 – 13:30
ZATVARANJE SKUPA
14:00 – 15:30
14:00 – 14:40
PLENARNO PREDAVANJE 1 TEMATSKA IZLAGANJA 3
Predavač: Kelley Johnson
RADIONICA - SEKCIJA 1
14:40 – 15:20
PLENARNO PREDAVANJE 2
Predavač: Laura Justice
15:20 – 15:50
PAUZA
15:30 – 15:45
PAUZA
15:50 – 16:30
15:45 – 17:15
PLENARNO PREDAVANJE 3 TEMATSKA IZLAGANJA 4
Predavač: Linda Liebenberg POSTER PREZENTACIJE
16:30 – 17:10
17:15 – 17:30
PLENARNO PREDAVANJE 4 PAUZA
Predavač: Josipa Bašić
17:10 – 18:00
PAUZA
18:00
PROGRAM
OBILJEŽAVANJA 50.
GODIŠNJICE EDUKACIJSKO
– REHABILITACIJSKOG
FAKULTETA
DOMJENAK
12
17:30 – 19:00
TEMATSKA IZLAGANJA 5
RADIONICA - SEKCIJA 2
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Plenarna predavanja
ČETVRTAK, 27. RUJAN
MJESTO ODRŽAVANJA: Koncertna dvorana Vatroslav Lisinski
PLENARNO PREDAVANJE 1
27. RUJAN, 14:00 – 14:40
INKLUZIVNA ISTRAŽIVANJA: “OD ISTRAŽIVANJA
O NAMA DO ISTRAŽIVANJA S NAMA”
Prof.dr.sc. Kelley Johnson
University of Bristol, Velika Britanija
PLENARNO PREDAVANJE 2
27. RUJAN, 14:40 – 15:20
PROFILIRANJE RANIH VJEŠTINA PISMENOSTI U DJECE
S POSEBNIM POTREBAMA: KLJUČNI MEHANIZAM ZA
RANU INTERVENCIJU KOD TEŠKOĆA ČITANJA
Prof.dr.sc. Laura Justice
Ohio State University, SAD
PLENARNO PREDAVANJE 3
27. RUJAN, 15:50 – 16:30
NJEGOVANJE OTPORNOSTI KOD RANJIVE DJECE I
MLADIH: ULOGA SUSTAVA OSJETLJIVIH NA POTREBE
DJECE I MLADIH
Prof.dr.sc. Linda Liebenberg
Resilience Research centre at Dalhousie University, Kanada
PLENARNO PREDAVANJE 4
27. RUJAN, 16:30 – 17:10
SOCIJALNO-EMOCIONALNO UČENJE – POZITIVAN
RAZVOJ I PREVENCIJA RIZIČNIH PONAŠANJA DJECE I
MLADIH
Prof.dr.sc. Josipa Bašić
Edukacijsko-rehabilitacijski fakultet Sveučilišta
u Zagrebu, Hrvatska
13
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Detaljan program
PETAK, 28. RUJAN
MJESTO ODRŽAVANJA: Edukacijsko-rehabilitacijski fakultet
SIMPOZIJ
9:30 – 11:00
TEMATSKA
IZLAGANJA 1
USMENO
IZLAGANJE
RADIONICA
A
INKLUZIVNA EDUKACIJA
I REHABILITACIJA
B
KRIMINOLOGIJA, PENOLOGIJA
I VIKTIMOLOGIJA
C
LOGOPEDIJA
A1 MENTALNO ZDRAVLJE
OSOBA S INTELEKTUALNIM
TEŠKOĆAMA I AUTIZMOM
B1 ISTRAŽIVANJA UPORABE
DROGA U OPĆOJ POPULACIJI
I SPECIFIČNIM CILJANIM
SKUPINAMA U REPUBLICI
HRVATSKOJ
C1 GOVOR I GLAS
A2 INKLUZIVNA EDUKACIJA
B2 PENOLOGIJA
POSTER
A3 TEŠKOĆE UČENJA,
INTELEKTUALNE TEŠKOĆE
I POREMEĆAJI IZ
AUTISTIČNOG SPEKTRA
11:15 – 12:45
TEMATSKA
IZLAGANJA 2
A4 POTICANJE INKLUZIVNE
KULTURE I PROGRAMI
INTERVENCIJA U ŠKOLI
B3 NASILJE U HRVATSKOM
ZATVORSKOM SUSTAVU
A5 INKLUZIVNA EDUKACIJA
B4 OVISNOSTI
C2 ČITANJE, PISANJE I JEZIČNA
OBRADA
A6 TEŠKOĆE UČENJA,
INTELEKTUALNE TEŠKOĆE
I POREMEĆAJI IZ
AUTISTIČNOG SPEKTRA
14:00 – 15:30
TEMATSKA
IZLAGANJA 3
RADIONICA SEKCIJA 1
A7 STUDENTI S INVALIDITETOM:
U AKADEMSKOM
OKRUŽENJU
B5 KRIMINALITET ŽENA
A8 INKLUZIVNA EDUKACIJA
B6 KOREKCIJSKO OSOBLJE
C3 RANA KOMUNIKACIJA:
PROCJENA I INTERVENCIJA
A9 KVALITETA ŽIVOTA I
KVALITETA PODRŠKE
15:45 – 17:15
TEMATSKA
IZLAGANJA 4
POSTER
PREZENTACIJE
POSTER PREZENTACIJE
POSTER PREZENTACIJE
A13 TIMSKA SURADNJA
IZMEĐU STRUČNJAKA
PREMA KVALITETNOJ I
SVEOBUHVATNOJ PROCJENI
B8 MENTALNI POREMEĆAJI I
KRIMINALITET
C5 PROGRAM SPECIFIČNIH
VJEŽBI ZA USVAJANJE
POČETNOG ČITANJA I
PISANJA KOD UČENIKA
REDOVNE OSNOVNE ŠKOLE
A14 LJUDSKA PRAVA I ETIČKA
PITANJA
B9 KRIMINALITET
A10 STUDENTI S
INVALIDITETOM: NEKE
AKTIVNOSTI REALIZIRANE
U OKVIRU TEMPUS
EDUQUALITY PROJEKTA
A11 KVALITETA ŽIVOTA I
KVALITETA PODRŠKE
POSTER PREZENTACIJE
17:30 – 19:00
TEMATSKA
IZLAGANJA 5
RADIONICA SEKCIJA 2
A15 PROFESIONALNA
REHABILITACIJA I
ZAPOŠLJAVANJE
14
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Detaljan program
PETAK, 28. RUJAN
MJESTO ODRŽAVANJA: Edukacijsko-rehabilitacijski fakultet
SIMPOZIJ
9:30 – 11:00
TEMATSKA
IZLAGANJA 1
USMENO
IZLAGANJE
RADIONICA
POSTER
D
MOTORIČKI POREMEĆAJI,
KRONIČNE BOLESTI I ART
TERAPIJE
E
OŠTEĆENJA SLUHA
F
OŠTEĆENJA VIDA
D1 MOTORIČKI
POREMEĆAJI,
KRONIČNE BOLESTI,
SOFROLOGIJA I
KOMPLEMENTARNE
ART TERAPIJE: NOVI
PRISTUPI
E1 OŠTEĆENJE SLUHA
KAO POSLJEDICA
ZAGAĐENJA BUKOM –
MULTIDISCIPLINARAN
POGLED NA PROBLEM
I MOGUĆNOSTI
PREVENCIJE
F1 INKLUZIVNA
G1 IZAZOVI ISTRAŽIVANJA
EDUKACIJA I
OTPORNOSTI KOD
REHABILITACIJA
DJECE I MLADIH
OSOBA OŠTEĆENA
VIDA
G2 PREVENCIJA U
ZAJEDNICI
E2 RAZLIČITE TEME
F2 NOVA
G3 DILEME I IZAZOVI
UČITELJSKE PROFESIJE
DOSTIGNUĆA
U OBRAZOVANJU
U RAZVOJU
UČENIKA S
REHABILITACIJE
PROBLEMIMA U
OSOBA OŠTEĆENA
PONAŠANJU
VIDA
11:15 – 12:45 D2 PRIMIJENJENI
KOMPLEMENTARNI
TEMATSKA
IZLAGANJA 2
PRISTUPI U EDUKACIJI
I REHABILITACIJI
G
PROBLEMI U PONAŠANJU
DJECE I MLADIH
G4 RESTORATIVNA PRAVDA
14:00 – 15:30 D3 PRIMIJENJENI
KOMPLEMENTARNI
TEMATSKA
PRISTUPI U EDUKACIJI
IZLAGANJA 3
I REHABILITACIJI
RADIONICA SEKCIJA 1
E3 LANGUAGE AND
DEVELOPMENT:
INSIGHTS FROM SIGN
LANGUAGE RESEARCH
F3 OPEN THE
CREATIVITY OF
BLIND PEOPLE!
G5 PREVENTIVNI
PROGRAMI UTEMELJENI
NA DOKAZIMA
UČINKOVITOSTI U
HRVATSKOJ
G6 VRŠNJAČKO NASILJE
15:45 – 17:15 POSTER PREZENTACIJE
TEMATSKA
IZLAGANJA 4
POSTER PREZENTACIJE
G7 VRŠNJAČKI UTJECAJ
I DOBROBIT
ADOLESCENATA
G8 PREVENCIJA RIZIČNIH
PONAŠANJA MLADIH
POSTER PREZENTACIJE
17:30 – 19:00
TEMATSKA
IZLAGANJA 5
RADIONICA SEKCIJA 2
G10 RAZVOJ SOCIJALNOEMOCIONALNIH
KOMPETENCIJA DJECE:
IMPLEMENTACIJA
PATHS-RASTEM
PROGRAMA
G11 TRETMANTSKE
INTERVENCIJE ZA
MLADE
15
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Detaljan program
SUBOTA, 29. RUJAN
MJESTO ODRŽAVANJA: Edukacijsko-rehabilitacijski fakultet
SIMPOZIJ
9:30 – 11:00
TEMATSKA
IZLAGANJA 6
RADIONICA SEKCIJA 3
USMENO
IZLAGANJE
RADIONICA
POSTER
A
INKLUZIVNA EDUKACIJA
I REHABILITACIJA
B
KRIMINOLOGIJA,
PENOLOGIJA
I VIKTIMOLOGIJA
C
LOGOPEDIJA
A16 HUMAN RIGHTS IN
HEALTH CARE,UK
B10 PROGRAMI
VOĐENOG ČITANJA
U TRETMANU
POČINITELJA
KAZNENIH DJELA
C6 KOMUNIKACIJA, JEZIK G12 PROBLEMI MLADIH
I SINDROMI
U SUVREMENOM
DRUŠTVU
B11 TREATMENT AS AN
ALTERNATIVE TO
INCARCERATION:
WHAT WORKS FOR
PEOPLE WHO HAVE
ID WHO OFFEND?
11:15 – 12:45 A17 ALTERNATIVES TO
RESTRAINT, UK
TEMATSKA
IZLAGANJA 7
RADIONICA SEKCIJA 4
G
PROBLEMI U PONAŠANJU
DJECE I MLADIH
G13 OBILJEŽJA
KORISNIKA I
POMAGAČA
G14 POTENTIALS OF
MENTORING IN
PROFESIONAL
AND LIFE CONTEXT
ABSTRACT
G15 PREVENCIJA NASILJA
MEĐU DJECOM “PRESTANI!”
12:45 – 13:30
16
ZATVARANJE SKUPA
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Tematska izlaganja
TEMATSKA IZLAGANJA 1
28. RUJAN, 9:30 – 11:00
A1
MENTALNO ZDRAVLJE OSOBA S
INTELEKTUALNIM TEŠKOĆAMA I AUTIZMOM
Sažetak S-19
Dvorana P6
Voditelji simpozija Milivoj Kramarić i
Snježana Sekušak-Galešev
Psihički poremećaji kod osoba s
intelektualnim teškoćama smještenih
u instituciju - iskustva iz Crne Gore
Jovo Djedović, Zorica Barać-Otašević,
Kristina Bećir, Radmila Perišić,
Milica Vukotić, Aleksandar Tomčuk
Epidemiološko istraživanje osoba s
intelektualnim teškoćama smještenih
na psihijatrijskim odjelima u Skopju,
Makedonija
Goran Ajdinski, Acka Tuševska,
Aleksandra Karovska, Angelika
Keškinova, Ljiljana Trpčevska
Procjena nekih komponenti
mentalnog zdravlja kod učenika s
poremećajima iz autističnog spektra i
učenika s intelektualnim teškoćama
Rea Fulgosi-Masnjak, Dragana Mamić,
Ivana Sladić Kljajić
Problemi mentalnog zdravlja i
kvaliteta života odraslih osoba s
intelektualnim teškoćama
Snježana Sekušak-Galešev,
Milivoj Kramarić, Vinkoslav Galešev
B1
ISTRAŽIVANJA UPORABE DROGA U OPĆOJ
POPULACIJI I SPECIFIČNIM CILJANIM
SKUPINAMA U REPUBLICI HRVATSKOJ
Sažetak S-4
Dvorana P3
Voditelj simpozija: Dijana Jerković
Prikaz rezultata znanstvenoistraživačkog projekta Zlouporaba
sredstava ovisnosti u općoj populaciji
Republike Hrvatske vezanih uz
uporabu ilegalnih droga
Renata Glavak Tkalić
Prikaz rezultata projekta „Distribucija
i cijena ilegalnih droga u RH“
Dalibor Doležal
Istraživanja novih trendova u
konzumiranju sredstava ovisnosti –
iskustva i rezultati on-line
pilot-istraživanja
Valentina Kranželić, Dijana Jerković
Obilježja obitelji i obilježja
psihosocijalnog razvoja žena ovisnica
o drogama
Jadranka Ivandić Zimić
MOTORIČKI POREMEĆAJI, KRONIČNE BOLESTI,
SOFROLOGIJA I KOMPLEMENTARNE ART
TERAPIJE: NOVI PRISTUPI
Sažetak S-23
D1
Dvorana P8
Voditelj simpozija: Miroslav Prstačić
Evaluacija projekta Rani razvojni
integracijski programi za djecu s
neurorazvojnim rizikom i pilot
projekta „Rana intervencija u obitelji“
Ines Joković Oreb, Renata Pinjatela
Ispitivanje doživljaja likovnih
umjetničkih djela i mogućnosti
njihove primjene u dijagnostici,
kreativnoj i art-terapiji
Dunja Pivac
Art/ekspresivne psihoterapije i
sofrologija u analizi mehanizama
suočavanja u djeteta s malignim
oboljenjem
Damir Miholić, Miroslav Prstačić,
Branko Nikolić
Primjena plesa i pokreta u konceptu
art-terapije
Renata Martinec
Kreativnost i mozak
Tomislav Breitenfeld, Darko Breitenfeld,
Miroslav Prstačić
OŠTEĆENJE SLUHA KAO POSLJEDICA
ZAGAĐENJA BUKOM – MULTIDISCIPLINARAN
POGLED NA PROBLEM I MOGUĆNOSTI
PREVENCIJE
Sažetak S-11
E1
Dvorana P10
Voditelj simpozija: Luka Bonetti
Učinci buke na zdravlje
Robert Trotić
Tehnički aspekti nastanka i širenja
buke te zaštite od buke
Kristijan Jambrošić
17
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Prevencija oštećenja sluha
uzrokovanog bukom
Luka Bonetti
G1
TEŠKOĆE UČENJA, INTELEKTUALNE TEŠKOĆE I
POREMEĆAJI IZ AUTISTIČNOG SPEKTRA
IZAZOVI ISTRAŽIVANJA OTPORNOSTI KOD
DJECE I MLADIH
Sažetak S-18
Dvorana P9
Voditelj simpozija: Ivana Maurović
Poteškoće konceptualiziranja i
operacionaliziranja fenomena
otpornosti
Ivana Maurović
Istraživanje u različitim kulturama i
kontekstima: razvoj instrumenta za
mjerenje otpornosti djece i mladih
Linda Liebenberg
Izazovi istraživanja otpornosti lokalne
zajednice
Arijana Mataga Tintor
Izgradnja otpornosti mladih
smještenih u dječji dom: rezultati
akcijskog istraživanja
Stan Houston
A2
INKLUZIVNA EDUKACIJA
Dvorana P7
Moderator: Ljiljana Igrić
Literarni doprinosi inkluziji
Davor Piskač, Vjekoslava Jurdana
Sažetak U-75
Model of intervention for students
with learning difficulties in Slovenia
Lidija Magajna, Marija Kavkler,
Milena Kosak Babuder
Sažetak U-94
Inkluzivno obrazovanje učenika sa
smetnjama u razvoju u Republici
Makedoniji
Natasha Chichevska-Jovanova,
Daniela Dimitrova-Radojichich
Sažetak U-69
Inclusion education in Albania and
law
Zhulieta Demi
Sažetak U-149
Vidljivo nevidljivi
Tanja Opačak
Sažetak U-126
18
A3
Dvorana P5
Moderator: Ljiljana Pintarić Mlinar
Čimbenici otpornosti u obitelji djece s
Downovim sindromom
Kristina Kranjčević
Sažetak U-76
Struktura roditeljskih interesa
Ljiljana Pintarić Mlinar,
Daniela Bratković
Sažetak U-131
Je li rana intervencija u Hrvatskoj
doista rana?
Draženka Blaži, Lana Šramek,
Marina Vidačić, Alma Džanović,
Katarina Rumiha
Sažetak U-117
Fine motor skills and language
disorders in preschool children – the
age and gender effects
Haris Memisevic, Selmir Hadzic,
Saudin Hodzic
Sažetak U-103
Responsibility for their own learning –
the student’s voice
Aud Torill Meland
Sažetak U-99
PENOLOGIJA
Dvorana D6
Moderator: Milko Mejovšek
Evaluacija intervencijskih programa u
kriminologiji
Milko Mejovšek
Sažetak U-95
Steps toward awareness growth and
emotional strength: testing the effects
of stages treatment program on overall
inmates’ quality of life in federal
prison
Avdi S. Avdija
Sažetak U-159
Probationers and prison-bound
offenders in an electronically
monitored home detention program:
A comparative study
Sudipto Roy
Sažetak U-158
B2
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Stavovi hrvatskih građana prema
probaciji
Slobodan Uzelac, Radojka Kraljević
Sažetak U-34
Promjene u obilježjima ponašanja
i obitelji maloljetnika upućenih u
odgojni zavod (1996.-2011.)
Nikolina Kolić, Miroslav Mihoci,
Irma Kovčo Vukadin
Sažetak U-116
C1
GOVOR I GLAS
Stavovi studenata pomažućih
i nepomažućih struka prema
zaposlenim osobama oštećena vida
Jelena Pensa Galian, Marlena Plavšić
Sažetak U-83
PREVENCIJA U ZAJEDNICI
Dvorana MLJET
Dvorana P1
Moderatori: Emica Farago i Ana Bonetti
Moderatori: Josipa Bašić i Josipa Mihić
Subjektivna procjena kvalitete glasa
nastavnica s vokalnim zamorom i
nastavnica bez vokalnog zamora
Gordana Kovačić, Emica Farago
Sažetak U-88
Spremnost zajednice za prevenciju
rizičnih ponašanja djece i mladih –
usporedba Čakovca i Splita
Sonja Grozić-Živolić
Sažetak U-43
Uspješnost i važnost terapije glasa u
prevenciji školskih disfonija
Iva Ključec, Natalija Bolfan-Stošić,
Ana Dembitz
Sažetak U-40
Communities that care model as a
base for developing science-based
prevention in City of Split
Josipa Mihić, Toni Maglica,
Marko Doljanin
Sažetak U-45
Smetnje u izgovoru glasova kod
učenika prvog razreda
Elena Tashkova, Lidija Kamcheva
Panova, Gordana Kamcheva
Sažetak U-66
The influence of dental prostheses on
the production of fricatives
Damir Horga, Tomislav Badel,
Marko Liker, Ana Vidović
Sažetak U-151
F1
Outcome of early functional vision
habilitation in children with perinatal
brain damage
Sonja Alimović
Sažetak U-118
INKLUZIVNA EDUKACIJA I REHABILITACIJA
OSOBA OŠTEĆENA VIDA
Dvorana C1
Moderatori: Mira Oberman-Babić i
Tina Runjić
G2
Oblici prevencije rizičnih ponašanja u
zajednici
Sonja Jarebica, Magdalena Živković
Sažetak U-47
Zajednice koje brinu kao model
prevencije u zajednici - širenje na
lokalne zajednice: od Istre do Čakovca
i Splita
Josipa Bašić, Miranda Novak,
Josipa Mihić, Sonja Grozić-Živolić
Sažetak U-58
Primjena modela zajednice koje brinu
na Vijeće za prevenciju grada Čakovca
Miranda Novak, Melita Horvat
Sažetak U-74
Slika o sebi osoba adolescentne dobi
oštećena vida
Vedrana Kobaš
Sažetak U-27
Eksperiment sljepoće na sebi
(fenomenološko istraživanje)
Aksinja Kermauner
Sažetak U-57
19
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
DILEME I IZAZOVI UČITELJSKE PROFESIJE U
OBRAZOVANJU UČENIKA S PROBLEMIMA U
PONAŠANJU
TEMATSKA IZLAGANJA 2
28. RUJAN, 11:15 – 12:45
Sažetak S-1
A4
POTICANJE INKLUZIVNE KULTURE I PROGRAMI
INTERVENCIJA U ŠKOLI
Sažetak S-14
Dvorana P6
Voditelj simpozija: Ljiljana Igrić
Razvoj suradničkih odnosa u razredu
kroz radionice s učenicima
Anamarija Žic Ralić, Daniela Cvitković,
Natalija Lisak, Anita Žmegač
Neke roditeljske kompetencije kao
poticaj suradničkih odnosa u razredu
Rea Fulgosi Masnjak, Ljiljana Igrić,
Natalija Lisak
Tolerancija različitosti iz percepcije
učitelja
Zrinjka Stančić, Zdenka Pantić,
Rea Fulgosi Masnjak, Višnja Vidalina,
Barbara Kušter
Prikaz i evaluacija programa
poticanja tolerancije u redovnom
razredu osnovne škole
Ana Wagner Jakab, Daniela Cvitković,
Davorka Dragojević
B3
NASILJE U HRVATSKOM ZATVORSKOM
SUSTAVU
Sažetak S-16
Dvorana P3
Voditelj simpozija: Irma Kovčo Vukadin
Provođenje istraživanja u zatvorskom
okruženju – istraživački izazovi
Irma Kovčo Vukadin, Blanka Šuljak
Nasilje u hrvatskom zatvorskom
sustavu: rezultati kvantitativnog
istraživanja
Irma Kovčo Vukadin, Martina Lotar,
Martina Barić
Programi redukcije nasilnog
ponašanja u penalnim ustanovama
Anita Jandrić Nišević,
Zoran Vlaisavljević, Damir Žeželj
20
G3
Dvorana P9
Voditelj simpozija: Dejana Bouillet
Utjecaj traumatskih iskustava
zlostavljanja na ponašanje i učenje
djece
Vesna Bilić, Vanja Saftić
Kompetencije razrednika u
inkluzivnoj školi
Jasna Kudek Mirošević
Projekti partnerstva škole i roditelja
u prevenciji poremećaja u ponašanju
učenika: od planiranja do evaluacije
Daria Tot
Djelotvorne strategije u podučavanju
učenika s problemima u ponašanju
Dejana Bouillet
INKLUZIVNA EDUKACIJA
Dvorana P7
Moderator: Snježana Sekušak Galašev
Pomoćnici u nastavi za učenike s
teškoćama u razvoju u Republici
Hrvatskoj – pravo ili povlastica?
Tanja Opačak, Lejla Osmančević Katkić
Sažetak U-125
Odgoj i obrazovanje učenika s
teškoćama iz perspektive roditelja
Adinda Dulčić, Katarina Pavičić
Dokoza, Koraljka Bakota, Lidija Čilić
Burušić
Sažetak U-23
Teachers’ knowledge and believes
about Attention Deficit Hyperactivity
Disorder
Suzana Pulec Lah
Sažetak U-84
Važnost procjene i testiranja za
pedagošku kompetentnost
Branka Lie
Sažetak U-168
A5
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
A6
TEŠKOĆE UČENJA, INTELEKTUALNE TEŠKOĆE I
POREMEĆAJI IZ AUTISTIČNOG SPEKTRA
ČITANJE, PISANJE I JEZIČNA OBRADA
Dvorana MLJET
C2
Dvorana P5
Moderator: Jasmina Frey Škrinjar
Moderatori: Mirjana Lenček i
Senka Sardelić
Spontana komunikacija i njena
učinkovitost u djece s poremećajem iz
autističnog spektra
Jasmina Stošić
Sažetak U-145
Predvještine čitanja i pisanja: uloga
fonološke svjesnosti i poznavanja slova
Jelena Kuvač Kraljević, Mirjana Lenček,
Krunoslav Matešić
Sažetak U-78
Dvojezičnost kod djeteta s Aspegrer
autizmom u inkluzivnim uvjetima
Otilia Velišek-Braško
Sažetak U-18
Impacts of a Language/Literacy
Program in preschool classrooms
Jill Pentimonti, Laura Justice,
Anita McGinty, Andrew Mashburn
Sažetak U-15
Evaluacija promjena u socijalnim
kompetencijama odraslih osoba s PAS
nakon smještaja u zajednicu
Jasmina Frey Škrinjar, Renata Vragović
Sažetak U-101
The prevalence of symptoms of
scotopic sensitivity/Meares-Irlen
syndrome in subjects diagnosed with
ADHD: Does misdiagnosis play a
significant role?
Stephen Loew, Kenneth Watson
Sažetak U-156
B4
OVISNOSTI
Dvorana D6
Moderator: Zoran Zoričić
Ovisnički kriminalitet s obzirom
na sumnju u postojanje psihičkog
poremećaja kod počinitelja i problemi
tretmana
Sunčica Frković, Nadica Buzina,
Mirta Vranko, Ivana Jolić,
Tihana Frković
Sažetak U-157
Evaluacija tretmana alkoholičara
obiteljskih nasilnika kroz izrečenu
mjeru obveznog liječenja
Zoran Zoričić, Ivana Pražetina,
Srđan Marušić
Sažetak U-161
U.S. prisoner misconduct and
co-occurring serious mental and
substance use disorders
Steven R. Wood
Sažetak U-122
Povezanost poremećaja izgovora djece
prvih razreda s procesom usvajanja
vještina čitanja i pisanja
Maja Perkušić
Sažetak U-50
Analiza i kategorizacija pogrješka u
pisanju u učenika s disleksijom na
završetku srednje škole
Sanja Fulgosi, Sanja Horvatić,
Željka Butorac
Sažetak U-132
Slušno procesiranje kod djece s
jezičnim teškoćama
Draženka Blaži, Marijana Balažinec,
Helena Obučina
Sažetak U-114
The impact of professional
development on U.S. preschool
teachers’ responsivity strategy use and
children’s language outcomes
Shayne B. Piasta, Laura M. Justice,
Sonia Q Cabell
Sažetak U-4
PRIMIJENJENI KOMPLEMENTARNI PRISTUPI U
EDUKACIJI I REHABILITACIJI
D2
Dvorana P8
Moderatori: Ines Joković Oreb i
Renata Martinec
Vremenski angažman majke djeteta s
teškoćama u razvoju u aktivnostima
svakodnevnog života
Dajana Bulić, Ines Joković Oreb,
Branko Nikolić
Sažetak U-172
21
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Učinak ranog integracijskog programa
na razvoj djeteta s neurorizikom
Tomislav Ljutić, Ines Joković Oreb,
Branko Nikolić
Sažetak U-171
Odnos između klasifikacijskog sustava
grubih motoričkih funkcija (GMFCS)
i manualne sposobnosti (MACS) kod
djece s cerebralnom paralizom
Jelena Špionjak, Jasminka Gagula,
Zvonko Majstorović
Sažetak U-62
Razvoj oromotornih vještina u djece
hranjene na sondu u ranoj dječjoj dobi
Sonja Alimović, Ana Katušić,
Marijana Konkoli Zdešić
Sažetak U-21
Proces lateralizacije gornjih
ekstremiteta kod djece s
neurorizičnim simptomima
Zdenka Dimić, Ana Šečić,
Martina Šunić,
Valentina Matijević-Mikelić
Sažetak U-68
Uloga asistivne i rehabilitacijske
tehnologije u unapređenju kvalitete
života osoba s invaliditetom
Renata Pinjatela, Miroslav Prstačić
Sažetak U-173
E2
RAZLIČITE TEME
Dvorana P10
Moderator: Marina Milković
Prediktori uspješnosti školovanja
učenika s govorno-jezičnim teškoćama
i učenika oštećena sluha
Adinda Dulčić, Katarina Pavičić
Dokoza, Koraljka Bakota, Lidija Čilić
Burušić
Sažetak U-22
Prevalencija socioemocionalnih
teškoća kod gluhe i nagluhe djece u
Hrvatskoj
Ninoslava Kuhn
Sažetak U-150
Kvaliteta života gluhoslijepih, gluhih i
slijepih osoba
Ivona Salaj, Daniela Bratković,
Branko Nikolić
Sažetak U-144
22
Factors contributing to the English
language performance of deaf children
on a bilingual educational setting:
home language
Iva Hrastinski, Ronnie Wilbur
Sažetak U-81
Acquisition of the sign language and
spoken/written language for hearingimpaired children at pre-school
educational establishments in Latvia
Inamora Zaiceva
Sažetak U-162
Usporedba govorne audiometrije s
obzirom na liste riječi na standardnom
hrvatskom jeziku i čakavskom
narječju
Irena Mikulaco, Višnja Pilepić,
Ivica Pavičić Donkić
Sažetak U-60
NOVA DOSTIGNUĆA U RAZVOJU
REHABILITACIJE OSOBA OŠTEĆENA VIDA
Dvorana C1
Moderatori: Tina Runjić i
Vjekoslav Mršić
Friend attachment in a group of youth
with visual impairments
Dragana Stanimirović, Luka Mijatović
Sažetak U-77
Znamo li zaista sve o komunikaciji
gluhoslijepih osoba?
Sanja Tarczay, Ivona Salaj
Sažetak U-63
Establishing Standards for the
habilitation training (mobility,
orientation and independence skills)
of specialists, working with children
and young people (CYP) with visual
needs: the UK National Quality
Standards
Karl Wall
Sažetak U-147
Comparing programmes of
standards–based habilitation
(mobility, orientation and
independence skills) training for
habilitation specialists: training in
England and Scotland
Karl Wall, Janis Sugden
Sažetak U-148
F2
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
G4
RESTORATIVNA PRAVDA
KRIMINALITET ŽENA
Dvorana P1
Moderatori: Anja Mirosavljević i
Gabrijela Ratkajec Gašević
Restorativna pravda i novo
maloljetničko krivično zakonodavstvo
u Bosni i Hercegovini
Vildana Vranj
Sažetak U-56
Strengthening of juvenile justice in
Bosnia and Herzegovina: application
of alternative measures
Elmedin Muratbegović
Sažetak U-91
Izazovi vezani uz akcijsko evaluacijsko
istraživanje izvansudske nagodbe za
mlade u sukobu sa zakonom
Anja Mirosavljević
Sažetak U-100
Izazovi istraživanja promjene
ponašanja mladih s problemima u
ponašanju
Gabrijela Ratkajec Gašević
Sažetak U-124
B5
Trendovi i struktura kriminaliteta
žena u Republici Hrvatskoj
Irma Kovčo Vukadin
Doživljaj vlastite rizičnosti korisnica
Odgojnog doma Bedekovčina
Ivana Jeđud Borić
Neke karakteristike i tretmanske
potrebe počiniteljica kaznenih djela u
Kaznionici za žene u Požegi
Anita Jandrić Nišević,
Radovan Tatalović, Ksenija Vuković
Specifičnosti počiniteljica kaznenih
djela vještačenih u Zavodu za
forenzičnu psihijatriju Sveučilišne
klinike za psihijatriju Vrapče
Ivana Jolić, Nadica Buzina,
Mirta Vranko, Sunčica Frković,
Tihana Frković,
Ljiljana Mikšaj-Todorović
RANA KOMUNIKACIJA:
PROCJENA I INTERVENCIJA
C3
Dvorana MLJET
Voditelj simpozija: Marta Ljubešić
STUDENTI S INVALIDITETOM:
U AKADEMSKOM OKRUŽENJU
Sažetak S-5
Dvorana P3
Voditelj simpozija: Anita Jandrić Nišević
Sažetak S-17
TEMATSKA IZLAGANJA 3
28. RUJAN, 14:00 – 15:30
A7
Sažetak S-13
Dvorana P6
Voditelj simpozija: Lelia Kiš-Glavaš
Percepcija visokoškolske nastave
pristupačne studentima s
invaliditetom
Andrea Fajdetić, Lelia Kiš-Glavaš,
Natalija Lisak
Percepcija mogućnosti studenata s
invaliditetom da udovolje zahtjevima
studijskih programa
Lorena Franjkić, Lelia Kiš-Glavaš,
Valentina Novak
Depresivni simptomi i akademsko
funkcioniranje studenata
Ivanka Živčić-Bećirević, Sanja SmojverAžić, Tamara Martinac-Dorčić,
Jasminka Juretić, Ines Jakovčić
Teorija uma u dojenačkoj i
predškolskoj dobi: razvojne promjene
i odnos s jezičnim razvojem
Marina Kotrla Topić, Marija Šakić
Roditelji u procesu procjene rane
komunikacije: partneri ili pristrani
promatrači?
Maja Cepanec, Sanja Šimleša
Potpomognuta komunikacija u ranoj
intervenciji
Jasmina Ivšac Pavliša, Marta Ljubešić,
Janja Klasić, Željka Car, Marin Vuković
Može li se logopedska intervencija
pružati kao web-podrška?
Marta Ljubešić, Sonja Lulić
Povezanost teškoća koje studenti
navode i njihove prilagodbe na studij
Anita Vulić-Prtorić, Lucija Mičić
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8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
E3
LANGUAGE AND DEVELOPMENT:
INSIGHTS FROM SIGN LANGUAGE RESEARCH
Sažetak S-22
INKLUZIVNA EDUKACIJA
Dvorana P7
A8
Dvorana P10
Moderator: Zrinjka Stančić
Voditelj simpozija: Ljubica Pribanić
What happens to the deaf brain if it
doesn’t get early sign language?
Ronnie Wilbur, Evie Malaia
Sign-speech bilingualism in hearing
and deaf children with cochlear
implants
Deborah Chen Pichler
HZJ linguistics research – what do we
know after 10 years?
Marina Milković
Bilingual-bicultural education
Iva Hrastinski
No interpreting is better than bad
interpreting – what a deaf person
expects from the interpreter?
Ljubica Pribanić
G5
PREVENTIVNI PROGRAMI UTEMELJENI NA
DOKAZIMA UČINKOVITOSTI U HRVATSKOJ
Sažetak S-7
Dvorana P9
Voditelj simpozija: Josipa Bašić
Preventivni programi utemeljeni na
dokazima učinkovitosti – zašto su
važni?
Josipa Bašić
Učinkovitost PATHS-RASTEM
programa u školskom okruženju
Miranda Novak, Josipa Mihić,
Josipa Bašić
Istraživanje učinkovitosti provedbe
PATHS-RASTEM programa u
predškolskim ustanovama u Hrvatskoj
Josipa Mihić, Miranda Novak,
Josipa Bašić
Preventivni program IMAM STAV –
izazovi evaluacije učinkovitosti
Martina Ferić Šlehan,
Valentina Kranželić, Martina Lotar,
Neven Ricijaš
Javnozdravstveni pristup
implementaciji programa utemeljenih
na dokazima u osnovnim školama
Primorsko-goranske županije
Darko Roviš
24
Analiza rješivosti ispita iz biologije
prema konceptima i razinama znanja
uz prilagodbu ispitne tehnologije
Zrinjka Stančić, Sanja Horvatić,
Natalija Ćurković
Sažetak U-133
Achievement an integration of
students with and without special
educational needs (SEN) in the fifth
grade
Markus Gebhardt, Mathias Krammer,
Susanne Schwab, Peter Rossmann,
Barbara Gasteiger-Klicpera
Sažetak U-142
Facing the challenges of inclusion – A
Survey of social integration and social
behavior of students with and without
SEN in an integrative school system
Susanne Schwab, Markus Gebhardt,
Barbara Gasteiger-Klicpera
Sažetak U-141
„Individualization” in education, a
necessity of education for children
with special needs
Ambera Duka, Ermira Tati
Sažetak U-170
KVALITETA ŽIVOTA I KVALITETA PODRŠKE
Dvorana P5
Moderator: Snježna Sekušak-Galešev
Samopoštovanje kod učenika u
specijalnim i redovitim osnovnim
školama
Anica Brzovska Zlatevska,
Vilma Anastasova Petreska
Sažetak U-28
Kvaliteta života osoba s intelektualnim
teškoćama u Hrvatskoj
Marko Buljevac, Zdravka Leutar
Sažetak U-30
Samoodređenje u svakodnevnom
životu osoba s intelektualnim
teškoćama, korisnika usluge
stanovanja uz podršku
Bojana Rozman, Daniela Bratković
Sažetak U-130
A9
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Poticanje dječjeg razvoja uz
terapijskog psa - prikaz slučaja
Sanja Kobešćak, Tea Selaković,
Lucija Katalenić
Sažetak U-16
B6
KOREKCIJSKO OSOBLJE
Dvorana D6
Moderator: Neven Ricijaš
Doživljaj posla probacijskih
službenika u Hrvatskoj
Neven Ricijaš, Snježana Maloić,
Saša Rajić
Sažetak U-110
The effect of emotional exhaustion
on prison employees’ personal
accomplishment and job satisfaction
in the maximum and medium security
prisons
Avdi S. Avdija
Sažetak U-163
Lokus kontrole poslovnog uspjeha
osoblja penalnih institucija RH
Tihana Novak, Ljiljana MikšajTodorović, Maja Mladineo
Sažetak U-164
Nasilje zatvorenika prema osoblju –
kvalitativni pristup
Tihana Novak, Vladimira Žakman Ban
Sažetak U-169
D3
PRIMIJENJENI KOMPLEMENTARNI PRISTUPI U
EDUKACIJI I REHABILITACIJI
Dvorana P8
VRŠNJAČKO NASILJE
Dvorana P1
Moderatori: Ivana Sekol i Nataša Vlah
Violence among children in schools
Oliver Bačanović, Nataša Jovanova
Sažetak U-59
Attitudes towards desirable behavioral
styles in social conflicts and levels
of behavioral disorders among
adolescents in Zenica, Bosnia and
Hercegovina
Nataša Vlah
Sažetak U-8
Normative and institutional
preconditions for achieving safety
in schools (research on safety in
secondary schools in the City of
Skopje)
Iskra Akimovska Maletic,
Bogdanco Gogov, Aleksandar Ivanov
Sažetak U-87
Domska subkultura i vršnjačko nasilje
u institucionalnom tretmanu djece i
mladih: kvalitativna studija
Ivana Sekol
Sažetak U-107
TEMATSKA IZLAGANJA 4
28. RUJAN, 15:45 – 17:15
STUDENTI S INVALIDITETOM: NEKE
AKTIVNOSTI REALIZIRANE U OKVIRU TEMPUS
EDUQUALITY PROJEKTA
Sažetak S-6
A10
Dvorana P6
Moderatori: Damir Miholić i
Tomislav Breitenfeld
Voditelj simpozija: Lelia Kiš-Glavaš
Education and rehabilitation by
forest’s synergy
Matunori Nara, Zhao Xiaoyi
Sažetak U-9
Prostorna pristupačnost sastavnica
Sveučilišta u Zagrebu
Elizabeta Haničar, Natalija Vrbas,
Lelia Kiš-Glavaš
Elementi art terapije u rehabilitaciji
osoba nakon cerebrovaskularnog
inzulta
Vesna Šerić, Ines Joković Oreb,
Ana Šečić
Sažetak U-67
Slobodno vrijeme studenata s
invaliditetom na Sveučilištu u Zagrebu
Romana Đuričić, Roman Baštijan,
Zrinka Udiljak-Bugarinovski,
Damir Miholić
Universal Design for Learning koncept multimedijalnog učenja
Ivana Macokatić, Margareta Vidmar,
Ana Katušić
Sažetak U-7
G6
Evaluacija sveučilišnog predmeta
Vršnjačka potpora studentima s
invaliditetom – naučene lekcije iz
pilot-izvedbe
Lelia Kiš-Glavaš, Martina Ferić Šlehan,
Valentina Kranželić, Natalija Lisak
25
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Edukacija akademskih, stručnih
i administrativnih djelatnika na
hrvatskim sveučilištima kao mjera
izjednačavanja mogućnosti za
studente s invaliditetom – rezultati
evaluacije
Lelia Kiš-Glavaš, Valentina Kranželić,
Martina Ferić Šlehan, Martina Lotar
G7
VRŠNJAČKI UTJECAJ I DOBROBIT
ADOLESCENATA
Sažetak S-2
Dvorana P9
Voditelj simpozija:
Marija Lebedina Manzoni
Simptomi depresivnosti i anksioznosti
u adolescenciji
Anita Vulić Prtorić
Važnost privrženosti i samootkrivanja
prijatelju/ici za zadovoljstvo životom u
kasnoj adolescenciji
Marina Taslak, Željka Kamenov
Vršnjački pritisak u adolescenciji
Marija Lebedina Manzoni
Različiti pristupi mjerenju
podložnosti vršnjačkom pritisku
Martina Lotar
A11
KVALITETA ŽIVOTA I KVALITETA PODRŠKE
Dvorana P7
Moderator: Anamarija Žic Ralić
Socioeconomic status of the families
with children with intellectual
disability
Angelka Keskinova,
Natasha Chichevska-Jovanova,
Goran Ajdinski
Sažetak U-44
Utjecaj financijskog blagostanja
na kvalitetu života obitelji djece s
teškoćama u razvoju
Anamarija Žic Ralić, Natalija Lisak
Sažetak U-112
Utjecaj sustava vrijednosti i interakcije
sa zajednicom na kvalitetu života
obitelji djece s teškoćama u razvoju
Daniela Cvitković, Ana Wagner-Jakab
Sažetak U-113
Uloga socijalne podrške u obiteljima
djece s teškoćama u razvoju
Marina Milić Babić
Sažetak U-51
26
Roditeljska percepcija teškoće djeteta
i savjetovanje
Ljiljana Igrić, Dragana Veldić
Sažetak U-90
PREVENCIJA RIZIČNIH PONAŠANJA MLADIH
Dvorana P1
G8
Moderatori: Mirjana Radetić-Paić i
Krunoslav Borovec
Situacijski pristup prevenciji
kriminaliteta kao integralni dio
prevencije u zajednici
Krunoslav Borovec
Sažetak U-55
Konstruktivno korištenje vremena kao
čimbenik zaštite u razvoju poremećaja
u ponašanju djece osnovnoškolske
dobi
Mirjana Radetić-Paić
Sažetak U-5
Prevention of violence in secondary
schools in Macedonia
Marina Malis Sazdovska, Dragana Batic,
Snežana Mojsoska
Sažetak U-85
Tolerancija među mladima Bosne i
Hercegovine kao pozitivni razvojni
izlaz multikulturalnog življenja
Edina Vejo, Azemina Durmić
Sažetak U-38
Scale of self-assessment of social
behavior of adolescents
Nataša Vlah, Darko Lončarić,
Sanja Tatalović Vorkapić
Sažetak U-39
TEMATSKA IZLAGANJA 5
28. RUJAN, 17:30 – 19:00
TIMSKA SURADNJA IZMEĐU STRUČNJAKA
PREMA KVALITETNOJ I SVEOBUHVATNOJ
PROCJENI
Sažetak S-3
Dvorana P6
Voditelj simpozija:
Tatjana Petrović Sladetić
Procjena funkcionalnog vida
Sonja Alimović,
Tatjana Petrović Sladetić,
Snježana Seitz
A13
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Edukacijsko-rehabilitacijska procjena
Marijana Konkoli Zdešić,
Ana Validžić Požgaj
Procjena komunikacijskih vještina
Korunić Diana
Radnoterapijska procjena djeteta u
ranoj razvojnoj dobi
Dubravko Jurišić
Rana fizioterapijska procjena
neurorizične djece
Gagula Jaminka, Špionjak Jelena
G10
RAZVOJ SOCIJALNO-EMOCIONALNIH
KOMPETENCIJA DJECE: IMPLEMENTACIJA
PATHS-RASTEM PROGRAMA
Sažetak S-8
Dvorana P9
Voditelj simpozija: Josipa Bašić
Karakteristike i elementi predškolskog
PATHS-RASTEM programa
Josipa Mihić, Miranda Novak,
Josipa Bašić
Provedba predškolskog PATHSRASTEM programa u Hrvatskoj –
iskustva iz prakse
Miranda Novak, Josipa Mihić,
Josipa Bašić, Željka Božić
Ključne komponente školskog PATHSRASTEM kurikuluma
Miranda Novak, Josipa Bašić,
Josipa Mihić
Implementacija paths-rastem
programa u školi: PATHS-RASTEM
u Osnovnoj školi Otona Ivekovića,
Zagreb
Josipa Mihić, Miranda Novak,
Josipa Bašić, Saša Radenić
Uloga stručnog suradnika socijalnog
pedagoga u provodbi PATHSRASTEM programa u školi
Ljiljana Samardžić
A14
LJUDSKA PRAVA I ETIČKA PITANJA
Dvorana P5
Moderator: Snježna Sekušak-Galešev
The role of media in reporting about
people with disabilities
Slađana Marković Stojanović
Sažetak U-97
Inclusion or illusion? Children with
disabilities in residential care in
Bosnia and Herzegovina and Bulgaria
Majda Becirevic, Monica Dowling
Sažetak U-53
Specificity of providing health care
services in social care – beneficiary as
a patient
Gordana Milanović
Sažetak U-111
Developing a responsive curriculum in
Albanian day cares
Oriola Hamzallari
Sažetak U-115
Vizija za transformaciju zavoda kroz
proces deinstitucionalizacije
Samiha Hodžić, Muris Salčinović
Sažetak U-137
PROFESIONALNA REHABILITACIJA I
ZAPOŠLJAVANJE
A15
Dvorana P7
Moderator: Rea Fulgosi Masnjak
Stavovi srednjoškolskih profesora i
učenika završnih razreda srednjih
škola prema zapošljavanju osoba s
invaliditetom na otvorenom tržištu
rada
Martina Boričić, Rea Fulgosi Masnjak
Sažetak U-129
Reliability and concurrent validity of
the „Reading-free Vocational Interest
Inventory“ in adolescents and adults
with intellectual disabilities
Anastasia Alevriadou,
Sofia Anastasiadou,
Despoina Damianidou
Sažetak U-134
Pogledi na budućnost adolescenata s
teškoćama u razvoju
Magdalena Perić, Lejla Osmančević
Katkić, Rea Fulgosi Masnjak
Sažetak U-98
Stavovi građana prema osobama s
invaliditetom u Bosni i Hercegovini
u usporedbi s Europskom unijom i
Hrvatskom
Ivan Leutar, Tanja Penava, Maja Nižić,
Zdravka Leutar
Sažetak U-52
27
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
B8
MENTALNI POREMEĆAJI I KRIMINALITET
Sažetak S-12
Voditelj simpozija: Nadica Buzina
Mentalni poremećaji i kriminalitet u
SAD-u
Marina Stanić, Douglas Harvey
Psihopatske strukture shizofrenih
počinitelja kaznenih djela
Nadica Buzina, Ljiljana MikšajTodorović, Vlado Jukić
Fenomenologija kriminaliteta u
prijeratnom, ratnom i poratnom
razdoblju s obzirom na sumnju u
postojanje psihičkog poremećaja kod
počinitelja
Nadica Buzina, Mirta Vranko,
Sunčica Frković, Ivana Jolić,
Tihana Frković
Razvojni uvjeti i dob počinjenja prvog
djela u ispitanika kod kojih je postavljena
sumnja na psihički poremećaj
Mirta Vranko, Nadica Buzina,
Sunčica Frković, Ivana Jolić,
Tihana Frković, Ljiljana Mikšaj-Todorović
B9
TRETMANTSKE INTERVENCIJE ZA MLADE
Dvorana P3
KRIMINALITET
Dvorana D6
Dvorana P1
G11
Moderatori: Antonija Žižak i
Gabrijela Ratkajec Gašević
Siblings in alternative care
Stephan Sting
Sažetak U-37
Analiza provedbe posebne obaveze
uključivanja u individualni ili grupni
psihosocijalni tretman u savjetovalištu
za mlade na području Grada Zagreba
Gabrijela Ratkajec Gašević,
Martina Čarija, Ivana Maurović,
Andreja Radić, Lucija Sabljić,
Kristina Starčević, Snježana Šalamon
Sažetak U-123
Smjernice za razvoj modela
intervencija za djecu i mlade s
problemima u ponašanju utemeljene
na rezultatima istraživanja
Antonija Žižak, Ivana Jeđud Borić,
Nivex Koller Trbović, Ivana Maurović,
Anja Mirosavljević,
Gabrijela Ratkajec Gašević
Sažetak U-108
TEMATSKA IZLAGANJA 6
29. RUJAN, 9:30 – 11:00
Moderator: Phyllis Gesternfeld
Official statistics, public opinion
surveys and corruption (white collar)
related criminal offence reporting in
the daily press in Croatia
Goran Bubaš
Sažetak U-106
Hate crime in Croatia and the United
States: a comparison of problems and
solutions
Phyllis Gersternfeld
Sažetak U-20
Violent crime in minors in the
Republic of Macedonia
Zoran Kitkanj, Melita Milevska-Bogatinova
Sažetak U-154
Karijera u kriminalu
Dalibor Doležal
Sažetak U-29
Kontinuitet u zlostavljanju
Tajana Ljubin Golub, Irma Kovčo
Vukadin
Sažetak U-136
28
PROGRAMI VOĐENOG ČITANJA U TRETMANU
POČINITELJA KAZNENIH DJELA
Sažetak S-10
Dvorana P3
Voditelj simpozija: Željka Bagarić
Čitanje kao transfer - teorijski okviri
transformacijskog i terapijskog učinka
čitanja
Iva Žurić
Evaluacija programa vođenog čitanja
sa zatvorenicima
Tjaša Obal
Zatvorska knjižnica kao okruženje za
socijalno učenje
Judith Jordet
Program vođenog čitanja sa
zatvorenicima kao model posebnog
rehabilitacijskog programa u
Republici Hrvatskoj
Željka Bagarić,
Ljiljana Mikšaj-Todorović
B10
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
C6
COMMUNICATION, LANGUAGE AND
SYNDROMES
OBILJEŽJA KORISNIKA I POMAGAČA
Dvorana P1
G13
Dvorana MLJET
Moderatori: Dora Dodig i Ivana Maurović
Moderatori: Draženka Blaži i
Jelena Kuvač Kraljević
Javljaju li se teškoće na autističnom
spektru oko treće godine?
Ivana Opačak, Draženka Blaži,
Natalija Kovač Gornji
Sažetak U-119
Ekspresivne sposobnosti djece s
Downovim sindromom i djece s
Williamsovim sindromom
Višnja Pranjić, Diana Arapović
Sažetak U-102
An intervention program related to
reading development - a case study of
a child with Williams syndrome
Anastasia Alevriadou, Eleni Griva,
Maria Massi
Sažetak U-104
Prilagodba i provedba Kentucky
Aphasia Testa u procjeni jezičnih
funkcija osoba s afazijom
Marija Vlahović, Martina Vuković
Ogrizek, Marina Brcković
Sažetak U-61
G12
PROBLEMI MLADIH U SUVREMENOM
DRUŠTVU
Dvorana P9
Moderatori: Neven Ricijaš i
Valentina Kranželić
Povezanost institucionalne skrbi s
obilježjima ličnosti i školskog uspjeha
učenika
Edita Maretić, Joško Sindik
Sažetak U-80
Problemi mladih koji prekidaju
školovanje
Martina Horvat
Sažetak U-36
Izazovi participacije u programu
„Mladi na djelu“
Sretna Vrdoljak-Roguljić, Ada Reić
Sažetak U-109
Sportsko klađenje adolescenata:
učestalost klađenja, iskustvo dobitka i
kognitivne distorzije
Dora Dodig, Neven Ricijaš,
Valentina Kranželić, Aleksandra Huić
Sažetak U-128
Samoprocijenjena kompetencija
odgajatelja u upravljanju zahtjevnim
ponašanjem djece
Kathleen Beaudoin, Sanja Skočić Mihić,
Darko Lončarić
Sažetak U-86
Percipirana važnost pojedinih
karakteristika djeteta i spremnosti
udomitelja da udome dijete iz
pojedine kategorije
Maja Laklija
Sažetak U-19
Odrednice (ne)zadovoljstva poslom
stručnjaka pomažućih i nepomažućih
profesija
Dora Dodig, Ivana Maurović,
Željka Kamenov
Sažetak U-121
Provođenje slobodnog vremena i
zadovoljstvo brakom
Aleksandra Huić, Željka Kamenov,
Ted Huston
Sažetak U-26
TEMATSKA IZLAGANJA 7
29. RUJAN, 11:15 – 12:45
POTENTIALS OF MENTORING IN PROFESIONAL
AND LIFE CONTEXT ABSTRACT
Sažetak S-21
G14
Dvorana P9
Voditelj simpozija: Ivana Jeđud Borić
University-sponsored school-based
mentoring programs that target
at-risk youth: a glimpse of studentmentors’ experiences and challenges
Abu Karimu Mboka
Gender issues in mentoring children at
risk: perspective of mentors included
in program „Mentors in community“
Marija Komar
Social mentoring from the perspective
of social mentor working in centers for
social welfare
Ivana Jeđud Borić
What kind of professional support
teacher mentors need?
Vlasta Vizek Vidović, Antonija Žižak
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8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Radionice
RADIONICA - SEKCIJA 1
28. RUJAN, 14:00 – 15:30
F3
RADIONICA - SEKCIJA 4
29. RUJAN, 11:15 – 12:45
OPEN THE CREATIVITY OF BLIND PEOPLE!
Dvorana C1
Voditeljica/izvoditeljica radionice:
Tereza Axmanova
Sažetak R-5
PROGRAM SPECIFIČNIH VJEŽBI ZA USVAJANJE
POČETNOG ČITANJA I PISANJA KOD UČENIKA
REDOVNE OSNOVNE ŠKOLE
Voditeljica/izvoditeljica radionice:
Cecilija Hranilović
Sažetak R-6
RADIONICA - SEKCIJA 3
29. RUJAN, 9:30 – 11:00
HUMAN RIGHTS IN HEALTHCARE
Dvorana P6
Voditelj radionice: Richard Whitehead
Izvoditelji radionice:
Richard Whitehead i Beth Greenhill
Sažetak R-3
B11
TREATMENT AS AN ALTERNATIVE TO
INCARCERATION: WHAT WORKS FOR
PEOPLE WHO HAVE ID WHO OFFEND?
Dvorana D6
Voditelj/izvoditelj radionice: Nigel Beail
Sažetak R-2
30
A17
Voditeljica/izvoditeljica radionice:
Zara Clarke
Sažetak R-1
Dvorana P1
Dvorana MLJET
A16
Dvorana P7
PREVENCIJA NASILJA MEĐU DJECOM
-”PRESTANI!”
RADIONICA - SEKCIJA 2
28. RUJAN, 17:30 – 19:00
C5
ALTERNATIVES TO RESTRAINT
Voditeljica radionice: Sonja Jarebica
Izvoditeljice radionice: Sonja Jarebica,
Sunčica Trgovac i Magdalena Živković
Sažetak R-4
G15
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Poster prezentacije
Posteri će biti izloženi u prostorijama Edukacijsko-rehabilitacijskog fakulteta (dvorana PLITVICE)
u petak 28. rujna. Od 8:00 do 9:30 autori mogu postaviti postere, sukladno broju panoa u
programu. Autori trebaju biti prisutni uz svoje postere u vrijeme predviđeno programom.
POSTER PREZENTACIJE
28. RUJAN, 15:45 – 17:15
Dostupnost uslugama socijalne zaštite
za stare u Srbiji
Vladimir Ilić
Sažetak P-69
Pano 1
Savjetovalište za djecu s teškoćama u
razvoju i osobe s invaliditetom “Velika
Gorica”
Verica Krajnović, Suzana Babić,
Ivanka Mijić
Sažetak P-6
Pano 2
Early manifestations of anxious
depression disorder in pre-school
children with intellectual disabilities
Nenad Glumbić, Branislav Brojčin,
Mirjana Đorđević
Sažetak P-7
Pano 3
Razlike u doživljaju kvalitete života i
socijalne podrške udomitelja obzirom
na iskustvo udomiteljstva djece s
teškoćama u razvoju
Maja Laklija, Marina Milić Babić,
Marko Buljevac
Sažetak P-29
Pano 10
Inkluzija djece s poremećajem iz
autističnog spektra - uloga asistenta u
vrtiću
Jasmina Stošić, Natalija Vrbas,
Jasmina Frey-Škrinjar
Sažetak P-35
Pano 11
Neslaganje procjene stručnjaka i
ponašanja djeteta s poremećajem iz
autističnog spektra u redovnom vrtiću
Jasmina Stošić, Ana Wagner Jakab,
Tihana Novak
Sažetak P-38
Pano 12
Osobno usmjereno planiranje podrške
za učenika s PAS- prikaz slučaja
Ljiljana Umićević
Sažetak P-9
Pano 4
Visoko strukturirani program s
okolinskom podrškom za dječaka s
poremećajem iz autističnog spektra
Žarka Klopotan
Sažetak P-47
Pano 13
Procjena nekih domena socioemocionalnog razvoja djece
predškolske dobi s teškoćama
Maja Petković, Rea Fulgosi-Masnjak
Sažetak P-10
Pano 5
Transformation of the center for
autism in the community support
services
Ivica Dokleja
Sažetak P-50
Pano 14
Partnerstvo u inkluzivnom
obrazovanju
Sadeta Zečić
Sažetak P-11
Procjena potreba studenata za
podrškom tijekom studiranja
Marina Ajduković, Blaženka Divjak,
Nataša Jokić-Begić, Valentina Kranželić,
Ivan Rimac, Deniza Drusany
Sažetak P-55
Pano 15
Pano 6
Ageizam: iskustva starijih osoba
Jelena Verić, Silvia Rusac, Ana Štambuk
Sažetak P-12
Pano 7
Utjecaj terapijskog jahanja
na kvalitetu življenja osoba s
intelektualnim teškoćama
Jasna Lesički, Dragana Blažević
Sažetak P-26
Pano 8
Razina oralne higijene kod odraslih
osoba s intelektualnim teškoćama
Dunja Zagoršćak, Lea Grüngold,
Daniela Bratković, Ilija Škrinjarić
Sažetak P-28
Pano 9
Pathways Project
Senada Halilčević, Snježana Kanjir,
Ivana Kramarić
Sažetak P-60
Pano 16
Intermitentno liječenje počinitelja
nasilja s mjerom obveznog
psihijatrijskog liječenja
Dubravka Stijačić, Sanja Jelić,
Lana Mužinić
Sažetak P-37
Pano 17
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8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Nasilno ponašanje zatvorenika
i primjena sredstava prisile u
Kaznionici u Lepoglavi u razdoblju od
2007. do 2011. god.
Zoran Vlaisavljević, Svjetlana Brlić,
Zvonko Jurčec
Sažetak P-39
Pano 18
Stereotipi studenata o ženama žrtvama
kaznenih djela
Martina Lotar, Jelena Jaček,
Irma Kovčo Vukadin
Sažetak P-62
Pano 19
Osnaživanje obitelji za kvalitetno
provođenje slobodnog vremena kao
činitelj prevencije rizičnih ponašanja
Gordana Berc, Slavica Blažeka Kokorić
Sažetak P-66
Pano 20
Preventive campaigns: student
communication project campaign for
mental health promotion
Josipa Mihić, Miranda Novak,
Alma Čakmazović, Josipa Bašić
Sažetak P-4
Pano 21
Internalized problems in children with
attention deficit and hyperactivity
Nina Brkic, Spela Golubovic,
Ivan Jerkovic
Sažetak P-34
Pano 22
Odgojno-obrazovno zanemarivanje i
poremećaj u ponašanju
Gordana Buljan Flander, Dora Kralj,
Nikolina Škrlec
Sažetak P-41
Pano 22
Evaluacija programa „Grupa za
buduće prvašiće“
Sandra Matijević
Sažetak P-52
Pano 24
Program prevencije ovisnosti „Imam
stav“ – procjena potreba djece
osnovnoškolske dobi
Martina Ferić Šlehan,
Valentina Kranželić, Neven Ricijaš,
Martina Lotar
Sažetak P-56
Pano 25
Istraživanje rizika od nasilja i
zlouporabe sredstava ovisnosti
kao osnova za kreiranje školskog
preventivnog programa
Martina Horvat
Sažetak P-70
Pano 26
32
Obilježja glasa i nazalnost kod djece s
orofacijalnim rascjepima
Anka Zorić, Jasminka Novačić
Sažetak P-14
Pano 27
Centar za rehabilitaciju Edukacijskorehabilitacijskog fakulteta – 15 godina
s vama
Jasmina Ivšac Pavliša, Maja Peretić,
Natalija Vrbas
Sažetak P-15
Pano 28
Visoka povezanost rječnika i
verbalnog radnog pamćenja sa
sposobnostima rane pismenosti –
vrijedi li za djecu s PJT-om?
Jelena Kuvač Kraljević, Karolina Ščapec
Sažetak P-18
Pano 29
Prikaz dihotičkog testa riječi
Mladen Heđever, Branko Nikolić,
Andrea Fabijanović
Sažetak P-19
Pano 30
Razlike u samoprocjeni kvalitete
života osoba s različitim vrstama
alaringealnog govora
Natalija Bolfan-Stošić,
Tamara Živković-Ivanović
Sažetak P-20
Pano 31
Utjecaj poučavanja po načelima
nadomjesne komunikacije na
poboljšanje komunikacijskih vještina i
kvalitete života – prikaz slučaja
Ružica Magušić, Ljilja Ivanković
Sažetak P-21
Pano 32
Elektroglotografska analiza glasa kod
odraslih muških osoba koje mucaju
Irena Zovko Prpić
Sažetak P-22
Pano 33
Ispitivanje slušnog procesiranja u
djece pomoću Testa govora u buci
Mladen Heđever, Ana Bonetti, Ana Bilić
Sažetak P-24
Pano 34
Samoprocjena glasa nastavnica
i odgojiteljica pomoću Indeksa
vokalnih teškoća
Ana Bonetti, Boris Šimunjak,
Martina Fojtik
Sažetak P-27
Pano 35
Verbotonalna metoda u terapiji
mucanja – dramatizacija kroz bajke
Maja Vincek, Darija Hercigonja
Salamoni
Sažetak P-33
Pano 36
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Utjecaj vokabulara i sramežljivosti na
školski uspjeh
Andrea Milevčić Malenica,
Sofija Nađvinski
Sažetak P-36
Pano 37
Povezanost radnog pamćenja i slušnog
procesiranja kod djece s teškoćama u
govorno-jezičnoj komunikaciji
Jelena Gligora Segedi, Vlatka Šaronja
Sažetak P-44
Pano 38
Robot kao pomoć u interaktivnoj
komunikaciji
Vesela Milankov, Špela Golubović
Sažetak P-45
Pano 39
Manualni simboli u komunikaciji s
djecom s višestrukim teškoćama
Mara Vekić, Marina Milković,
Ljubica Pribanić
Sažetak P-46
Pano 40
Impairment of auditory phonological
analysis in patients with Wernicke’s
Aphasia: ERP study
Karolina Lice, Martina Vuković-Ogrizek,
Marijan Palmović
Sažetak P-49
Pano 41
Zamor glasa kod odgojitelja u dječjim
vrtićima i nastavnika osmogodišnjih
škola
Natalija Bolfan-Stošić, Janja Klasić
Sažetak P-64
Pano 42
Plesno-muzička terapija u
rehabilitaciji djece s posebnim
potrebama
Sadeta Zečić, Ivana Gojmerac,
Merima Čaušević
Sažetak P-63
Pano 43
Motoričko funkcioniranje osoba
oboljelih od multiple skleroze
Ivana Sretenović
Sažetak P-5
Pano 44
Poučavanje studenata za planiranje
terapijskog procesa korištenjem
trodimenzionalnog art ekspresivnog
medija
Dalibor Kiseljak, Dijana Škrbina
Sažetak P-8
Pano 45
Samoprocjena kvalitete života djece s
motoričkim teškoćama u predškolskoj
dobi
Renata Pinjatela, Hana Sinanović,
Ivana Jandroković
Sažetak P-17
Pano 46
Primjena ranog razvojnog programa
kod djece s West sindromom i
višestrukim teškoćama
Helena Strsoglavec, Ines Joković Oreb,
Renata Pinjatela
Sažetak P-25
Pano 47
Majewski osteodisplastični
primordijalni patuljasti rast II
Alma Džanović, Vanja Lakovnik,
Mia Masnjak
Sažetak P-32
Pano 48
Kreativni pokret i likovna terapija u
Ozani
Mira Kliček
Sažetak P-57
Pano 49
Ovladanost genitivom jednine
imenica uz prijedloge u
slušnooštećenih srednjoškolaca
Sandra Bradarić-Jončić, Ivona Radić,
Renata Möhr Nemčić
Sažetak P-16
Pano 50
Što nam PPVT-III-HR govori o
receptivnom rječniku odraslih gluhih
osoba?
Ljubica Pribanić, Mladen Heđever,
Marina Milković, Anamaria Mikšić,
Maja Farkaš
Sažetak P-54
Pano 51
Nemanualno označavanje pridjeva u
hrvatskom znakovnom jeziku
Iva Korunek, Anet Marcaš,
Marina Milković
Sažetak P-42
Pano 52
Motivacija u učenju hrvatskog
znakovnog jezika (HZJ)
Renata Möhr Nemčić, Sandra BradarićJončić
Sažetak P-61
Pano 53
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8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Programme at a Glance
THURSDAY 27 SEP
FRIDAY 28 SEP
SATURDAY 29 SEP
8:00 – 9:30
REGISTRATION
9:30 – 11:00
THEME SESSIONS 1
9:30 – 11:00
THEME SESSIONS 6
WORKSHOP SESSION 3
11:00 – 11:15
BREAK
11:00 – 11:15
BREAK
11:00 - 13:00
REGISTRATION
11:15 – 12:45
THEME SESSIONS 2
11:15 – 12:45
THEME SESSIONS 7
WORKSHOP SESSION 4
13:00 – 14:00
WELCOME & OPENING
12:45 – 14:00
LUNCH
12:45 – 13:30
CLOSING
14:00 – 14:40
PLENARY LECTURE 1
Speaker: Kelley Johnson
14:00 – 15:30
THEME SESSIONS 3
WORKSHOP SESSION 1
14:40 – 15:20
PLENARY LECTURE 2
Speaker: Laura Justice
15:20 – 15:50
BREAK
15:30 – 15:45
BREAK
15:50 – 16:30
PLENARY LECTURE 3
Speaker: Linda Liebenberg
15:45 – 17:15
THEME SESSIONS 4
POSTER SESSION
16:30 – 17:10
PLENARY LECTURE 4
Speaker: Josipa Bašić
17:15 – 17:30
BREAK
17:10 – 18:00
BREAK
17:30 – 19:00
THEME SESSIONS 5
WORKSHOP SESSION 2
18:00
PROGRAM MARKING
THE 50TH ANNIVERSARY
OF THE FACULTY OF
EDUCATION AND
REHABILITATION SCIENCES
DINNER PARTY
34
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Plenary lectures
THURSDAY 27 SEP
THE VENUE: Vatroslav Lisinski Concert Hall
PLENARY LECTURE 1
27 SEP, 14:00 – 14:40
INCLUSIVE RESEARCH: “FROM RESEARCH ABOUT
US TO RESEARCH WITH US”
Kelley Johnson, Ph.D.
University of Bristol, UK
PLENARY LECTURE 2
27 SEP, 14:40 – 15:20
PROFILING THE EMERGENT LITERACY SKILLS OF YOUNG
CHILDREN WITH DISABILITIES: A KEY MECHANISM TO
EARLY INTERVENTION FOR READING PROBLEMS
Laura Justice, Ph.D.
Ohio State University, USA
PLENARY LECTURE 3
27 SEP, 15:50 – 16:30
FOSTERING RESILIENCE IN VULNERABLE YOUTH:
THE ROLE OF RESPONSIVE SERVICES
Linda Liebenberg, Ph.D.
Resilience Research centre at Dalhousie University, Canada
PLENARY LECTURE 4
27 SEP, 16:30 – 17:10
SOCIAL AND EMOTIONAL LEARNING – POSITIVE
DEVELOPMENT AND PREVENTION OF CHILDREN
AND YOUTH’S RISK BEHAVIOURS
Josipa Bašić, Ph.D.
Faculty of Education and Rehabilitation Sciences
University of Zagreb, Croatia
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8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Full Programme
FRIDAY 28 SEP
THE VENUE: Faculty of Education and Rehabilitation Sciences
SYMPOSIUM
9:30 – 11:00
THEME SESSIONS 1
ORAL
PRESENTATION
WORKSHOP
POSTER
A
INCLUSIVE EDUCATION
AND REHABILITATION
B
CRIMINOLOGY, PENOLOGY
AND VICTIMOLOGY
C
SPEECH LANGUAGE
PATHOLOGY
A1 MENTAL HEALTH
OF PERSONS WITH
INTELLECTUAL DISABILITIES
AND AUTISM
B1 DRUG - RELATED SURVEYS IN
THE GENERAL POPULATION
AND IN SPECIFIC TARGETED
GROUPS IN THE REPUBLIC OF
CROATIA
C1 SPEECH AND VOICE
A2 INCLUSIVE EDUCATION
B2 PENOLOGY
A3 LEARNING DISABILITIES,
INTELLECTUAL DISABILITIES
& AUTISM SPECTRUM
DISORDERS
11:15 – 12:45
THEME SESSIONS 2
A4 INTERVENTION PROGRAMS
AND STIMULATING
INCLUSIVE CULTURE IN
SCHOOLS
B3 VIOLENCE IN CROATIAN
PRISON SYSTEM
A5 INCLUSIVE EDUCATION
B4 ADDICTIONS
C2 READING, WRITTING AND
LANGUAGE PROCESSING
A6 LEARNING DISABILITIES,
INTELLECTUAL DISABILITIES
& AUTISM SPECTRUM
DISORDERS
14:00 – 15:30
THEME SESSIONS 3
WORKSHOP
SESSION 2
A7 STUDENTS WITH
DISABILITIES: IN ACCADEMIC
ENVIRONMENT
B5 FEMALE CRIME
A8 INCLUSIVE EDUCATION
B6 CORRECTIONAL STAFF
C3 EARLY COMMUNICATION:
ASSESMENT AND
INTERVENTION
A9 QUALITY OF LIFE AND
QUALITY OF SUPPORT
15:45 – 17:15
THEME SESSIONS 4
A10 STUDENTS WITH
DISABILITIES: SOME
ACTIVITIES REALISED
AS A PART OF TEMPUS
EDUQUALITY PROJECT
POSTER SESSION
POSTER SESSION
A13 TEAM CO-OPERATION
BETWEEN PROFESSIONALS
TOWARDS QUALITY AND
COMPREHENSIVE ASSESMENT
B8 MENTAL DISORDERS AND
CRIME
A14 HUMAN RIGHTS AND
ETHICAL ISSUES
B9 CRIMINALITY
C5 PRESENTATION OF THE
PROGRAM OF SPECIFIC
EXERCISES FOR ADOPTION
OF INITIAL READING AND
WRITING WITH THE PUPILS
OF A REGULAR PRIMARY
SCHOOL
A11 QUALITY OF LIFE AND
QUALITY OF SUPPORT
POSTER SESSION
17:30 – 19:00
THEME SESSIONS 5
A15 VOCATIONAL
REHABILITATION AND
EMPLOYMENT
36
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Detaljan program Full Programme
FRIDAY 28 SEP
THE VENUE: Faculty of Education and Rehabilitation Sciences
SYMPOSIUM
9:30 – 11:00
THEME
SESSIONS 1
ORAL
PRESENTATION
WORKSHOP
POSTER
D
MOTOR DISORDERS,
CHRONIC DISEASES
AND ART THERAPIES
E
HEARING IMPAIRMENTS
F
G
VISUAL IMPAIRMENTS BEHAVIORAL DISORDERS
D1 MOTORIC
DISTURBANCIES,
CHRONIC DISEASES,
SOPHROLOGY AND
COMPLEMENTARY
ARTS THERAPIES: NEW
APPROACHES
E1 HEARING LOSS AS A
CONSEQUENCE OF
NOISE POLLUTION – A
MULTIDISCIPLINARY
VIEW OF THE PROBLEM
AND PREVENTION
OPTIONS
F1 INCLUSIVE
EDUCATION AND
REHABILITATION
OF PERSONS
WITH VISUAL
IMPAIRMENTS
G1 CHALLENGES IN
RESEARCHING
RESILIENCE OF
CHILDREN AND YOUTH
E2 DIVERSE TOPICS
F2 NEW
ACHIEVEMENTS
IN THE
DEVELOPMENT
OF PROGRAMS OF
EDUCATON AND
REHABILITATON
OF VISUALLY
IMPAIRED PEOPLE
G3 DILEMAS AND
CHALENGES
OF TEACHER’S
PROFFESSION IN
EDUCATION OF PUPILS
WITH BEHAVIORAL
PROBLEMS
F3 OPEN THE
CREATIVITY OF
BLIND PEOPLE!
G5 EVIDENCE-BASED
PREVENTION
PROGRAMS IN CROATIA
11:15 – 12:45 D2 APPLIED
THEME
COMPLEMENTARY
APPROACHES IN
SESSIONS 2
EDUCATION AND
REHABILITATION
14:00 – 15:30 D3 APPLIED
COMPLEMENTARY
THEME
SESSIONS 3
APPROACHES IN
EDUCATION AND
WORKSHOP
REHABILITATION
SESSION 1
E3 LANGUAGE AND
DEVELOPMENT:
INSIGHTS FROM SIGN
LANGUAGE RESEARCH
15:45 – 17:15 POSTER SESSION
THEME
SESSIONS 4
POSTER
SESSION
POSTER SESSION
G2 PREVENTION IN LOCAL
COMMUNITY
G4 RESTORATIVE JUSTICE
G6 PEER VIOLENCE
AMONG YOUNG
PEOPLE
G7 PEER INFLUENCE AND
ADOLESCENT’S WELL
BEING
G8 PREVENTION OF RISK
BEHAVIOURS IN YOUNG
PEOPLE
POSTER SESSION
17:30 – 19:00
THEME
SESSIONS 5
WORKSHOP
SESSION 2
G10 DEVELOPMENT
OF CHILDREN’S
SOCIO-EMOTIONAL
COMPETENCIES:
IMPLEMENTATION
OF PATHS-RASTEM
PROGRAM
G11 TREATMENT
INTERVENTION FOR
YOUTH
37
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Full Programme
FRIDAY 28 SEP
THE VENUE: Faculty of Education and Rehabilitation Sciences
SYMPOSIUM
9:30 – 11:00
THEME
SESSIONS 6
WORKSHOP
SESSION 3
ORAL
PRESENTATION
WORKSHOP
POSTER
A
INCLUSIVE EDUCATION
AND REHABILITATION
B
CRIMINOLOGY,
PENOLOGY
AND VICTIMOLOGY
C
SPEECH LANGUAGE
PATHOLOGY
G
BEHAVIORAL DISORDERS
A16 HUMAN RIGHTS IN
HEALTH CARE,UK
B10 GUIDED READING
PROGRAMS IN
TREATMENT OF
PERPETRATORS OF
CRIMINAL OFFENSES
C6 COMMUNICATION,
LANGUAGE AND
SYNDROMES
G12 YOUTH PROBLEM
IN CONTEMPORARY
SOCIETY
B11 TREATMENT AS AN
ALTERNATIVE TO
INCARCERATION:
WHAT WORKS FOR
PEOPLE WHO HAVE
ID WHO OFFEND?
11:15 – 12:45 A17 ALTERNATIVES TO
RESTRAINT, UK
THEME
SESSIONS 7
WORKSHOP
SESSION 4
G13 CHARACTERISTICS
OF BENEFICIARIES
AND
PROFESSIONALS
G14 POTENTIALS OF
MENTORING IN
PROFESIONAL
AND LIFE CONTEXT
ABSTRACT
G15 PREVENTION OF
VIOLENCE AMONG
CHILDREN – „STOP!”
12:45 – 13:30
38
CLOSING
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Theme Sessions details
THEME SESSIONS 1
SEP 28, 9:30 – 11:00
A1
MENTAL HEALTH OF PERSONS WITH
INTELLECTUAL DISABILITIES AND AUTISM
Abstract S-19
Room P6
Symposium Chairs: Milivoj Kramarić &
Snježana Sekušak-Galešev
Psychiatric disorders among
institutionalized intellectual disabled
patients – experiences in Montenegro
Jovo Djedović, Zorica Barać-Otašević,
Kristina Bećir, Radmila Perišić,
Milica Vukotić, Aleksandar Tomčuk
Epidemiological study for the
situation of psychiatric patients with
intellectual disabilities in Skopje,
Macedonia
Goran Ajdinski, Acka Tuševska,
Aleksandra Karovska, Angelika
Keškinova, Ljiljana Trpčevska
The assessment of some mental health
components in pupils with autistic
spectrum disorders and pupils with
intellectual disabilities
Rea Fulgosi-Masnjak, Dragana Mamić,
Ivana Sladić Kljajić
Mental health problems and quality
of life of adults with intellectual
disabilities
Snježana Sekušak-Galešev,
Milivoj Kramarić, Vinkoslav Galešev
B1
DRUG-RELATED SURVEYS IN THE GENERAL
POPULATION AND IN SPECIFIC TARGETED
GROUPS IN THE REPUBLIC OF CROATIA
Abstract S-4
Room P3
Symposium Chair: Dijana Jerković
The results of scientific research
project “Substance use among the
general population in Croatia” related
to the use of illicit drugs
Renata Glavak Tkalić
Presentation of the results of the
project „Distribution and price of
illegal drugs in Croatia“
Dalibor Doležal
New trends in psychoactive substances
consumption – experiences and results
of the on-line pilot-survey
Valentina Kranželić, Dijana Jerković
Familial and psychosocial developmental
features of female drug addicts
Jadranka Ivandić Zimić
MOTORIC DISTURBANCIES, CHRONIC
DISEASES, SOPHROLOGY AND
COMPLEMENTARY ARTS THERAPIES:
NEW APPROACHES
Abstract S-23
D1
Room P8
Symposium Chair: Miroslav Prstačić
Evaluation of the project
Developmental integrational
programmes for early intervention
and pilot project „Early intervention
in the family“
Ines Joković Oreb, Renata Pinjatela
Assessment of visual art experiences
and their potential applications in
diagnostics, creative and art-therapy
Dunja Pivac
Art/expressive psychotherapy and
sophrology in the analysis of coping
mechanisms in child with malignant
disease
Damir Miholić, Miroslav Prstačić,
Branko Nikolić
Using of the dance and movement in
the concept of arts-therapies
Renata Martinec
Creativity and the brain
Tomislav Breitenfeld, Darko Breitenfeld,
Miroslav Prstačić
HEARING LOSS AS A CONSEQUENCE OF NOISE
POLLUTION – A MULTIDISCIPLINARY VIEW OF
THE PROBLEM AND PREVENTION OPTIONS
Abstract S-11
E1
Room P10
Symposium Chair: Luka Bonetti
Noise health effects
Robert Trotić
Technical aspects of noise generation,
propagation and noise abatement
measures
Kristijan Jambrošić
Prevention of noise induced hearing loss
Luka Bonetti
39
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
G1
CHALLENGES IN RESEARCHING RESILIENCE OF
CHILDREN AND YOUTH
Abstract S-18
Room P9
Moderator: Ljiljana Pintarić Mlinar
Difficulties in conceptualization and
operationalisation the phenomenon of
resilience
Ivana Maurović
Resilience in families of children with
Down syndrome
Kristina Kranjčević
Abstract U-76
Research across cultures and contexts:
Development of the Child and Youth
Resilience Measure
Linda Liebenberg
Family interest structure
Ljiljana Pintarić Mlinar,
Daniela Bratković
Abstract U-131
Challenges in researching local
community resilience
Arijana Mataga Tintor
Is early childhood intervention (ECI)
in Croatia really an early one?
Draženka Blaži, Lana Šramek,
Marina Vidačić, Alma Džanović,
Katarina Rumiha
Abstract U-117
INCLUSIVE EDUCATION
Room P7
Moderator: Ljiljana Igrić
Literary contributions to Inclusion
Davor Piskač, Vjekoslava Jurdana
Abstract U-75
Model of intervention for students
with learning difficulties in Slovenia
Lidija Magajna, Marija Kavkler,
Milena Kosak Babuder
Abstract U-94
Inclusive education of pupils with
developmental disabilities in the
Republic of Macedonia
Natasha Chichevska-Jovanova,
Daniela Dimitrova-Radojichich
Abstract U-69
Inclusion education in Albania and
law
Zhulieta Demi
Abstract U-149
Visibly invisible
Tanja Opačak
Abstract U-126
40
A3
Room P6
Symposium Chair: Ivana Maurović
Building resilience in a children’s
home: results from an action research
project
Stan Houston
A2
LEARNING DISABILITIES, INTELLECTUAL
DISABILITIES & AUTISM SPECTRUM DISORDERS
Fine motor skills and language
disorders in preschool children – the
age and gender effects
Haris Memisevic, Selmir Hadzic,
Saudin Hodzic
Abstract U-103
Responsibility for their own learning –
the student’s voice
Aud Torill Meland
Abstract U-99
PENOLOGY
Room D6
Moderator: Milko Mejovšek
Evaluation of intervention programs
in criminology
Milko Mejovšek
Abstract U-95
Steps toward awareness growth and
emotional strength: testing the effects
of stages treatment program on overall
inmates’ quality of life in federal
prison
Avdi S. Avdija
Abstract U-159
Probationers and prison-bound
offenders in an electronically
monitored home detention program:
A comparative study
Sudipto Roy
Abstract U-158
B2
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Attitudes of Croatian citizens toward
probation
Slobodan Uzelac, Radojka Kraljević
Abstract U-34
Changes in behavioural and family
features of juveniles assigned to
rehabilitation centre (1996-2011)
Nikolina Kolić, Miroslav Mihoci,
Irma Kovčo Vukadin
Abstract U-116
C1
SPEECH AND VOICE
Attitudes of students of helping and
non-helping professions towards
employed visually impaired persons
Jelena Pensa Galian, Marlena Plavšić
Abstract U-83
PREVENTION IN LOCAL COMMUNITY
Room MLJET
Moderators: Emica Farago &
Ana Bonetti
Room P1
G2
Moderators: Josipa Bašić & Josipa Mihić
Subjective evaluation of voice quality
in teachers with vocal fatigue and
those without it
Gordana Kovačić, Emica Farago
Abstract U-88
Community readiness for prevention
of risk behavior among children and
youth – comparison between Čakovec
and Split
Sonja Grozić-Živolić
Abstract U-43
Success and importance of voice
therapy in prevention of school age
dysphonia
Iva Ključec, Natalija Bolfan-Stošić,
Ana Dembitz
Abstract U-40
Communities that care model as a
base for developing science-based
prevention in city of Split
Josipa Mihić, Toni Maglica,
Marko Doljanin
Abstract U-45
Problems in pronunciation of vowels
in first grade students
Elena Tashkova, Lidija Kamcheva
Panova, Gordana Kamcheva
Abstract U-66
Forms of risk behaviors prevention in
local community
Sonja Jarebica, Magdalena Živković
Abstract U-47
The influence of dental prostheses on
the production of fricatives
Damir Horga, Tomislav Badel,
Marko Liker, Ana Vidović
Abstract U-151
F1
Outcome of early functional vision
habilitation in children with perinatal
brain damage
Sonja Alimović
Abstract U-118
INCLUSIVE EDUCATION AND REHABILITATION
OF PERSONS WITH VISUAL IMPAIRMENTS
Room C1
Moderators: Mira Oberman-Babić &
Tina Runjić
Communities that care as a prevention
community model – dissemination
on local community: from Istria to
Čakovec and Split
Josipa Bašić, Miranda Novak,
Josipa Mihić, Sonja Grozić-Živolić
Abstract U-58
Communities that care model
applied to the council for community
prevention Čakovec
Miranda Novak, Melita Horvat
Abstract U-74
Visually impaired adolescents’ self concept
Vedrana Kobaš
Abstract U-27
Researching blindness on myself
(phenomenological inquiry)
Aksinja Kermauner
Abstract U-57
41
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
DILEMAS AND CHALENGES OF TEACHER’S
PROFFESSION IN EDUCATION OF PUPILS WITH
BEHAVIORAL PROBLEMS
THEME SESSIONS 2
SEP 28, 11:15 – 12:45
Abstract S-1
A4
INTERVENTION PROGRAMS AND STIMULATING
INCLUSIVE CULTURE IN SCHOOLS
Abstract S-14
Room P6
Symposium Chair: Ljiljana Igrić
Development of collaborative
relationships in the classroom through
the workshops with students
Anamarija Žic Ralić, Daniela Cvitković,
Natalija Lisak, Anita Žmegač
B3
Symposium Chair: Dejana Bouillet
Influence of traumatical experience
of abuse on children’s behaviour and
learning
Vesna Bilić, Vanja Saftić
Classmaster’s competencies in the
inclusive school
Jasna Kudek Mirošević
Parent-school partnership programme
in preventing behavioural disorders
among students: from planning to
evaluation
Daria Tot
Tolerance of differences from the
teachers’ perception
Zrinjka Stančić, Zdenka Pantić,
Rea Fulgosi Masnjak, Višnja Vidalina,
Barbara Kušter
Effective strategies in teaching
students with behavioral problems
Dejana Bouillet
VIOLENCE IN CROATIAN PRISON SYSTEM
Abstract S-16
Room P3
Symposium Chair: Irma Kovčo Vukadin
Doing research in prison setting –
researchers’ challenges
Irma Kovčo Vukadin, Blanka Šuljak
Violence in Croatian prison system:
results of quantitative research
Irma Kovčo Vukadin, Martina Lotar,
Martina Barić
Violence prevention programs in
prison system
Anita Jandrić Nišević,
Zoran Vlaisavljević, Damir Žeželj
42
Room P9
Some parental competencies as an
encouragement of collaborative
relationships in the classroom
Rea Fulgosi Masnjak, Ljiljana Igrić,
Natalija Lisak
Presentation and evaluation of the
programs for encouraging tolerance
in the regular elementary school
classroom
Ana Wagner Jakab, Daniela Cvitković,
Davorka Dragojević
G3
INCLUSIVE EDUCATION
Room P7
Moderator: Snježana Sekušak Galašev
Teaching assistants for children with
disabilities in the Republic of Croatia
– right or privilege?
Tanja Opačak, Lejla Osmančević Katkić
Abstract U-125
Education of students with difficulties
from the parents’ point of view
Adinda Dulčić, Katarina Pavičić
Dokoza, Koraljka Bakota, Lidija Čilić
Burušić
Abstract U-23
Teachers’ knowledge and believes
about Attention Deficit Hyperactivity
Disorder
Suzana Pulec Lah
Abstract U-84
The importance of assessment and
testing of pedagogical competence
Branka Lie
Abstract U-168
A5
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
A6
LEARNING DISABILITIES, INTELLECTUAL
DISABILITIES & AUTISM SPECTRUM DISORDERS
Room P5
Moderator: Jasmina Frey Škrinjar
Spontaneous communication and its
effectiveness in children with autism
spectrum disorders
Jasmina Stošić
Abstract U-145
Bilingualism in a child with Asperger’s
syndrome in inclusive educational
conditions
Otilia Velišek-Braško
Abstract U-18
Evaluation of changes in social
competences of adults with ASD after
placement in the community
Jasmina Frey Škrinjar, Renata Vragović
Abstract U-101
The prevalence of symptoms of
scotopic sensitivity/Meares-Irlen
syndrome in subjects diagnosed with
ADHD: Does misdiagnosis play a
significant role?
Stephen Loew, Kenneth Watson
Abstract U-156
B4
ADDICTIONS
Room D6
Moderator: Zoran Zoričić
Differences in criminal behaviour
according to addiction
Sunčica Frković, Nadica Buzina,
Mirta Vranko, Ivana Jolić,
Tihana Frković
Abstract U-157
Evaluation of treatment program for
alcohol addicts violent towards their
family members through an obligatory
court measure
Zoran Zoričić, Ivana Pražetina,
Srđan Marušić
Abstract U-161
U.S. prisoner misconduct and
co-occurring serious mental and
substance use disorders
Steven R. Wood
Abstract U-122
READING, WRITTING AND LANGUAGE
PROCESSING
C2
Room MLJET
Moderators: Mirjana Lenček &
Senka Sardelić
Prerequisites of reading and writing:
the role of phonological awareness and
letter knowledge
Jelena Kuvač Kraljević, Mirjana Lenček,
Krunoslav Matešić
Abstract U-78
Impacts of a Language/Literacy
Program in preschool classrooms
Jill Pentimonti, Laura Justice,
Anita McGinty, Andrew Mashburn
Abstract U-15
Connection of speech disorders in first
grade pupils in primary schools with
process of reading and writing acquisition
Maja Perkušić
Abstract U-50
Analysis and categorization of the
writing errors of students with dyslexia
at the end of secondary education
Sanja Fulgosi, Sanja Horvatić, Željka
Butorac
Abstract U-132
Auditory processing in children with
language impairment
Draženka Blaži, Marijana Balažinec,
Helena Obučina
Abstract U-114
The impact of professional
development on U.S. preschool
teachers’ responsivity strategy use and
children’s language outcomes
Shayne B. Piasta, Laura M. Justice,
Sonia Q Cabell
Abstract U-4
APPLIED COMPLEMENTARY APPROACHES IN
EDUCATION AND REHABILITATION
D2
Room P8
Moderators: Ines Joković Oreb &
Renata Martinec
The time involvement of the mothers
of children with difficulties in their
daily activities
Dajana Bulić, Ines Joković Oreb,
Branko Nikolić
Abstract U-172
43
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
The effect of early intervention programs
on child with neurodevelopmental risks
Tomislav Ljutić, Ines Joković Oreb,
Branko Nikolić
Abstract U-171
Relation between the Gross Motor
Function Classification (GMFCS) and
Manual Ability Classification (MACS)
in children with cerebral palsy
Jelena Špionjak, Jasminka Gagula,
Zvonko Majstorović
Abstract U-62
Development of oralmotor skills in
children exposed to tube feeding in
early childhood
Sonja Alimović, Ana Katušić,
Marijana Konkoli Zdešić
Abstract U-21
The process of lateralization of upper
extremities in children with neurorisk
symptoms
Zdenka Dimić, Ana Šečić,
Martina Šunić,
Valentina Matijević-Mikelić
Abstract U-68
Role of assistive and rehabilitation
technology in improving the quality of
life of people with disabilities
Renata Pinjatela, Miroslav Prstačić
Abstract U-173
E2
DIVERSE TOPICS
Room P10
Moderator: Marina Milković
Predictors of academic achievement
of students with speech and language
difficulties and hearing impaired
students
Adinda Dulčić, Katarina Pavičić
Dokoza, Koraljka Bakota,
Lidija Čilić Burušić
Abstract U-22
Prevalence of socioemotional
difficulties of deaf and hard-ofhearing children in Croatia
Ninoslava Kuhn
Abstract U-150
Quality of life of deafblind, deaf and
blind persons
Ivona Salaj, Daniela Bratković,
Branko Nikolić
Abstract U-144
44
Factors contributing to the English
language performance of deaf children
on a bilingual educational setting:
home language
Iva Hrastinski, Ronnie Wilbur
Abstract U-81
Acquisition of the sign language and
spoken/written language for hearingimpaired children at pre-school
educational establishments in Latvia
Inamora Zaiceva
Abstract U-162
A comparison of speech audiometry,
considering word lists in the standard
Croatian language and Chakavian
dialect
Irena Mikulaco, Višnja Pilepić,
Ivica Pavičić Donkić
Abstract U-60
NEW ACHIEVEMENTS IN THE DEVELOPMENT
OF PROGRAMS OF EDUCATON AND
REHABILITATON OF VISUALLY IMPAIRED
PEOPLE
Room C1
Moderators: Tina Runjić &
Vjekoslav Mršić
Friend attachment in a group of youth
with visual impairments
Dragana Stanimirović, Luka Mijatović
Abstract U-77
Do we really know everything about
deaf blind communication?
Sanja Tarczay, Ivona Salaj
Abstract U-63
Establishing Standards for the
habilitation training (mobility,
orientation and independence skills)
of specialists, working with children
and young people (CYP) with visual
needs: the UK National Quality
Standards
Karl Wall
Abstract U-147
Comparing programmes of
standards–based habilitation
(mobility, orientation and
independence skills) training for
habilitation specialists: training in
England and Scotland
Karl Wall, Janis Sugden
Abstract U-148
F2
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
G4
RESTORATIVE JUSTICE
Room P1
Moderators: Anja Mirosavljević &
Gabrijela Ratkajec Gašević
Restorative justice and new juvenile
justice legislation in Bosnia and
Herzegovina
Vildana Vranj
Abstract U-56
Strengthening of juvenile justice in
Bosnia and Herzegovina: application
of alternative measures
Elmedin Muratbegović
Abstract U-91
Challenges related to the action
evaluation research of out of court
settlement for the youth in conflict
with the law
Anja Mirosavljević
Abstract U-100
The challenges of researching behavior
changes within the youth with
behavior problems
Gabrijela Ratkajec Gašević
Abstract U-124
THEME SESSIONS 3
SEP 28, 14:00 – 15:30
A7
Correlation between difficulties cited
by students and their adjustment to
college
Anita Vulić-Prtorić, Lucija Mičić
FEMALE CRIME
Abstract S-13
Room P3
Symposium Chair: Anita Jandrić Nišević
Female crime in Croatia: trends and
structure
Irma Kovčo Vukadin
Experience of risk in perspective
of young females in Bedekovčina
residential treatment
Ivana Jeđud Borić
Some characteristics and treatment
needs of female offenders in
Penitentiary for women in Požega
Anita Jandrić Nišević,
Radovan Tatalović, Ksenija Vuković
Specificity of female criminal
offenders forensically expertised at the
Department for forensic psychiatry
of the University psychiatric hospital
Vrapce
Ivana Jolić, Nadica Buzina,
Mirta Vranko, Sunčica Frković,
Tihana Frković,
Ljiljana Mikšaj-Todorović
STUDENTS WITH DISABILITIES: IN ACADEMIC
ENVIRONMENT
EARLY COMMUNICATION: ASSESMENT AND
INTERVENTION
Abstract S-5
Abstract S-17
Room P6
Symposium Chair: Marta Ljubešić
Perception of higher education
teaching process accessible to students
with disabilities
Andrea Fajdetić, Lelia Kiš-Glavaš,
Natalija Lisak
Theory of mind in infancy and
preschool age: developmental changes
and relation to language development
Marina Kotrla Topić, Marija Šakić
Depressive symptoms and academic
functioning of university students
Ivanka Živčić-Bećirević,
Sanja Smojver-Ažić,
Tamara Martinac-Dorčić,
Jasminka Juretić, Ines Jakovčić
C3
Room MLJET
Symposium Chair: Lelia Kiš-Glavaš
Perception of opportunities for the
students with disabilities to meet the
requirements of study programs
Lorena Franjkić, Lelia Kiš-Glavaš,
Valentina Novak
B5
Parents in the assessment of early
communication: partners or biased
observers?
Maja Cepanec, Sanja Šimleša
Alternative and augmentative
communication in early intervention
Jasmina Ivšac Pavliša, Marta Ljubešić,
Janja Klasić, Željka Car, Marin Vuković
May speech and language intervention
be provided as a web-based support?
Marta Ljubešić, Sonja Lulić
45
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
E3
LANGUAGE AND DEVELOPMENT: INSIGHTS
FROM SIGN LANGUAGE RESEARCH
Abstract S-22
What happens to the deaf brain if it
doesn’t get early sign language?
Ronnie Wilbur, Evie Malaia
Sign-speech bilingualism in hearing
and deaf children with cochlear
implants
Deborah Chen Pichler
HZJ linguistics research – what do we
know after 10 years?
Marina Milković
Bilingual-bicultural education
Iva Hrastinski
No interpreting is better than bad
interpreting – what a deaf person
expects from the interpreter?
Ljubica Pribanić
EVIDENCE-BASED PREVENTION PROGRAMS
IN CROATIA
Abstract S-7
Room P9
Symposium Chair: Josipa Bašić
Evidence - based prevention programs
– why are they important?
Josipa Bašić
Effectiveness of PATHS-RASTEM
program in school conditions
Miranda Novak, Josipa Mihić, Josipa
Bašić
Effectiveness of preschool PATHSRASTEM program implementation in
Croatian kindergartens
Josipa Mihić, Miranda Novak,
Josipa Bašić
Prevention program unplugged –
challenges of effectiveness evaluation
Martina Ferić Šlehan, Valentina
Kranželić, Martina Lotar, Neven Ricijaš
Public health approach in
implementation of evidence-based
prevention programs in Primorsko Goranska County
Darko Roviš
46
Room P7
A8
Room P10
Symposium Chair: Ljubica Pribanić
G5
INCLUSIVE EDUCATION
Moderator: Zrinjka Stančić
Analysis of achievement on the
specific concepts and skills within the
adapted
biology exam
Zrinjka Stančić, Sanja Horvatić,
Natalija Ćurkovć
Abstract U-133
Achievement an integration of
students with and without special
educational needs (SEN) in the fifth
grade
Markus Gebhardt, Mathias Krammer,
Susanne Schwab, Peter Rossmann,
Barbara Gasteiger-Klicpera
Abstract U-142
Facing the challenges of inclusion – A
Survey of social integration and social
behavior of students with and without
SEN in an integrative school system
Susanne Schwab, Markus Gebhardt,
Barbara Gasteiger-Klicpera
Abstract U-141
„Individualization” in education, a
necessity of education for children
with special needs
Ambera Duka, Ermira Tati
Abstract U-170
QUALITY OF LIFE AND QUALITY OF SUPPORT
Room P5
Moderator: Snježna Sekušak-Galešev
Student’s self-esteem in special and
regular primary schools
Anica Brzovska Zlatevska,
Vilma Anastasova Petreska
Abstract U-28
Quality of life of people with
intellectual disabilities Croatia
Marko Buljevac, Zdravka Leutar
Abstract U-30
Self determination in the daily lives
of people with intellectual disabilities
using community based supported
housing services
Bojana Rozman, Daniela Bratković
Abstract U-130
A9
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Inducing children’s’ development with
therapy dog – a case study
Sanja Kobešćak, Tea Selaković,
Lucija Katalenić
Abstract U-16
B6
CORRECTIONAL STAFF
Room D6
Room P1
Violence among children in schools
Oliver Bačanović, Nataša Jovanova
Abstract U-59
Probation officers’ perception of work
in Croatia
Neven Ricijaš, Snježana Maloić,
Saša Rajić
Abstract U-110
The effect of emotional exhaustion
on prison employees’ personal
accomplishment and job satisfaction
in the maximum and medium security
prisons
Avdi S. Avdija
Abstract U-163
Normative and institutional
preconditions for achieving safety in
schools (research on safety in secondary
schools in the City of Skopje)
Iskra Akimovska Maletic,
Bogdanco Gogov, Aleksandar Ivanov
Abstract U-87
Locus of control, personnel in
penitentiary institutions, professional
accomplishment
Tihana Novak, Ljiljana MikšajTodorović, Maja Mladineo
Abstract U-164
Residential peer cultures and bullying
in adolescent residential care: A
qualitative study
Ivana Sekol
Abstract U-107
Inmates’ violence toward prison staff –
a qualitative approach
Tihana Novak, Vladimira Žakman Ban
Abstract U-169
APPLIED COMPLEMENTARY APPROACHES IN
EDUCATION AND REHABILITATION
Room P8
Moderators: Damir Miholić &
Tomislav Breitenfeld
Education and rehabilitation by
forest’s synergy
Matunori Nara, Zhao Xiaoyi
Abstract U-9
The elements of art therapy in
rehabilitation after cerebrovascular insult
Vesna Šerić, Ines Jokovi Oreb,
Ana Šečić
Abstract U-67
Universal Design for Learning koncept multimedijalnog učenja
Ivana Macokatić, Margareta Vidmar,
Ana Katušić
Abstract U-7
G6
Moderators: Ivana Sekol & Nataša Vlah
Attitudes towards desirable behavioral
styles in social conflicts and levels
of behavioral disorders among
adolescents in Zenica, Bosnia and
Hercegovina
Nataša Vlah
Abstract U-8
Moderator: Neven Ricijaš
D3
PEER VIOLENCE AMONG YOUNG PEOPLE
THEME SESSIONS 4
SEP 28, 15:45 – 17:15
STUDENTS WITH DISABILITIES: SOME
ACTIVITIES REALIZED AS A PART OF TEMPUS
EDUQUALITY PROJECT
Abstract S-6
A10
Room P6
Symposium Chair: Lelia Kiš-Glavaš
Environmental accessibility of the
faculties of the University of Zagreb
Elizabeta Haničar, Natalija Vrbas,
Lelia Kiš-Glavaš
Leisure time of students with
disabilities at University of Zagreb
Romana Đuričić, Roman Baštijan,
Zrinka Udiljak-Bugarinovski,
Damir Miholić
Evaluation of the course Peer Support
Students with Disabilities - what we
have learned so far
Lelia Kiš-Glavaš, Martina Ferić Šlehan,
Valentina Kranželić, Natalija Lisak
47
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8th International Scientific Conference Research in Education and Rehabilitation Sciences
Training of teaching, professional
and administrative staff at Croatian
universities as a measure of equating
opportunities for students with
disabilities – evaluation results
Lelia Kiš-Glavaš, Valentina Kranželić,
Martina Ferić Šlehan, Martina Lotar
G7
PEER INFLUENCE AND ADOLESCENT’S
WELL BEING
Abstract S-2
Room P9
Symposium Chair: Marija Lebedina
Manzoni
Symptoms of depression and anxiety
in adolescence
Anita Vulić Prtorić
Attachment and self-disclosure to
friend and life satisfaction in late
adolescence
Marina Taslak, Željka Kamenov
Peer pressure in adolescence
Marija Lebedina Manzoni
Different approaches to measuring
susceptibility to peer pressure
Martina Lotar
A11
QUALITY OF LIFE AND QUALITY OF SUPPORT
Room P7
Moderator: Anamarija Žic Ralić
Socioeconomic status of the families
with children with intellectual
disability
Angelka Keskinova,
Natasha Chichevska-Jovanova,
Goran Ajdinski
Abstract U-44
Influence of financial wellbeing on
quality of life in family with children
with disabilities
Anamarija Žic Ralić, Natalija Lisak
Abstract U-112
The impact of values and interaction
with community on quality of life in
family with disabilities
Daniela Cvitković, Ana Wagner-Jakab
Abstract U-113
The role of social support for families
of children with disabilities
Marina Milić Babić
Abstract U-51
48
Parental perception of own child
disabilities and counseling procedures
Ljiljana Igrić, Dragana Veldić
Abstract U-90
PREVENTION OF RISK BEHAVIOURS IN YOUNG
PEOPLE
G8
Room P1
Moderators: Mirjana Radetić-Paić &
Krunoslav Borovec
Situational crime prevention as
integrated part of community-based
prevention
Krunoslav Borovec
Abstract U-55
Constructive use of time as a
protective factor in the development
of behavior disorders with primary
school age children
Mirjana Radetić-Paić
Abstract U-5
Prevention of violence in secondary
schools in Macedonia
Marina Malis Sazdovska, Dragana Batic,
Snežana Mojsoska
Abstract U-85
Tolerance among young people of
Bosnia and Herzegovina as a positive
development outcome of multicultural
way of life
Edina Vejo, Azemina Durmić
Abstract U-38
Scale of self-assessment of social
behavior of adolescents
Nataša Vlah, Darko Lončarić,
Sanja Tatalović Vorkapić
Abstract U-39
THEME SESSIONS 5
SEP 28, 17:30 – 19:00
TEAM CO-OPERATION BETWEEN
PROFESSIONALS TOWARDS QUALITY AND
COMPREHENSIVE ASSESSMENT
Abstract S-3
Room P6
Symposium Chair: Tatjana Petrović
Sladetić
Assessment of functional vision
Sonja Alimović, Tatjana Petrović
Sladetić, Snježana Seitz
A13
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Special education and rehabilitation
assessment
Marijana Konkoli Zdešić,
Ana Validžić Požgaj
Assessment of communication skills
Korunić Diana
Occupational therapy assessment in
child’s early developmental age
Dubravko Jurišić
Early physiotherapic assessment of
children
Gagula Jaminka, Špionjak Jelena
G10
DEVELOPMENT OF CHILDREN’S
SOCIO-EMOTIONAL COMPETENCIES:
IMPLEMENTATION OF PATHS-RASTEM
PROGRAM
Abstract S-8
Room P9
Symposium Chair: Josipa Bašić
Characteristics and elements
of preschool PATHS-RASTEM
curriculum
Josipa Mihić, Miranda Novak,
Josipa Bašić
Implementation of preschool PATHSRASTEM program in Croatia experiences from practice
Miranda Novak, Josipa Mihić,
Josipa Bašić, Željka Božić
Key components of school PATHSRASTEM curricula
Miranda Novak, Josipa Bašić,
Josipa Mihić
Implementation of PATHS-RASTEM
in school context: PATHS-RASTEM
in Elementary school Oton Iveković
Zagreb
Josipa Mihić, Miranda Novak,
Josipa Bašić, Saša Radenić
Role of school counselor social
educator in the implementation of
PATHS-RASTEM program in school
Ljiljana Samardžić
A14
HUMAN RIGHTS AND ETHICAL ISSUES
Room P58
Moderator: Snježna Sekušak-Galešev
The role of media in reporting about
people with disabilities
Slađana Marković Stojanović
Abstract U-97
Inclusion or illusion? Children with
disabilities in residential care in
Bosnia and Herzegovina and Bulgaria
Majda Becirevic, Monica Dowling
Abstract U-53
Specificity of providing health care
services in social care – beneficiary as
a patient
Gordana Milanović
Abstract U-111
Developing a responsive curriculum in
Albanian day cares
Oriola Hamzallari
Abstract U-115
Vision for transformation of
institutions through the process of
deinstitutionalization
Samiha Hodžić, Muris Salčinović
Abstract U-137
VOCATIONAL REHABILITATION AND
EMPLOYMENT
A15
Room P7
Moderator: Rea Fulgosi Masnjak
Attitudes of the secondary school
teachers and pupils attending final
grades toward the employment of
persons with disabilities on the open
labour market
Martina Boričić, Rea Fulgosi Masnjak
Abstract U-129
Reliability and concurrent validity of
the „Reading-free Vocational Interest
Inventory“ in adolescents and adults
with intellectual disabilities
Anastasia Alevriadou,
Sofia Anastasiadou,
Despoina Damianidou
Abstract U-134
Adolescents with developmental
disabilities and their expectations
from future
Magdalena Perić, Lejla Osmančević
Katkić, Rea Fulgosi Masnjak
Abstract U-98
Attitudes of citizens toward people
with disabilities in comparison with
European Union and Croatia
Ivan Leutar, Tanja Penava, Maja Nižić,
Zdravka Leutar
Abstract U-52
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8th International Scientific Conference Research in Education and Rehabilitation Sciences
B8
MENTAL DISORDERS AND CRIME
Abstract S-12
Room P3
Symposium Chair: Nadica Buzina
Mental illnes and crime in the United
States
Marina Stanić, Douglas Harvey
Psychopathic structure of
schizophrenic criminal offenders
Nadica Buzina, Ljiljana MikšajTodorović, Vlado Jukić
Phenomenology of crime in the prewar, wartime and postwar period
considering the suspicion of the
existence of mental disorder in
offenders
Nadica Buzina, Mirta Vranko,
Sunčica Frković, Ivana Jolić,
Tihana Frković
Developmental conditions and the age
of commitment from the first offense
in subjects diagnosed with a mental
disorder
Mirta Vranko, Nadica Buzina,
Sunčica Frković, Ivana Jolić,
Tihana Frković, Ljiljana
Mikšaj-Todorović
B9
CRIMINALITY
Room D6
Moderator: Phyllis Gesternfeld
Official statistics, public opinion
surveys and corruption (white collar)
related criminal offence reporting in
the daily press in Croatia
Goran Bubaš
Abstract U-106
Hate crime in Croatia and the United
States: a comparison of problems and
solutions
Phyllis Gersternfeld
Abstract U-20
Violent crime in minors in the
Republic of Macedonia
Zoran Kitkanj, Melita MilevskaBogatinova
Abstract U-154
Careers in crime
Dalibor Doležal
Abstract U-29
50
The continuity in bullying behaviors
Tajana Ljubin Golub, Irma Kovčo
Vukadin
Abstract U-136
TREATMENT INTERVENTION FOR YOUTH
Room P1
G11
Moderators: Antonija Žižak &
Gabrijela Ratkajec Gašević
Siblings in alternative care
Stephan Sting
Abstract U-37
Analysis of implementation of the
obligatory inclusion into individual or
group psychosocial treatment within
the youth counseling service in the
City of Zagreb
Gabrijela Ratkajec Gašević,
Martina Čarija, Ivana Maurović,
Andreja Radić, Lucija Sabljić,
Kristina Starčević, Snježana Šalamon
Abstract U-123
Research informed guidelines for
developing model of intervention for
children and youth with behaviour
problems
Antonija Žižak, Ivana Jeđud Borić,
Nivex Koller Trbović, Ivana Maurović,
Anja Mirosavljević,
Gabrijela Ratkajec Gašević
Abstract U-108
THEME SESSIONS 6
SEP 29, 9:30 – 11:00
GUIDED READING PROGRAMS IN TREATMENT
OF PERPETRATORS OF CRIMINAL OFFENSES
Abstract S-10
Room P3
Symposium Chair: Željka Bagarić
Reading as transference – theoretical
frame of transformational and
therapeutic effect of reading
Iva Žurić
Evaluation of guided reading program
with prisoners
Tjaša Obal
The prison library as a social learning
environment
Judith Jordet
B10
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Guided reading program with inmates
as a model of special rehabilitation
program in Croatia
Željka Bagarić,
Ljiljana Mikšaj-Todorović
C6
COMMUNICATION, LANGUAGE AND
SYNDROMES
Room MLJET
Moderators: Draženka Blaži &
Jelena Kuvač Kraljević
Do problems in autistic spectrum
occur around age of three?
Ivana Opačak, Draženka Blaži,
Natalija Kovač Gornji
Abstract U-119
Expressive abily children with Down
syndrome and childern with Williams
syndrome
Višnja Pranjić, Diana Arapović
Abstract U-102
An intervention program related to
reading development - a case study of
a child with Williams syndrome
Anastasia Alevriadou, Eleni Griva,
Maria Massi
Abstract U-104
Adaptation and application of
Kentucky Aphasia Test in assessment
of language functions in people with
aphasia
Marija Vlahović,
Martina Vuković Ogrizek,
Marina Brcković
Abstract U-61
G12
YOUTH PROBLEM IN CONTEMPORARY
SOCIETY
Room P9
Challenges in participating on
the„Youth in action“ program
Sretna Vrdoljak-Roguljić, Ada Reić
Abstract U-109
Sports betting of adolescents:
gambling intensity, experience of
winning and cognitive distortions
Dora Dodig, Neven Ricijaš,
Valentina Kranželić, Aleksandra Huić
Abstract U-128
CHARACTERISTICS OF BENEFICIARIES AND
PROFESSIONALS
Moderators: Dora Dodig &
Ivana Maurović
Preschool teacher’s perceived
competence in handling challenging
behaviors of children
Kathleen Beaudoin, Sanja Skočić Mihić,
Darko Lončarić
Abstract U-86
The perceived importance of child
characteristics and foster parent
readiness to foster a child from
specific category
Maja Laklija
Abstract U-19
Determinants of job (dis)satisfaction
of helping and non-helping
professionals
Dora Dodig, Ivana Maurović,
Željka Kamenov
Abstract U-121
Leisure time and marital satisfaction
Aleksandra Huić, Željka Kamenov,
Ted Huston
Abstract U-26
Moderators: Neven Ricijaš &
Valentina Kranželić
The relationship between institutional
care with personality characteristics
and scholastic achievement of students
Edita Maretić, Joško Sindik
Abstract U-80
Problems of youth with low education
level
Martina Horvat
Abstract U-36
G13
Room P1
THEME SESSIONS 7
SEP 29, 11:15 – 12:45
POTENTIALS OF MENTORING IN PROFESIONAL
AND LIFE CONTEXT ABSTRACT
Abstract S-21
G14
Room P9
Symposium Chair: Ivana Jeđud Borić
University-sponsored school-based
mentoring programs that target
at-risk youth: a glimpse of studentmentors’ experiences and challenges
Abu Karimu Mboka
51
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Gender issues in mentoring children
at risk: perspective of mentors
included in program „Mentors in
community“
Marija Komar
Social mentoring from the perspective
of social mentor working in centers for
social welfare
Ivana Jeđud Borić
What kind of professional support
teacher mentors need?
Vlasta Vizek Vidović, Antonija Žižak
52
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8th International Scientific Conference Research in Education and Rehabilitation Sciences
Workshop session details
WORKSHOP SESSION 1
SEP 28, 14:00 – 15:30
F3
WORKSHOP SESSION 4
SEP 29, 11:15 – 12:45
OPEN THE CREATIVITY OF BLIND PEOPLE!
Workshop coordinator / facilitator:
Tereza Axmanova
Abstract R-5
Room P7
A17
Workshop coordinator / facilitator:
Zara Clarke
Abstract R-1
PREVENTION OF VIOLENCE AMONG
CHILDREN – “STOP!”
WORKSHOP SESSION 2
SEP 28, 17:30 – 19:00
C5
ALTERNATIVES TO RESTRAINT
Room C1
G15
Room P1
PRESENTATION OF THE PROGRAM OF
SPECIFIC EXERCISES FOR ADOPTION OF
INITIAL READING AND WRITING WITH THE
PUPILS OF A REGULAR PRIMARY SCHOOL
Room MLJET
Workshop coordinator: Sonja Jarebica
Workshop facilitators: Sonja Jarebica,
Sunčica Trgovac & Magdalena Živković
Abstract R-4
Workshop coordinator / facilitator:
Cecilija Hranilović
Abstract R-6
WORKSHOP SESSION 3
SEP 29, 9:30 – 11:00
A16
HUMAN RIGHTS IN HEALTHCARE
Room P6
Workshop coordinator:
Richard Whitehead
Workshop facilitators:
Richard Whitehead & Beth Greenhill
Abstract R-3
B11
TREATMENT AS AN ALTERNATIVE TO
INCARCERATION: WHAT WORKS FOR
PEOPLE WHO HAVE ID WHO OFFEND?
Room D6
Workshop coordinator / facilitator:
Nigel Beail
Abstract R-2
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8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Poster session details
The posters will be presented on Friday September 28th at the Faculty of Education and
Rehabilitation Sciences, room PLITVICE. Posters should be mounted from 8 – 9:30 am according to assigned panel number. Authors should present their posters according to the programme.
POSTER SESSION
SEP 28, 15:45 – 17:15
Access to social services for elder
people in Serbia
Vladimir Ilić
Abstract P-69
Panel No. 1
Counseling for children with
difficulties in development and persons
with disabilities “Velika Gorica”
Verica Krajnović, Suzana Babić,
Ivanka Mijić
Abstract P-6
Panel No. 2
Early manifestations of anxious
depression disorder in pre-school
children with intellectual disabilities
Nenad Glumbić, Branislav Brojčin,
Mirjana Đorđević
Abstract P-7
Panel No. 3
Differences in foster parents
perception of quality of life and social
support according to their experience
of fostering children with disabilities
Maja Laklija, Marina Milić Babić,
Marko Buljevac
Abstract P-29
Panel No. 10
Inclusion of children with autism
spectrum disorders – the role of
shadow teacher
Jasmina Stošić, Natalija Vrbas,
Jasmina Frey-Škrinjar
Abstract P-35
Panel No. 11
Person centered planning support
for student with an autistic spectrum
disorders - case study
Ljiljana Umićević
Abstract P-9
Panel No. 4
The discrepancy between assessment
and behavior of a child with autism
spectrum disorders in regular
preschool setting
Jasmina Stošić, Ana Wagner Jakab,
Tihana Novak
Abstract P-38
Panel No. 12
Assessment of some components of
social and emotional development in
preschool children with disabilities
Maja Petković, Rea Fulgosi-Masnjak
Abstract P-10
Panel No. 5
Highly structured program with
environmental support for a boy with
autistic spectrum disorder
Žarka Klopotan
AbstractP-47
Panel No. 13
Partnership in inclusive education
Sadeta Zečić
Abstract P-11
Panel No. 6
Transformation of the center for
autism in the community support
services
Ivica Dokleja
Abstract P-50
Panel No. 14
Ageism: experiences of older people
Jelena Verić, Silvia Rusac, Ana Štambuk
Abstract P-12
Panel No. 7
Impact of therapeutic riding on life
quality of persons with intellectual
disabilities
Jasna Lesički, Dragana Blažević
Abstract P-26
Panel No. 8
54
Oral health status in adults with
intellectual disabilities
Dunja Zagoršćak, Lea Grüngold,
Daniela Bratković, Ilija Škrinjarić
Abstract P-28
Panel No. 9
Assessment of students’ needs for
support throughout their studies
Marina Ajduković, Blaženka Divjak,
Nataša Jokić-Begić, Valentina Kranželić,
Ivan Rimac, Deniza Drusany
Abstract P-55
Panel No. 15
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Pathways Project
Senada Halilčević, Snježana Kanjir,
Ivana Kramarić
Abstract P-60
Panel No. 16
Programme evaluation: “Future
schoolers group“
Sandra Matijević
Abstract P-52
Panel No. 24
Intermittent treatment of perpetrators
of violence with measure of
mandatory psychiatric treatment
Dubravka Stijačić, Sanja Jelić,
Lana Mužinić
Abstract P-37
Panel No. 17
Drug abuse prevention program
„Unplugged“ – needs assessment of
elementary school children
Martina Ferić Šlehan, Valentina
Kranželić, Neven Ricijaš, Martina Lotar
Abstract P-56
Panel No. 25
Violent inmates behaviour and
apply the means of coercion at the
penitentiary in lepoglava in the period
2007 - 2011.
Zoran Vlaisavljević, Svjetlana Brlić,
Zvonko Jurčec
Abstract P-39
Panel No. 18
Research about the risk of violence and
drug abuse as the base line for creation
of the school prevention program
Martina Horvat
Abstract P-70
Panel No. 26
Student’s stereotypes about female
crime victims
Martina Lotar, Jelena Jaček,
Irma Kovčo Vukadin
Abstract P-62
Panel No. 19
Family empowerment for quality
leisure time as a factor of prevention
risk behaviors
Gordana Berc i Slavica Blažeka Kokorić
Abstract P-66
Panel No. 20
Preventive campaigns: student
communication project campaign for
mental health promotion
Josipa Mihić, Miranda Novak,
Alma Čakmazović, Josipa Bašić
Abstract P-4
Panel No. 21
Internalized problems in children with
attention deficit and hyperactivity
Nina Brkic, Spela Golubovic, Ivan
Jerkovic
Abstract P-34
Panel No. 22
Educational neglect and behaviour
disorders
Gordana Buljan Flander, Dora Kralj,
Nikolina Škrlec
Abstract P-41
Panel No. 23
Voice characteristics and nasality at
children with cleft lip and palate
Anka Zorić, Jasminka Novačić
Abstract P-14
Panel No. 27
Centre for Rehabilitation of the Faculty
of Education and Rehabilitation
Sciences - 15 years together
Jasmina Ivšac Pavliša, Maja Peretić,
Natalija Vrbas
Abstract P-15
Panel No. 28
High correlation between vocabulary
and verbal working memory with
early literacy skills – does it stand for
children with SLI?
Jelena Kuvač Kraljević, Karolina Ščapec
Abstract P-18
Panel No. 29
Presentation of dichotic words test
Mladen Heđever, Branko Nikolić,
Andrea Fabijanović
Abstract P-19
Panel No. 30
Differences in self-estimation of life
quality in patients with different forms
of alaryngeal speech
Natalija Bolfan-Stošić,
Tamara Živković-Ivanović
Abstract P-20
Panel No. 31
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Teaching AAC method and its
influence on improvement of
communication skills and quality of
life – case study
Ružica Magušić, Ljilja Ivanković
Abstract P-21
Panel No. 32
Impairment of auditory phonological
analysis in patients with Wernicke’s
Aphasia: ERP study
Karolina Lice, Martina Vuković-Ogrizek,
Marijan Palmović
Abstract P-49
Panel No. 41
Electroglottographic voice analysis in
adult men who stutter
Irena Zovko Prpić
Abstract P-22
Panel No. 33
Vocal fatigue in kindergarten
educators and schoolteachers
Natalija Bolfan-Stošić, Janja Klasić
Abstract P-64
Panel No. 42
Examination of auditory processing in
children with Speech-in-noise test
Mladen Heđever, Ana Bonetti, Ana Bilić
Abstract P-24
Panel No. 34
Dance and music therapy in
rehabilitation of children with special
needs
Sadeta Zečić, Ivana Gojmerac,
Merima Čaušević
Abstract P-63
Panel No. 43
Voice self-assessment of teachers
and kindergarten teachers by Voice
Handicap Index
Ana Bonetti, Boris Šimunjak, Martina
Fojtik
Abstract P-27
Panel No. 35
Verbotonal method in the treatment
of stuttering – fairy tale dramatization
Maja Vincek, Darija Hercigonja
Salamoni
Abstract P-33
Panel No. 36
The influence of shyness and
vocabulary on scholastic achievement
Andrea Milevčić Malenica,
Sofija Nađvinski
Abstract P-36
Panel No. 37
Correlation between working memory
and auditory processing in children
with difficulties in speech and
language communication
Jelena Gligora Segedi, Vlatka Šaronja
Abstract P-44
Panel No. 38
A robot as an aid in interactive
communication
Vesela Milankov, Špela Golubović
Abstract P-45
Panel No. 39
Manual symbols in communication
with children with multiple
disabilities
Mara Vekić, Marina Milković,
Ljubica Pribanić
Abstract P-46
Panel No. 40
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Motor functioning of people with
multiple sclerosis
Ivana Sretenović
Abstract P-5
Panel No. 44
Teaching students to plan the
therapeutic process using threedimensional expressive
art media
Dalibor Kiseljak, Dijana Škrbina
Abstract P-8
Panel No. 45
Self-assessment of quality of life of
children with motor disabilities in
preschool age
Renata Pinjatela, Hana Sinanović,
Ivana Jandroković
Abstract P-17
Panel No. 46
Early developmental program of
children with West syndrome and
multiple disabilities
Helena Strsoglavec, Ines Joković Oreb,
Renata Pinjatela
Abstract P-25
Panel No. 47
Majewski osteodysplastic primordial
dwarfism type II
Alma Džanović, Vanja Lakovnik,
Mia Masnjak
Abstract P-32
Panel No. 48
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Creative movement and Art therapy
in Ozana
Mira Kliček
Abstract P-57
Panel No. 49
Genitive singular noun skills in
hearing impaired secondary school
students
Sandra Bradarić-Jončić, Ivona Radić,
Renata Möhr Nemčić
Abstract P-16
Panel No. 50
Nonmanual marking of adjectives in
Croatian Sign Language
Iva Korunek, Anet Marcaš,
Marina Milković
Abstract P-42
Panel No. 52
Motivation in learning Croatian sign
language (HZJ)
Renata Möhr Nemčić, Sandra BradarićJončić
Abstract P-61
Panel No. 53
What does the PPVT-III-HR tell us
about receptive vocabulary of deaf
adults?
Ljubica Pribanić, Mladen Heđever,
Marina Milković, Anamaria Mikšić,
Maja Farkaš
Abstract P-54
Panel No. 51
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Sažeci plenarnih izlaganja
Plenary lecture abstracts
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Kelley Johnson
University of Bristol, UK
Inkluzivna istraživanja: “Od istraživanja o nama do istraživanja s nama”
Inclusive research: “From research about us to research with us”
This is a real adventure
Doing research.
Taking photos
Drinking coffee
Being a great team.
(Gerald Minogue, self advocate 2007)
Gerald Minogue was one of a number of people with intellectual disabilities in the Republic of Ireland
who has become involved in doing research about issues that are important to him and to other people with
intellectual disabilities. In this plenary address I will explore how he and others became involved in doing
research, what it meant to them and how it has developed over the past three years. There are many different
ways of ‘doing research with us, rather than about us’ which is sometimes called inclusive research. In this
address I will explore some of the different models that have been developed. As with any new approach
there are some frequently asked questions about inclusive research. These include: Why involve people with
intellectual disabilities as researchers? What is my role as an ‘academic researcher’ in doing inclusive research?
What does being a researcher mean to people with intellectual disabilities? What effect does it have on the
quality of the research? My plenary address will explore these questions using a national inclusive research
project in the Republic of Ireland to show how inclusive research can be both powerful for those involved
in it and can lead to broader social change. The key note address will also look at some of the problems that
we met in Ireland and how we tried to solve them.
Laura Justice
Ohio State University, USA
Profiliranje ranih vještina pismenosti u djece s posebnim potrebama:
ključni mehanizam za ranu intervenciju kod teškoća čitanja
Profiling the Emergent Literacy Skills of Young Children with Disabilities:
A Key Mechanism to Early Intervention for Reading Problems
Emergent literacy skills represent the earliest foundation of reading development. Children with welldeveloped emergent literacy skills tend to develop into strong readers, whereas children with limited emergent literacy skills are susceptible to future reading problems. Children with disabilities exhibit reliable
profiles of emergent literacy skill, with about one-half of children having a profile characterized as high risk.
Importantly, there was many empirically validated ways to improve the emergent literacy skills of children
with disabilities, including those with a high risk profile. Several key strategies are described here, including
print referencing during shared reading and dramatic play.
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Linda Liebenberg
Resilience Research centre at Dalhousie University, Halifax, Kanada
Njegovanje otpornosti kod ranjive djece i mladih: uloga sustava osjetljivih
na potrebe djece i mladih
Fostering resilience in vulnerable youth: The role of responsive services
Using a mixed-methods study, the Pathways to Resilience Research Program explores youth interaction
with multiple services. The project aims to understand the place of resilience processes in the interaction of
risk, service use and positive outcomes, establishing a better understanding of pathways within and through
service systems. In this design, resilience is understood ecologically, implicating those mandated to help
(social workers, psychologists, educators, etc.) in the process of intervening. Drawing on quantitative and
qualitative data from the study, this presentation will review how schools can promote the resilience processes
in the lives of youth. As will be shown, vulnerable learners, delinquent youth, children with mental health
challenges, and youth marginalized because of their race or abilities, can find at school the resources they
need to overcome adversity and fully engage with their families and communities.
Josipa Bašić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Educationa and Rehabilitation Sciences, Croatia
Socijalno-emocionalno učenje – Pozitivan razvoj i prevencija rizičnih
ponašanja djece i mladih
Najprirodnije okruženje za pozitivan razvoj djece i mladih je svakako škola i školsko okruženje. Škole se
moraju reformirati tako da učine napore i istovremeno usmjere pažnju na socijalno-emocionalne probleme i
barijere učenju koje postoje kod mnogih učenika. Rezultati istraživanja ukazuju da će škole biti najuspješnije
u svojoj misiji obrazovanja kada integriraju napore prema promoviranju dječjeg akademskog, socijalnog i
emocionalnog učenja. Veliki broj učenika ne može se fokusirati na učenje dok se prethodno ne usmjeri prema
njihovim socijalnim i emocionalnim potrebama. Socijalno i emocionalno učenje definira se kao: usvajanje
i prikladno upotrebljavanje interpersonalnih vještina i vještina rada u malim grupama (prepoznavanje,
upravljanje i izražavanje emocija); internalizacija prosocijalnih stavova i vrijednosti potrebnih za postizanje
ciljeva, rješavanje problema, emocionalnu uključenost u učenje i rad te uspjeh u školi i kroz život. Ključne
komponente programa socijalno emocionalnog učenja i stjecanja socijalno-emocionalnih kompetencija su:
Samo-svjesnost; Socijalna svjesnost; Odgovorno donošenje odluka; Samoupravljanje; Upravljanje odnosima.
Njihova implementacija odvija se na mnoge načine i tako postaju upotrebljivi kao sveobuhvatni programi
promocije pozitivnog razvoja djece i prevencije poremećaja u ponašanju i rizičnih ponašanja djece i mladih.
U plenarnom predavanja osim uvođenja u područje socijalno-emocionalnog učenja bit će prikazani neki
naši i svjetski programi, njihova implementacija u Hrvatskoj te dokazi njihove učinkovitosti na pozitivan
razvoj i prevenciju rizičnih ponašanja djece i mladih.
Social and emotional learning – Positive development and
prevention of children and youth’s risk behaviors
The most natural environment for positive development of children and youth is definitely school and its
environment. Schools need to be reformed in order to make an effort and focus attention on social-emotional
problems and barriers in learning that most children have. The research results show that schools will be successful in their education mission when they integrate their efforts to the promotion of children’s academic,
social and emotional learning. A large number of pupils cannot focus on learning before focusing previously
on their social and emotional needs. Social and emotional learning is defined as: acquisition and adequate
implementation of interpersonal skills and working skills in small groups (recognition, management and
expression of emotions); internalization of prosaically attitudes and values needed for goals achievement,
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problem solving, emotional engagement in learning, work and school and life success. Key competencies of
social-emotional learning and development of social-emotional competencies program are: Self-awareness,
Social-awareness, Responsible decision making, Self-management, Relationship management. Their implementation is conducted in many ways and in thus they become usable as promotion programs of positive
development of children and behavior disorders and risk behavior prevention of children and youth. In
plenary lecture, except from introduction to the area of social-emotional learning, some of our local and
world’s programs will be talked about, as well as their implementation in Croatia and the evidence of their
effectiveness on positive development and prevention of risk behavior of children and youth.
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Sažeci simpozija
Symposia abstracts
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Voditeljica simpozija/Symposium chair: Dejana Bouillet
Sveučilište u Zagrebu, Učiteljski fakultet, Hrvatska
Univesity of Zagreb, Faculty of Teacher Education, Croatia
E-mail: [email protected]
S-1
DILEME I IZAZOVI UČITELJSKE PROFESIJE U OBRAZOVANJU
UČENIKA S PROBLEMIMA U PONAŠANJU
Suvremeni propisi koji uokviruju hrvatski odgojno-obrazovni sustav (poglavito Zakon o odgoju i obrazovanju u osnovnim i srednjim školama) nedvosmisleno upućuju na potrebu sustavnog pristupa posebnim
potrebama učenika s problemima u ponašanju. Radi se o učenicima koji su u odgojnom smislu izuzetno
izazovni pa iziskuju specifične kompetencije njihovih odgojitelja i učitelja. Pitanje je, međutim, koliko su i kako
pozitivne intencije zakonodavca uistinu implementirane u praksi i postoje li u hrvatskim školama kadrovski
uvjeti za njihovu provedbu. Poznato je, naime, da unatoč brojnim teškoćama u socijalnom i akademskom
funkcioniranju, učenici s problemima u ponašanju često ostaju bez pravovremene socijalno-pedagoške podrške i pomoći. Istovremeno, učitelji koji se osjećaju kompetentnima za obrazovanje učenika s problemima u
ponašanju su prava rijetkost. Ipak, učitelji imaju važnu ulogu u prevenciji, ali i tretmanu odgojno-obrazovnih
teškoća koje proizlaze iz problema u ponašanju učenika. Stoga učitelji ostaju nezaobilazni sudionici socijalnopedagoških procesa, osobito u dijelu koji se odnosi na obrazovanje učenika kojima su ti procesi usmjereni.
U tom smislu, simpozij ima dva cilja. Prvi je cilj ukazati na potrebu osnaživanja profesionalnih kompetencija učitelja za obrazovanje učenika s problemima u ponašanju, imajući u vidu tri osnovne skupine
sudionika toga procesa – učenike, učitelje i roditelje. Drugi je cilj raspraviti probleme pedagoške prakse
usmjerene učenicima s problemima u ponašanju. Tako će u simpoziju biti prikazani rezultati novijih hrvatskih i svjetskih istraživanja koji daju znanstveno uporište za promišljanje pedagoške prakse koja bi u većoj
mjeri bila prilagođena posebnim potrebama učenika s problemima u ponašanju. Posebna pozornost bit će
posvećena nedorečenostima u provedbi preventivnih i tretmanskih aktivnosti koje podrazumijevaju sudjelovanje učitelja, a bez kojih učenici s problemima u ponašanju u školskom okruženju ne mogu biti uspješni.
DILEMMAS AND CHALLENGES OF TEACHERS PROFESSION IN
EDUCATION OF PUPILS WITH BEHAVIORAL PROBLEMS
Recent prescriptions which frame Croatian educational system (especially Low about education in elementary and secondary schools) unambiguously indicate the need of methodical approach to special needs
of students with behavioural problems. It is about students which in educational sense are exceptionally
challenges and therefore they require specific competence of their educators and teachers. The question is,
however, how many and how those positive legislator’s intentions are indeed implement in a practice and if in
the Croatian schools exist staff ’s condition for its implementation. It is known, particularly, that, although of
numerous difficulties in social and academic functioning, students with behavioural problems are often rested
without duly socio-pedagogical support and help. In the same time, teachers which have a feeling that they are
competent for education of students with behavioural problems are really curiosity. Nevertheless, teachers have
an important role in the prevention, as well as in the treatment of educational difficulties which derive from
problems in the students’ behaviour. Therefore teachers remain unavoidable participants of socio-pedagogical
processes, especially in the part which concern the education of students to who those processes are directed.
This effect, the symposium has two aims. The first one is to point out the need to strengthen a teacher’s
professional competences for the education of students with behavioural problems, having a view of three
basic groups of those processes – students, teachers and parents. The second aim is to discuss problems of
pedagogical practice which is directed to students with behavioural problems. In such a manner, in symposia
will be presented results of more recent Croatian and world researchers which give scientifically base for
deliberation of pedagogical practice which would be more adapted to the special needs of students with
behavioural problems. A special attention will be dedicated to vagueness in the implementation of preventive
and treatment activities which imply teachers’ participation, whereas students with behavioural problems in
schools environment cannot be successful.
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Prezentacija 1/ Presentation 1
Vesna Bilić1, Vanja Saftić2
1
Sveučilište u Zagrebu, Učiteljski fakultet, Hrvatska
Univesity of Zagreb, Faculty of Teacher Education, Croatia
2
Klinika za Pedijatriju, Klinički Bolnički Centar Sestre Milosrdnice, Zagreb, Hrvatska
Clinic Hospitals Center “Sestre Milosrdnice’’, Zagreb, Croatia
Utjecaj traumatskih iskustava zlostavljanja na ponašanje i učenje djece
Cilj ovog izlaganja je analizirati kako zlostavljanje izaziva promjene u mozgu i utječe na ponašanje i učenje
djece. Visoke razine straha i intenzivnog stresa koje su posljedica kronične i/ili višestruke izloženosti djece
zlostavljanju, rezultiraju povećanim razinama kortizola, koji se izlučuje pod utjecajem osovine hipotalamushipofiza-nadbubrežna žlijezda (HPA). U procesu koji se naziva toksični stres dolazi do poremećaja uspostavljanja sinaptičkih veza, što za posljedicu ima promjenu citoarhitektonike u ciljnim regijama (hipokampus,
amigdala i prefrontalni korteks). U tim regijama mozga izostaje fiziološki proces migracije i integracije, te
uspostava asocijativnih veza. Disfunkcija tih sustava i struktura negativno utječe na regulaciju emocionalnih reakcija, izaziva promjene u percepciji sebe i drugih te u razumijevanju i tumačenju događaja. Stoga su
zlostavljana djece, u odnosu na svoje nezlostavljane vršnjake, u većem riziku za razvoj a) internaliziranih
(povlačenje, depresivnost) i b) eksternaliziranih (ljutnja, impulzivnost, neprijateljstvo, agresivnost) problema u ponašanju. Rana traumatska iskustva zlostavljanja doprinose i negativnim ishodima u adolescenciji
(neuspjeh i napuštanje škole, ovisnosti, rizično spolno ponašanje).
Prepoznavanje procesa koji su u podlozi problema, omogućava učiteljima da razumiju ponašanje i razloge
zbog kojih se pojavljuje, no da bi mogli kvalitetno pomoći ovoj skupini djece potrebne su im specifične kompetencije: a) prepoznavanja i reagiranja na individualne potrebe zlostavljanih učenika; b) primjena specifičnih
strategija poučavanja (strukturirana nastava, definiranje ciljeva i očekivanog ponašanja, primjereni zadaci s
mogućnošću izbora, aktivno uključivanje učenika) c) dosljedno vođenje i proaktivan pristup, d) savjetovanje
učenika i poticanje njihovog napretka i uspjeha.
Influence of traumatic experience of abuse on children’s behaviour and learning
The aim of this presentation is to analyse how abuse causes changes in the brain and affects behaviour and
learning in children. The high levels of fear and intense stress which are the result of chronic and/or multiple
exposures of children to abuse, result in increased levels of cortisol being produced under the influence of
the hypothalamic-pituitary-adrenal gland (HPA). In the process known as toxic stress, a disturbance occurs
in the establishment of synaptic connections, which results in changes in the cytoarchitecture in the entire
region (the hippocampus, the amygdala and the prefrontal cortex). In these regions the physiological process
of migration and integration may be lacking, including the establishment of associative connections. The
dysfunction of these systems and structures has a negative effect on the regulation of emotional reactions, and
causes changes in a child’s perception of himself and others, and in understanding and interpreting events.
As a result abused children are at higher risk than their non-abused peers of a) internalized (withdrawal,
depression) and b) externalized (anger, impulsiveness, hostility, aggressiveness) behavioural problems. Early
traumatic experience of abuse also contributes to negative outcomes in adolescence (failure in and abandoning school, dependency/addiction and risky sexual behaviour).
The recognition of the processes which are at the root of the problems enables teachers to understand
behaviour and reasons why it occurs, but in order to give quality assistance to this group of children, they
need specific competencies: a) recognition and timely reactions to the individual needs of abused pupils; b)
the use of specific teaching strategies (structured lessons, defined goals and expected behaviour, appropriate tasks with the possibility of choice, active inclusion of the pupil); c) consistent leading and a proactive
approach, d) counselling of the pupil and encouraging their progress and success.
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Prezentacija 2/Presentation 2
Jasna Kudek Mirošević
Osnovna škola Dragutina Tadijanovića, Zagreb, Hrvatska
Elementary School “Dragutin Tadijanović” Zagreb, Croatia
Kompetencije razrednika u inkluzivnoj školi
Domaći i svjetski dokumenti u području obrazovanja ističu značaj odgojno-obrazovne inkluzije, usmjeravajući se pritom na afirmaciju vrijednosti učenika na svim područjima njegova razvoja, kao i na usmjeravanje učitelja na što je moguće češće korištenje metode iskustvenog učenja u obrazovanju. Ove smjernice
su iznimno važne jer je poznato da se odgojno-obrazovne potrebe učenika s teškoćama kvantitativno i
kvalitativno razlikuju od odgojno-obrazovnih potreba njihovih vršnjaka. Ta se različitost reflektira na proces obrazovanja kroz povezivanje i usklađivanje općih i posebnih sadržaja, metoda, oblika i sredstava rada
učitelja. Navedeno nije moguće postići bez odgovarajućih profesionalnih kompetencija učitelja za ostvarivanje uspješnog edukacijskog uključivanja svih učenika u redovite razredne odjele. Naglasak se stavlja na
kompetencije koje učitelji moraju posjedovati kako bi znali i osjećali se sigurnima u izgrađivanju osobne i
profesionalne sposobnosti potrebne za uočavanje i tretiranje raznolikih ponašanja njihovih učenika. S time
u vezi, cilj ovoga izlaganja je provjera stvarnih kapaciteta učitelja za realizaciju zakonom propisanih prava
učenika u prevenciji i tretmanu odgojno-obrazovnih teškoća koje proizlaze iz problema u ponašanju učenika.
Tema rada će se razraditi na primjeru jedne zagrebačke škole u kojoj je provedeno istraživanje o procjenama
kompetencija učitelja-razrednika za rješavanje ponašajnih problema od strane njihovih učenika. U istraživanju su sudjelovali učenici predmetne i razredne nastave Osnovne škole Dragutina Tadijanovića. Rezultati
upućuju na zaključak da učenici različito procjenjuju kompetentnost razrednika za rješavanje ponašajnih
teškoća učenika, poglavito kada se radi o razrednicima predmetne i razredne nastave.
Classmaster’s competencies in the inclusive school
Domestic and international documents in the field of education emphasize the importance of educational inclusion, focusing on the recognition of the value of students in all areas of its development, as well
as guidance to teachers as often as possible using the methods of experiential learning in education. These
guidelines are extremely important because it is known that the educational needs of students with disabilities
are quantitatively and qualitatively different from the educational needs of their peers. This difference reflects
the process of education through networking and coordination of general and specific contents, methods
and forms of teacher’s work. The above cannot be achieved without adequate professional competence of
teachers to achieve a successful educational inclusion of all students in regular classes. Emphasis is placed on
the competencies that teachers must possess in order to know and to feel safe in the building personal and
professional skills necessary for the identification and treatment of various behaviors of their students. In this
connection, the aim of this presentation is to check the actual capacity of teachers to implement the statutory
rights of students in the prevention and treatment educational difficulties arising from problems in student’s
behavior. Topic work will elaborate on the example of an elementary school in Zagreb where the research was
conducted on competency testing of teachers-classmasters to solve behavioral problems by their students.
The study involved students from lower and higher classes of the elementary school “Dragutin Tadijanović”.
Results suggest that students variously estimated classmaster’s competence to deal with behavioral problems
of students, especially when it comes to classmasters from lower and higher classes.
Prezentacija 3/Presentation 3
Daria Tot
Sveučilište u Zagrebu, Učiteljski fakultet, Zagreb, Hrvatska
University of Zagreb, Faculty of Teacher Education, Zagreb, Croatia
Projekti partnerstva škole i roditelja u prevenciji poremećaja
u ponašanju učenika: od planiranja do evaluacije
Činjenica da roditeljstvo ima značajnu ulogu u socijalnom ponašanju djeteta ukazuje na to koliko je
roditelj važan čimbenik za društvo u cjelini u smislu prevencije mnogih aktualnih socijalnih problema
(Westman, 1998) pa tako i poremećaja u ponašanju.
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Projekti partnerstva škole i roditelja u suvremenoj znanosti i praksi najčešće su temeljeni na potrebi
pedagoškog obrazovanja roditelja s ciljem podizanja razine njihove pedagoške kompetentnosti (Maleš,
1995; Fine i Wardle, 2001; Sirridge, 2001), ali i na nedostatnim prilikama i mogućnostima za uključivanje
roditelja u funkcioniranje škole (NCREL, 1996; Mastro i Grenz Jalloh, 2005) kao i (ne)sudjelovanju roditelja
u aktivnostima vezanim za školu (Epstein i Sheldon, 2002; Epstein i Salinas, 2004).
U okviru takvih projekata moguće je planirati i realizirati programe s ciljem pronalaženja i primjene
različitih oblika i načina suradnje s roditeljima u cilju razvijanja partnerskih odnosa. To znači otvaranje škole
prema roditeljima te senzibiliziranje roditelja za suradnju. Neka područja za postavljanje kriterija i indikatori
na temelju kojih se utvrđuje inicijalno stanje i evaluira rad mogu biti: Komunikacija škole i obitelji; Podrška
roditeljstvu; Uključivanje roditelja u proces učenja; Uključivanje roditelja u aktivnosti u školi; Uključivanje
roditelja u donošenje odluka.
Parent-school partnership programme in preventing behavioural
disorders among students: from planning to evaluation
The fact that parenting has a significant part in a child’s social behaviour implies that a parent is an important factor for the society as a whole in the terms of preventing many current social problems (Westman,
1998) hence behavioural disorders.
Parent-school partnership projects in the contemporary science and practice are very often based on the
need to pedagogically educate parents in order to raise their pedagogical competence (Maleš, 1995; Fine and
Wardle, 2001; Sirridge, 2001), as well as on the insufficient opportunities and possibilities of involving parents
into the school work (NCREL, 1996; Mastro and Grenz Jalloh, 2005) and also on parent (non)participation
in the activities related to school (Epstein and Sheldon, 2002; Epstein and Salinas, 2004).
Within the framework of these projects it is possible to plan and realize programmes with the aim of
finding and implementing different means and ways of cooperation with parents in order to develop the
partnership. This means school should open up towards parents and make them more perceptive for mutual
cooperation. Some of the areas for setting the criteria and indicators for determining the preliminary state
and evaluation of work can be: School- Family Communication; Parenting Support, Parent Involvement into
the Learning Process; Parent Involvement into the School Activities; Parent Involvement into the Decision
Making.
Prezentacija 4/Presentation 4
Dejana Bouillet
Sveučilište u Zagrebu, Učiteljski fakultet, Zagreb, Hrvatska
University Of Zagreb, Faculty of Teacher Education, Zagreb, Croatia
Djelotvorne strategije u podučavanju učenika s problemima u ponašanju
Poznato je da je stjecanje akademskih vještina presudno za obrazovanje svih učenika, pa i za one s problemima u ponašanju. Potonja skupina učenika, međutim, u pravilu ima probleme u razvijanju prijateljstava,
s uspostavljanjem zadovoljavajućih vršnjačkih odnosa, u komunikaciji s roditeljima, učiteljima i drugim
odraslim osobama. Zbog nepostojanja djelotvornih strategija koje bi tim učenicima pomogle u prepoznavanju i obuzdavanju problema u ponašanju, često im je teško postići uspjeh. Štoviše, autori se slažu da su
akademska postignuća i socijalno ponašanje međusobno recipročno povezani, pri čemu neuspjesi u jednom
području često vode problemima u drugom području (Kauffman, 2001). Na primjer, Stevans i Lingo (2005)
pišu o ozbiljnim kvantitativnim pokazateljima koji ukazuju na znatne razlike u problemima obrazovanja
učenika koji manifestiraju i onih koji ne manifestiraju probleme u ponašanju. Stoga ne iznenađuje da mnogi
autori naglašavaju važnost korištenja znanstveno dokazanih strategija podučavanja u svim područjima obrazovanja ove osjetljive skupine učenika. Sukladno tome, razvijene su i evaluirane različite intervencije čija je
svrha preusmjeravanje problema u ponašanju i teškoća u učenju tih učenika. One se kreću na kontinuumu
od specifičnih obrazovnih intervencija (npr. mnemotehničke strategije) do širih strategija poučavanja (npr.
suradničko učenje, vršnjačka pomoć, prilagodba kurikuluma i dr.). Niesyn (2009) naglašava kako je važno
da strategije podučavanja učenika s problemima u ponašanju budu jednostavne za primjenu, da ne iziskuju
previše vremena učitelja, da budu pozitivno usmjerene, da ih učitelji doživljavaju kao djelotvorne i da su
kompatibilne okruženju u kojem se odvijaju. S time u vezi, namjera je ovog rada dati pregled empirički
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provjerenih strategija podučavanja koje učitelji mogu primijeniti u svakodnevnoj interakciji s učenicima
s problemima u ponašanju. Prikaz obuhvaća pregled literature koja se odnosi na istraživanja djelotvornih
intervencija u podučavanju učenika s problemima u ponašanju, u cilju prepoznavanja ključnih elemenata
učinkovitog procesa njihova obrazovanja i definiranja uloge učitelja u tom procesu.
Effective strategies in teaching students with behavioral problems
It is well known that acquirement of academic skills is critical to education for all students, including
those with behavioural problems. The last group of students, however, usually encounters difficulties with
developing friendships, establishing satisfactory peer relationships, and communication with parents, teachers and other adults. In absence of effective strategies that would help those students to identify and
suppress their behavioural problems, it is often difficult for them to be successful. Moreover, authors agree
that academic performance and social behaviours are reciprocally related, where a failure in one domain
often leads to failure in the other domain (Kauffman, 2001). For example, Stevens and Lingo (2005) wrote
about strong quantitative indicators regarding the magnitude of difference in the academic performance of
students with and without behavioural problems. Therefore it is not surprising that many authors stressed the
importance of using scientifically based teaching strategies in all academic education areas of that sensitive
group of students. Consequently, a variety of techniques have been developed and properly evaluated in
an attempt to remediate student’s behavioural and learning problems. These range on the continuum from
specific academic interventions (e.g. mnemonic strategies) to wider strategies of teaching (e.g. cooperative
learning, peer tutoring, direct instruction, adaptation of the curriculum etc.). Niesyn (2009) noted how it is
important that interventions are easy to implement, that they do not require too many teachers’ time, that
they are positively directed, are perceived to be effective by the teacher and compatible with the context in
which the intervention will be employed. According to that, the purpose of this paper is to give an overview
of existing empirically tested educational strategies which can be implemented by teachers in daily life interactions with students with behavioural problems. The overview includes a review of literature which refers
to researches of effective interventions in teaching students with behavioural problems, aiming to recognise
crucial elements of the efficiency of their education, as well as a definition of the teachers’ role in that process.
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S-2
Voditeljica simpozija/Symposium chair: Marija Lebedina Manzoni
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation
Sciences, Croatia
E-mail: [email protected]
VRŠNJAČKI UTJECAJ I DOBROBIT ADOLESCENATA
Simpozij se bavi vršnjačkim pritiskom, različitim komponentama ličnosti i okoline koje su s njim povezane, te nekim metodološkim dilemama koje su se javile u postupku ispitivanja vršnjačkog pritiska. Pritisak
vršnjaka možemo definirati kao utjecaj na pojedinca da nešto ne/učini bez obzira želi li to (Clasen i Brown,
1985).
Rana adolescencija je razdoblje u kojem je vršnjački pritisak najsnažniji. Individualne karakteristike same
osobe mogu adolescenta činiti više ili manje podložnim na utjecaj vršnjaka. To se u prvom redu odnosi na
anksioznost i depresivnost (Ginsburg, La Greca i Silverman, 1998), koje će podrobnije biti elaborirana u
prvom izlaganju.
Urberg, Luo, Pilgrim i Degirmencioglu (2003) istaknuli su kvalitetu prijateljskih odnosa kao važan čimbenik koji može utjecati na podložnost vršnjačkom pritisku. Najviše prihvaćeni vršnjaci u društvu najviše
su skloni konformiranju s prijateljima, što se povezuje s njihovim visokim vrednovanjem prijateljstva i
pripadnosti grupi. Drugo izlaganje bavit će se privrženošću prijateljima i njegovim utjecajem na kasniji
razvoj adolescenata.
U trećem izlaganju prikazani su rezultati projekta koji je obuhvatio primjenu sedam upitnika. Rezultati
jasno pokazuju kako je mlade, s obzirom na njihovu razinu podložnosti, moguće razlikovati bez obzira na
spol, a sama razina podložnosti rezultat je različito isprepletenih činioca. Pokazalo se kako je posebnu pozornost u diskriminiranju ispitanika s visokom i niskom podložnošću pritisku vršnjaka potrebno usmjeriti
prema njihovom doživljaju pritiska ( subjektivni osjećaj zbog očekivanja vršnjaka). Ključni segmenti rada
u prevladavanju negativnih aspekata vršnjačkog pritiska trebala bi se odnositi na jačanje osjećaja vlastite
vrijednosti i jačanju pozitivnog odnosa s roditeljima, osobito majkom.
Dilemama u mjerenju vršnjačkog pritiska i preporukama za daljnja istraživanja bavi se četvrto izlaganje
ovog simpozija. Pregledom literature vidljivo je kako se istraživanje vršnjačkog pritiska odvijalo u tri smjera
koja su se razlikovala s obzirom na interes istraživača i način mjerenja izučavanog konstrukta
PEER INFLUENCE AND ADOLESCENT’S WELL BEING
The symposium is speaking about peer pressure, different components of personality and environment
that are associated with it, and some methodological dilemmas that emerged in the examination procedure
of peer pressure. Peer pressure can be defined as an impact on the individual to do or not to do something,
no matter whether he likes it or not. (Clasen & Brown, 1985).
Early adolescence is a period in which peer pressure is the strongest. In the study of peer pressure it is
necessary to consider various influences and their interdependence.
Individual characteristics of the adolescent can make them more or less susceptible to peer pressure.
This is primarily related to anxiety and depression (Ginsburg, et all., 1998), which will be elaborated in the
first part of symposium.
Urberg, et al., (2003) emphasized the quality of the friendship relationships as an important factor that
can have an effect on susceptibility to peer pressure. The most accepted peers in society are the most prone to
conformation with friends, which is associated with their high valuation of friendship and group belonging.
The second work in symposium will deal with the affection to the friends and its influence to the subsequent
development of adolescents.
Third work in symposium presents the results of the project which involved the application of seven
questionnaires. The results clearly show that young people, according to level of susceptibility to peer pressure can be distinguished, regardless of gender, and level of susceptibility itself is the result of different
overlapping factors. It turned out that special attention in the discrimination of subjects with high and low
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susceptibility to peer pressure should be directed towards their perception of pressure (subjective feeling
due to peer expectations).
Dilemmas in the measurement of peer pressure, and recommendations for further research are the objective of the fourth presentation of this symposium. A review of the literature shows that research of peer
pressure was carried out in three directions that differ with respect to the interest of researchers and a way
of measuring the construct of interest.
Prezentacija 1/Presentation 1
Anita Vulić Prtorić
Sveučilište u Zadru, Odjel za psihologiju, Hrvatska
University of Zadar, Department of Psychology, Croatia
Simptomi depresivnosti i anksioznosti u adolescenciji
Simptomi depresije i anksioznosti poput tuge, umora, neobjašnjivih tjelesnih problema, teškoća sa spavanjem ili hranjenjem, strahova, vrtoglavice, socijalnog povlačenja i sl., relativno su učestali u adolescenata
u cijelom svijetu. U posljednjih desetak godina sve je veći broj mladih koji izvještavaju o tim simptomima,
a isto tako, sve je ranija dob kada se ti simptomi prvi put javljaju.
Cilj ovog rada bilo je ispitivanje pojavnosti simptoma depresije i različitih aspekata anksioznosti: separacijske, socijalne i ispitne anksioznosti, opsesivno-kompulzivnih simptoma, zabrinutosti, anksiozne osjetljivosti i tjelesnih simptoma. Za potrebe ovog rada analizirani su rezultati uzorka od 1300 adolescenata (37%
dječaka), učenika od 1. do 4. razreda srednjih škola. Analizirani su rezultati dobiveni primjenom dvije skale
za djecu i adolescente: Skalom depresivnosti (SDD, Vulić-Prtorić 2003.) i Skalom strahova i anksioznosti
(SKAD-62, Vulić-Prtorić, 2004).
Analiza rezultata napravljena je na razini simptoma depresivnosti i anksioznosti, te sindroma (klastera
simptoma anksioznosti), s obzirom na spol i dob ispitanika. Na razini ukupnog rezultata, te pojedinih simptoma, anksioznost i depresivnost su značajno učestaliji među adolescenticama. Posebno je analiziran nalaz
prema kojem se depresivni i anksiozni simptomi značajno povećavaju nakon dobi 13-14 godina, te da nakon
te dobi djevojke pokazuju značajan porast u broju simptoma. U slijedećem koraku, analizirana je priroda
povezanosti između anksioznosti i depresivnosti, također u odnosu na spol i dob ispitanika. Izračunati su
Pearsonovi koeficijenti korelacije na razini ukupnih rezultata, te pojedinih aspekata anksioznosti. Pokazalo
se da postoje različiti obrasci povezanosti u uzorcima muških i ženskih ispitanika. Ovi nalazi su obrazloženi
s obzirom na specifične psihološke aspekte adolescencije.
Symptoms of depression and anxiety in adolescence
Symptoms of depression and anxiety such as sadness, tiredness, psychosomatic problems, sleep and eating
problems, fear, dizziness, fainting, social withdrawal, etc. are common in adolescents throughout the world. Number
of youngsters with these complaints has increased over the last decade, while the age of onset has decreased.
The aim of this study was to examine the symptoms of depression and different aspects of anxiety symptoms:
separation anxiety, social anxiety, test anxiety, obsessive-compulsive symptoms, worry, anxiety sensitivity, somatic
symptoms. For the purposes of the present study we concentrate on the community sample of 1300 adolescents
(37% males), aged 14 to 18 years. Age groups were formed according to the school class subjects were attending.
Results on two questionnaires for children and adolescents were analyzed: The Depression Scale (SDD,
Vulić-Prtorić, 2003) and The Fear and Anxiety Scale (SKAD-62, Vulić-Prtorić, 2004). Data were analyzed on
symptom and syndrome cluster level, as well as according to age and gender differences. The total depression and anxiety scores were significantly higher in females. On the depression and anxiety symptom level
the differences were found, as well. The finding that shows incline in depressive and anxiety symptoms with
increasing age, with the point between age 13 and 14 when girls start showing a marked increase in prevalence of depression and anxiety symptoms corresponds with previous studies. In next step, the relationships
between this two construct are analyzed according to age and gender. The Pearson correlation coefficients
were calculated between anxiety and the depression total score, as well between subscale scores. The different gender patterns of relationships between these two constructs were found. The findings are discussed
according to specific psychological aspects of adolescence.
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Prezentacija 2/Presentation 2
Marina Taslak¹, Željka Kamenov²
¹Sveučilište u Zagrebu, Filozofski fakultet, Hrvatska
University of Zagreb, Faculty of Humanities and Social Sciences, Croatia
²Sveučilište u Zagrebu, Filozofski fakultet, Hrvatska
University of Zagreb, Faculty of Humanities and Social Sciences, Croatia
Važnost privrženosti i samootkrivanja prijatelju/ici za
zadovoljstvo životom u kasnoj adolescenciji
Iako se prijateljski odnos pokazao najznačajnijim bliskim odnosom u razdoblju srednje adolescencije,
njegova je važnost u kasnoj adolescenciji mnogo manje istraživana. U odnosu na to razvojno razdoblje, istraživački je fokus prvenstveno bio usmjeren na ljubavne odnose, no u posljednje se vrijeme sve više ispituje
važnost prijateljstva u cjeloživotnoj perspektivi. Pritom se, s porastom dobi, važnijom od broja, tj. količine
prijatelja pokazala kvaliteta prijateljskog odnosa. Različiti su istraživači kvalitetu prijateljskih odnosa operacionalizirali na brojne načine, pri čemu su se privrženost i samootkrivanje istaknuli kao ključni indikatori.
Cilj ovog istraživanja je ispitati određuju li privrženost i samootkrivanje prijatelju/ici zadovoljstvo životom u
kasnoj adolescenciji. Na uzorku od 219 dijada prijatelja/ica primijenjena je Modifikacija Inventara iskustava
u bliskim vezama (Kamenov i Jelić, 2003), Revidirana skala samootkrivanja (Wheelees i Grotz, 1976) te Skala
zadovoljstva životom (Penezić, 2002). Sudionici u dobi od 18 do 25 godina sudjelovali su u istraživanju zajedno sa svojim najboljim prijateljem/icom, te je uzorak podijeljen na tri vrste dijada: muško-muške dijade
(27%), muško-ženske dijade (26%) te ženske dijade (47%).
Regresijskom analizom utvrđeno je u kojoj mjeri vlastite i prijateljeve/prijateljičine dimenzije privrženosti te vlastito i prijateljevo samootkrivanje doprinose objašnjenju zadovoljstva životom. Provedeno dijadno
istraživanje omogućilo je cjelovitiju spoznaju o relevantnim doprinosima pojedinih odradnica kvalitete
prijateljskog odnosa, ispitavši ne samo ulogu vlastitih obilježja i ponašanja u odnosu, nego i ulogu obilježja i
ponašanja prijatelja. Važnost pojedinih prediktorskih varijabli, kao i postotak objašnjenja varijance kriterija,
razmotreni su ovisno o spolnim sastavima dijada. Dobiveni nalazi doprinose boljem razumijevanju važnosti
kvalitete prijateljskih odnosa za subjektivnu dobrobit muškaraca i žena na pragu odrasle dobi.
Attachment and self-disclosure to friend and life satisfaction in late adolescence
Although friendship seems to be the most important close relationship during middle adolescence, its
importance in late adolescence hasn’t been studied as thoroughly. As for the latter development period,
romantic relationships seem to get the most scientific attention. Lately, the importance of friendship in
life span perspective is becoming a matter of high interest. What has been shown as more important than
the mere number i.e. the quantity of friends, is the quality of friendship. It has been described and measured differently by numerous researchers, but attachment and self-disclosure came out as key indicators
of friendship quality. The aim of this study was to test whether attachment and self-disclosure to the friend
determine life satisfaction in late adolescence. In the study, which included 219 dyads of friends, Modified
Version of the Experiences in Close Relationship Inventory (Kamenov and Jelić, 2003), The Revised Scale
of Self-Disclosure (Wheelees and Grotz, 1976) and Life Satisfaction Scale (Penezić, 2002) were applied.
Participants aged between 18 and 25 took part in the study together with their best friends, and the sample
was divided in three subgroups, according to the dyad type: male-male dyads (27%), male-female dyads
(26%) and female-female dyads (47%).
Regression analyses have shown the degree of participation of individual’s and friend’s attachment dimensions, as well as individual’s and friend’s self-disclosure in explaining their life satisfaction. Focusing
not only on the role of individual’s own characteristics and relational behaviors, but on the role of friend’s
characteristics and behaviors as well, this dyadic study provided information about the relevant contributions
of specific friendship quality determinants, Also, importance of certain predictor variables, together with
the percentage of explained criterion variance, has been considered while accounting for the dyad (gender)
type. Study’s findings contribute to the better understanding of the relevance of the quality of friendship for
subjective well-being of both men and women as emerging adults.
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Prezentacija 3/ Presentation 3
Marija Lebedina Manzoni
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Vršnjački pritisak u adolescenciji
Vršnjački pritisak, “noćna mora” mnogih roditelja, pitanje je roditeljske (ne)moći u srazu s utjecajem
vršnjaka u različitim razdobljima života i fazama odrastanja. Često se doživljava kao prijetnja, uz traženje
odgovornosti vršnjaka za neefikasnost u ostvarivanju željenih odgojnih ciljeva. Najčešće se dovodi u vezu
s rizičnim, odnosno problematičnim ponašanjem, ali ono što moramo imati na umu je neraskidiva veza
utjecaja vršnjaka i razvoja vlastitog identiteta.
Cilj projekta bio je pobliže rasvijetliti pojam vršnjačkog pritiska, dati neke teorijske smjernice u objašnjenju njegovog djelovanja, uzimajući u obzir većinu relevantnih mehanizama koji su prisutni u tom procesu.
Ispitivanje je obuhvatilo primjenu sedam upitnika koji ispituju sliku o sebi, podložnost vršnjačkom pritisku,
depresivnost, anksioznost, procjenu roditelja i zadovoljstvo u prijateljskim vezama. Uzorak ispitanika činilo
je 938 učenika sedmog i osmog razreda osnovne škole te prvog, drugog i trećeg razreda srednje škole u
Rijeci, Osijeku, Splitu i Zagrebu.
Rezultati jasno pokazuju kako je mlade, s obzirom na njihovu razinu podložnosti, moguće razlikovati
bez obzira na spol, a sama razina podložnosti rezultat je različito isprepletenih činioca. Rezultati su pokazali
kako je posebnu pozornost u diskriminiranju ispitanika s visokom i niskom podložnošću pritisku vršnjaka
potrebno usmjeriti prema njihovom doživljaju pritiska ( subjektivni osjećaj zbog očekivanja vršnjaka). Druga
skupina faktora vezana je uz odnos s roditeljima, a naročito se to odnosi na odnos s majkom, gdje je pozitivno
roditeljstvo ključan faktor diskriminacije. Psihološka kontrola majke i popustljivost pozitivno su povezani
s podložnošću pritisku, a nadzor negativno. Mladi koji sebe vide manje podložnima vršnjačkom pritisku
postižu i više rezultate na mjeri općeg doživljaja vlastite vrijednosti. Ključni segmenti rada u prevladavanju
negativnih aspekata vršnjačkog pritiska trebala bi se odnositi na jačanje osjećaja vlastite vrijednosti i jačanju
pozitivnog odnosa s roditeljima, osobito majkom.
Peer pressure in adolescence
Peer pressure, the “nightmare” of many parents, is the question of parental (in)ability in clash with peer
influence in different periods of life and growing up phases. It is often seen as a threat, along with search for
peer responsibility for the inefficiency in achieving desired educational goals. Most often is associated with
risky, i.e. problematic behaviors, but what we have to keep mind is unbreakable bond between peer influence
and development of their own identity.
The project aim was to closely examine the concept of peer pressure, to provide some theoretical guidance in explaining how it works, taking into account majority of relevant mechanisms that are present in
the process. The study involved the application of seven questionnaires, which examined the self-perception,
susceptibility to peer pressure, depression, anxiety, parental behavior and relationships with friends. The
sample consisted of 938 scholars in seventh and eighth grade, in addition to first, second and third year of
high school students in Rijeka, Osijek, Split and Zagreb.
The results clearly show that young people, given their level of susceptibility to peer pressure, can be
distinguished regardless of gender. Furthermore, level of susceptibility itself is the result of different overlapping factors. Results have shown that special attention in the discrimination of subjects with high and low
susceptibility to peer pressure should be directed towards their perception of pressure (subjective feeling
due to peer expectations). The second group of factors is related to the relation with parents, with particular
emphasis to the relation with the mother, where positive parenting is a key factor in discrimination. Mother’s
psychological control and permissiveness are positively linked with susceptibility to peer pressure, while monitoring is negatively linked. Young people who see themselves less vulnerable to peer pressure also achieve
higher scores in measuring general experience of self-worth. Key segments of work in overcoming negative
aspects of peer pressure should be related to strengthening the sense of self-worth and strengthening positive
relations with parents, especially mother.
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Prezentacija 4/ Presentation 4
Martina Lotar
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Različiti pristupi mjerenju podložnosti vršnjačkom pritisku
Pregledom literature vidljivo je kako se istraživanje vršnjačkog pritiska odvijalo u tri smjera koja su se
razlikovala s obzirom na interes istraživača i način mjerenja izučavanih konstrukata. Prvotna istraživanja u
ovom području temeljila su se na eksperimentalnoj metodologiji. Nakon tog vala, sve više se koristi korelacijska metoda pri čemu se podložnost vršnjačkom pritisku ispituje mjerama samoiskaza. Novija istraživanja
naglašavaju važnost ponovne primjene eksperimentalne metodologije te je u posljednjih pet godina prvotni
metodološki smjer ponovno zaživio.
Cilj ovog rada bio je istražiti razlikuje li se podložnost vršnjačkom pritisku ako se ispituje pomoću mjera
samoiskaza i u eksperimentalnoj situaciji.
U istraživanju je sudjelovalo 158 učenika i učenica drugih razreda gimnazije u Zagrebu. Istraživanje se
sastojalo od dva dijela. U prvom dijelu su sudionici anonimno ispunili Upitnik podložnosti vršnjačkom pritisku (Lotar, 2012) te niz drugih mjernih instrumenata kojima smo ispitali njihovu privrženost prijateljima
(Inventar iskustava u bliskim vezama; Kamenov i Jelić, 2003), neusklađenost slika o sebi (Skalu za mjerenje
neusklađenog pojma o sebi; Watson, 2001, 2004), sklonost udovoljavanju (International Personality Item
Pool) i prihvatljivost rizičnih ponašanja. U drugom dijelu istraživanja, mjesec dana kasnije, isti sudionici su
odgovarali su na pitanja iz Upitnika podložnosti vršnjačkom pritisku u simulaciji chat room-a u kojoj su
imali dojam kako su njihovi odgovori vidljivi njihovim vršnjacima.
Rezultati su pokazali kako je podložnost vršnjačkom pritisku veća kada je mjerena u eksperimentalnoj
situaciji. Osim toga, pokazalo se kako su prihvatljivost rizičnih ponašanja i sklonost udovoljavanju bolji
prediktori podložnosti vršnjačkom pritisku mjerene anonimno nego u eksperimentalnoj situaciji. Takvi
rezultati pokazuju da na adolescente djeluju drugačiji čimbenici kada odlučuju o tome koji će odgovor
označiti u upitniku, nego kada osjete pritisak da se ponašaju na određeni način jer vjeruju da bi odbijanje
konformiranja moglo dovesti do neželjenih posljedica.
Different approaches to measuring susceptibility to peer pressure
Review of the literature shows that research in a field of peer pressure developed in three directions. These
directions differed with respect to the interest of researchers and method of measurement the construct of
interest. Initial research in this field was based on experimental methodology. After this wave, susceptibility
to peer pressure was increasingly being measured by self-report measures. Recent studies emphasize the
importance of re-application of experimental methodology and in the past five years, the initial methodological direction comes to life again.
The aim of this study was to investigate whether susceptibility to peer pressure is different if it is measured
by self-report measures or in an experimental situation.
The study included 158 second grade high school students. The study consisted of two parts. In the
first part, participants anonymously completed Susceptibility to Peer Pressure Scale (Lotar, 2012) and a
measures of attachment to friends (Inventory of experiences in close relationships; Kamenov & Jelic, 2003),
self-discrepancy (Self Concept Questionnaire; Watson, 2001, 2004), compliance (International Personality
Item Pool), and desirability of risk behaviors. In the second part of the study, a month later, the same participants responded to the Susceptibility to Peer Pressure Scale in a chat room simulation in which they had
the impression that their answers are visible to their peers.
The results have shown that susceptibility to peer pressure is greater when adolescents were exposed
to real peer pressure in experimental situation then they showed in self-report measure. In addition, it appeared that the desirability of risk behavior and compliance better predict susceptibility to peer pressure
when measured by self-report questionnaire than in the experimental situation. These results indicate that
adolescents take into account different factors when deciding what answer to choose in the questionnaire
and how to act when they feel pressured in real situation.
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Voditeljica simpozija/Symposium chair: Tatjana Petrović Sladetić
Dnevni centar „Mali Dom - Zagreb“, Hrvatska
Day Care Centre „Mali Dom - Zagreb“, Croatia
E-mail: [email protected]
S-3
TIMSKA SURADNJA IZMEĐU STRUČNJAKA PREMA
KVALITETNOJ I SVEOBUHVATNOJ PROCJENI
Jedan od specifičnih programa dnevnog centra „Mali dom – Zagreb“, koji ćemo detaljnije razraditi tijekom
simpozija jest interdisciplinarna procjena koja u pojedinim segmentima sve više ulazi u područje transdisciplinarnosti. Procjena i opservacija aktivnosti djeteta te njegovog napretka je važan dio procesa te predstavlja
skup različitih oblika prikupljanja informacija kroz inicijalni razgovor, opservaciju djeteta, analizu i sintezu
dobivenih rezultata drugih stručnjaka te upotrebu standardiziranih i nestandardiziranih testova. Ovisno o
rezultatima procjene i čimbenicima rizika stručni tim daje mišljenje i preporuku za kreiranje ili nastavak
(re)habilitacijskih postupaka. Svi članovi tima zajednički rade u provođenju procjene te zajednički razvijaju
strategije za provođenje aktivnosti kako bi se djelovalo na cjelokupan djetetov razvoj. Roditelji i stručnjaci
uče jedni od drugih i koriste znanja u interakciji s djetetom
TEAM CO-OPERATION BETWEEN PROFESSIONALS TOWARDS
QUALITY AND COMPREHENSIVE ASSESSMENT
One of the specific programs in Day care centre “Mali Dom - Zagreb” which will be presented during the
symposium is an interdisciplinary assessment that is increasingly entering the field of transdisciplinarity.
Evaluation of activities and observations of the child and its progress is an important part of the process and
a set of different forms of information that we gather through the initial interview, child observation, analysis
and synthesis of the results of other experts using standardized and non-standardized tests. Depending on
the results of the assessment and possible risk factors risk factors, team of professionals provides opinions
and recommendations for the creation of individualized educational plan and program of intervention.
All team members work together in conducting joint assessments and develop strategies for implementing
activity to act on a child’s overall development. Parents and professionals learn from each other and use the
knowledge to interact with the child.
Prezentacija 1/ Presentation 1
Sonja Alimović, Tatjana Sladetić Petrović, Snježana Seitz
Dnevni centar „Mali Dom - Zagreb“, Hrvatska
Day Care Centre „Mali Dom - Zagreb“, Croatia
Procjena funkcionalnog vida
Procjena funkcionalnog vida podrazumijeva procjenu vizualnih funkcija (bazičnih, složenijih) te korištenje preostalog vida u svakodnevnim situacijama. Cilj procjene funkcionalnog vida je utvrditi koliki je
ostatak vida kod djeteta prisutan za vrijeme rješavanja nekog zadatka koji zahtjeva korištenje vida te koje
tehnike dijete treba naučiti kako bi što bolje iskoristio utvrđeni ostatak vida. U procjeni se koriste svakodnevni
materijali koji su djeci vidno stimulativni te standardizirani i nestandardizirani testovi kojima se provodi
testiranje funkcionalnog vida male i neverbalne djece.
Assessment of functional vision
Assessment of functional vision involves assessment of visual functions (basic and complex) and the use
of residual vision in everyday situations. The objective of functional vision assessment is to evaluate vision
remained for solving vision related tasks. Also to analyse which techniques a child needs for better visual
functioning of residual vision. During assessment of infants and nonverbal children, visually simulative
objects form everyday activities and standardised and non-standardised tests are used.
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Prezentacija 2/Presentation 2
Marijana Konkoli Zdešić, Ana Validžić Požgaj
Dnevni centar „Mali Dom - Zagreb“, Hrvatska
Day Care Centre “Mali Dom - Zagreb”, Croatia
Edukacijsko-rehabilitacijska procjena
Edukacijsko-rehabilitacijska procjena je usmjerena prema sveobuhvatnoj procjeni djetetovih fizičkih,
intelektualnih, komunikacijskih, emocionalnih i socijalnih razvojnih kapaciteta na osnovi kojih se nadograđuju daljni programi za poticanje razvoja istih. Pri tome se koriste različiti razvojni testovi i mjerni
instrumenti kao što su: Portage guide to early education checklist, Help checklist (0-3) i Help strands (3-6),
The oregon project skills inventory. Cilj ove procjene je ne samo utvrditi eventualne smetnje u razvoju, već i
utvrditi djetetove prednosti i slabosti. Uspješna, kompletna procjena razvoja treba doći do nekih zaključaka
o razvoju djeteta i biti prvi korak u formiranju programa intervencije ako problem postoji. Nakon završetka
edukacijsko-rehabilitacijske procjene, stručnjak roditeljima/skrbnicima na osnovi opserviranih i dobivenih
rezultata daje mišljenje, preporuke i predlaže sastavnice individualnog edukacijsko-rehabilitacijskog plana
koji se može provoditi i proširivati u suradnju s ostalim stručnjacima i srodnim ustanovama.
Special education and rehabilitation assessment
Special education and rehabilitation assessment is directed towards a comprehensive assessment of the
child’s physical, intellectual, communication, emotional and social development capacity on which we create programs to encourage further development. We use different tests and measuring instruments such as
the Portage guide to early education checklist, Help checklist (0-3) and the Help strands (3-6), The oregon
project skills inventory. The objective of this assessment is not only to determine potential interference in
the development, but also to determine the child’s strengths and weaknesses. Successful and complete assessment of development needs to come to some conclusions about child development and be the first step in
creating the intervention if a problem exists. After completion of educational and rehabilitation assessment,
experts on the basis of the observation and results presents its opinions and recommendations and proposed
components of the individual education and rehabilitation plan that can be implemented and expanded in
collaboration with other professionals and related institutions.
Prezentacija 3/Presentation 3
Diana Korunić
Dnevni centar „Mali Dom - Zagreb“, Hrvatska
Day Care Centre „Mali Dom - Zagreb“, Croatia
Procjena komunikacijskih vještina
Razvoj ranih komunikacijskih vještina započinje još od prvog kontakta i odnosa, najčešće majke i djeteta
koji stvara temelj za daljnju interakciju djeteta s okolinom, odnosno razvija i potiče njegovu intrinzičnu
potrebu za komunikacijom. Stoga već u najranijem razdoblju djetetovog života postoje određeni pokazatelji
koji mogu upućivati na uredan razvoj ili odstupanja u usvajanju komunikacijskih vještina, odnosno jezičnogovornom razvoju. Stručnjak - logoped na osnovu podataka od roditelja, primjene testova i opservacije djeteta
u različitim situacijama kao što su spontana igra i ponašanje, odnosi sa drugim ljudima, način komuniciranja
i verbalnog izražavanja, te razumijevanje verbalnih naloga i praćenja komunikacijskog konteksta, donosi svoje
mišljenje i nalaz na osnovi kojeg, ukoliko se pokažu odstupanja planira daljnje re/habilitacijske postupke i/
ili daje preporuku i provodi savjetovanje sa roditeljima, odnosno skrbnicima.
Assessment of communication skills
The development of early communication skills begins from the first contact and relationships, usually
the mother and child who creates the basis for further interaction with the child’s environment, and develops
and promotes its intrinsic need for communication. Therefore, in the earliest period of life the child there are
certain indicators that may point to a normal development or variation in the adoption of communication
skills and language and speech development. An expert clinician-based data from the parents, the application of tests and observations of the child in different situations, such as spontaneous play and behavior,
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relationships with other people, how communication and verbal expression, understanding of verbal orders
and comprehension and monitoring the communication context, brings their views and findings on the
basis that if the show plans to further deviations re / habilitation stroke procedures and / or recommends
and implements consultation with parents or guardians.
Prezentacija 4/Presentation 4
Dubravko Jurišić
Dnevni centar „Mali Dom-Zagreb“, Hrvatska
Day Care Centre „Mali Dom - Zagreb“, Croatia
Radnoterapijska procjena djeteta u ranoj razvojnoj dobi
Procjena i opservacija aktivnosti djeteta te njegovog napredaka je važan dio radnoterapijskog procesa te
predstavlja skup različitih oblika prikupljanja informacija kroz: inicijalni razgovor sa roditeljima/skrbnicima,
opservaciju djeteta, te upotrebu standardiziranih (Bayley III , COPM) i nestandardiziranih testova (Globalna
radno terapijska procjena analizu) i sintezu dobivenih rezultata drugih stručnjaka.
Radnoterapijska procjena također obuhvaća procjenu aktivnosti svakodnevnog života: briga o sebi/
samozbrinjavanje (procjena aktivnosti hranjenja, pijenja- inicijalna video snimka, produktivnost i slobodno vrijeme/razonoda/odmor (igra) te sposobnosti potrebne da se aktivnost izvodi (motoričke, senzoričke,
perceptivne, kognitivne, afektivne, psiho-socijalne vještine), kao i kontekst u kojem se aktivnosti odvijaju:
prostor, socijalno okružje, društveno-kulturno okružje).
Nakon provedene procjene i provedene obrade rezultata, rezultati se prezentiraju roditeljima u pisanom
(mišljenje) i usmenom obliku (savjetovanje) te se izrađuje plan intervencije.
Occupational therapy assessment in child’s early developmental age
Assessment of activities and observations of the child and his progress is an important part in the occupational therapy process and a set of different forms of information gathering through: the initial interview
with the parents/guardians, child observation, and the use of standardized (Bayley III, COMP) and nonstandardized tests (Global Occupational Therapy Assessment Analysis) and the synthesis of the results of
other experts.
Occupational therapy assessment also includes assessment of activities of daily living: self-care / self care
(feeding assessment activities, initial-drinking video, productivity and leisure / recreation / vacation (play),
and abilities required to perform the activity (motor, sensory, perceptual, cognitive, affective and psychosocial skills) and the context in which the activities take place: space, social environment, socio-cultural
program of that environment).
After the assessment, conducted analysis results are presented to parents in writing (opinion) and oral
(counseling) form, and created a plan of intervention is created.
Prezentacija 5/Presentation 5
Jasminka Gagula, Jelena Špionjak
Dnevni centar „Mali Dom - Zagreb“, Hrvatska
Day Care Centre „Mali Dom - Zagreb“, Croatia
Rana fizioterapijska procjena neurorizične djece
Danas se u fizioterapiji koriste specifična znanja te metode procjena ranog djetetovog razvoja. Rana i
sveobuhvatna procjena je najvažniji segment programa rane intervencije. Ukoliko postoji potreba za uključivanjem djeteta u određene modele fizioterapijske intervencije važno je to primijetiti već u prvim mjesecima
života. Fizioterapeuti koriste specifična znanja te standardizirane i/ili nestandardizirane opservacijske testove
za procjenu djetetovog razvoja. Danas u ranoj dijagnostici djetetovog razvoja postoji potreba za edukacijom
stručnjaka u područjima užih specijalizacija procjene odnosno korištenja opservacijskog instrumentarija.
Jedna od takvih metoda je i procjena kvalitete spontanih pokreta (eng. general movements – GM) koja se
provodi od rođenja do navršenog 4. mjeseca života. Za dob od rođenja do navršenog 42. mjeseca života fizioterapeuti sudjeluju u procjeni motoričkih funkcija kroz Bayley skalu procjene djetetovog razvoja. U dobi od
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5. mjeseca pa do 16. godine života evaluacija motoričkih funkcija se provodi primjenom testa GMFM – 66
/ GMFM – 88 (gross motor function measure). Fizioterapeut prilagođava odabir instrumentarija ovisno o
dobi te potrebama djeteta. Standardizirani i/ili nestandardizirani instrumenti fizioterapeutima daju uvid u
postojeći razvoj djeteta, omogućavaju lakše definiranje djetetovih mogućnosti i/ili poteškoća te omogućavaju praćenje odnosno evaluaciju djetetova razvoja. Navedeni instrumenti su vrlo osjetljive procjene koje
zahtijevaju dodatno usavršavanje stručnjaka te iskustvo u radu s djecom s određenim stupnjem neurorizika
ili već prisutnim poteškoćama u izvođenju motoričkih funkcija.
Early physiotherapic assessment of children
Today in physiotherapy specific knowledge and methods of assessment of early child development are
being used. Early and comprehensive assessment is the most important segment of early intervention. If
there is a need to involve the child in certain models of physical therapy intervention it is important to realize
that in the first months of life. Physical therapists use specific knowledge and standardized and / or nonstandardized observational tests to assess a child’s development. Today in the early diagnosis of the child’s
development there is a need to educate professionals in areas of specialization in using observational assessment instruments. One such method is the evaluation of the quality of spontaneous movements (general
movements - GM) that is performed from birth until their fourth months of life. From birth until the 42
months therapists involved in the assessment of motor function use the Bayley Scales of Infant and Toddler
Development. From the age of 5 months to 16 years evaluation of motor function is performed by applying
test GMFM - 66 / GMFM - 88 (gross motor function measure). A physical therapist adjusts the selection of
instruments depending on the age and the needs of the child. Standardized and / or standardized instruments
provide insight into the existing development of the child, making it easier to define the child’s capabilities
and / or difficulties and enable monitoring and evaluation of a child’s development. These instruments are
highly sensitive so they require additional training and professional experience working with children with
a certain level of neuro-risk or already present difficulties in performing motor functions.
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Voditeljica simpozija/Symposium chair: Dijana Jerković
Ured za suzbijanje zlouporabe droga Vlade Republike Hrvatske, Zagreb
Office For Combating Drugs Abuse of the Government of the Republic of
Croatia, Zagreb
E-mail: [email protected], [email protected]
S-4
ISTRAŽIVANJA UPORABE DROGA U OPĆOJ POPULACIJI I
SPECIFIČNIM CILJANIM SKUPINAMA U REPUBLICI HRVATSKOJ
Istraživanja uporabe droga u općoj populaciji i specifičnim ciljanim skupinama pružaju informacije
za bolje razumijevanje obrazaca uporabe, percepcije rizika, socijalnih i zdravstvenih korelacija, posljedica
uporabe droga, a kombinirana s teorijskim pristupima prevenciji ovisnosti o drogama, predstavljaju osnovu
za kreiranje politike o drogama na nacionalnoj i međunarodnoj razini. Istraživanja uporabe droga u općoj
populaciji predstavljaju jedan od pet ključnih epidemioloških indikatora Europskog centra za praćenje
droga i ovisnosti o drogama (EMCDDA), decentralizirane agencije Europske unije zadužene za praćenje
stanja cjelokupne problematike droga u Europi. Ured za suzbijanje zlouporabe droga Vlade RH (Ured), kao
koordinativno tijelo nacionalnih aktivnosti na području droga te nacionalni partner za izravnu suradnju s
EMCDDA-om, inicirao je provedbu prvog takvog istraživanja u Republici Hrvatskoj koje je 2011. proveo
Institut društvenih znanosti Ivo Pilar. Republika Hrvatska redovno prati i pojavu novih droga, a sve s ciljem
sprječavanja njihovih negativnih učinaka i postizanja brze komunikacije između kompetentnih tijela na
nacionalnoj i europskoj razini. Nastavno na navedeno, u 2011. godini Ured je inicirao provedbu istraživanja
tržišta droga i pilot-istraživanja pojave novih psihoaktivnih tvari u Republici Hrvatskoj. Također, uvažavajući
znanja o etiološkim čimbenicima povezanim s problemom zlouporabe droga, u okviru simpozija predstavit
će se i neke od spoznaja o specifičnim obilježjima obitelji i obilježjima psihosocijalnog razvoja ovisnika o
drogama, s naglaskom na žene ovisnice. Osnovni cilj simpozija je dati pregled nekih dosadašnjih spoznaja o
uporabi droga u Republici Hrvatskoj kako bi se potaknulo znanstvenike i stručnjake iz zemlje i inozemstva
na diskusiju i intenziviranje suradnje, osobito pri kreiranju znanstveno utemeljenih programa smanjenja
potražnje droga.
DRUG-RELATED SURVEYS IN THE GENERAL POPULATION AND IN
SPECIFIC TARGETED GROUPS IN THE REPUBLIC OF CROATIA
Drug-related surveys in the general population and in specific targeted groups provide information for
better understanding of drug abuse patterns, risk perception, social and health correlations and consequences
of drug use. Combined with the theoretical approaches to substance abuse prevention, they represent a basis
for creating drugs policies at national and international levels. General population surveys are one of the key
epidemiological indicators of the European Monitoring Centre for Drugs and Drug Addiction (EMCDDA),
the EU’s decentralized agency in charge of monitoring the drug situation in Europe. The Office for Combating
Drugs Abuse of the Government of the Republic of Croatia (Office), as the national coordinating body in
the field of drugs and national partner for direct cooperation with the EMCDDA, initiated the first general
population survey in the Republic of Croatia, which was conducted by the Institute of Social Sciences Ivo
Pilar in 2011. In order to prevent negative effects and ensure rapid exchange of information among respective bodies at the national and European level, the Republic of Croatia regularly monitors the emergence of
new psychoactive substances. At the initiative of the Office, a drug market survey and a pilot-study on new
psychoactive substances in the Republic of Croatia were launched in 2011. Taking into account the knowledge
on etiological factors connected with the problem of drug abuse, some of the facts on the specific familial
and psychosocial developmental features of drug addicts, with emphasis on female addicts, will be presented
at the symposium. The primary goal of the symposium is to provide an overview of some of the current
understandings of drug abuse in Croatia with the aim of encouraging national and international scientists
and experts to discussion and intensive cooperation especially when creating science based programs for
drug demand reduction.
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Prezentacija 1/Presentation 1
Renata Glavak Tkalić
Institut društvenih znanosti “Ivo Pilar”, Zagreb, Hrvatska
Institut of Social Sciences “Ivo Pilar“, Zagreb, Hrvatska
Prikaz rezultata znanstveno-istraživačkog projekta Zlouporaba sredstava ovisnosti
u općoj populaciji Republike Hrvatske vezanih uz uporabu ilegalnih droga
Osnovni cilj znanstveno-istraživačkog projekta Zlouporaba sredstava ovisnosti u općoj populaciji
Republike Hrvatske bio je prikupiti podatke o prevalenciji konzumacije različitih sredstava ovisnosti u općoj
populaciji kao i u relevantnim subgrupama populacije. Koncepcija istraživanja temeljila se na metodološkim
smjernicama Europskog centra za praćenje droga i ovisnosti o drogama (EMCDDA). Provedeno je jednokratno istraživanje temeljeno na tzv. nacrtu poprečnog presjeka. Podaci su prikupljani metodom anketnog
istraživanja licem u lice. U istraživanju je korišten hrvatski prijevod upitnika European Model Questionnaire
(EMQ) kojim je ispitano: uzimanje legalnih droga, uzimanje ilegalnih droga, stavovi i mišljenja o drogama
i politici vezanoj uz droge te relevantna obilježja ispitanika. Istraživanje je provedeno na reprezentativnom
uzorku od 4756 ispitanika u dobi od 15 do 64 godine. Ovom prilikom bit će prikazani rezultati vezani uz
uzimanje ilegalnih droga. Svi podaci analizirani su na razini cijelog uzorka, uzorka mlađih odraslih (između
15 i 34 godine), s obzirom na podskupine u odnosu na dob i spol ispitanika, te prema stupnju urbaniziranosti
naselja u kojem ispitanici žive. Rezultati su pokazali da je 16% ispitanika barem jednom u životu konzumiralo
neku ilegalnu drogu. U godini koja je prethodila istraživanju 5.4% ispitanika konzumiralo je neku ilegalnu
drogu, a u mjesecu koji je prethodio istraživanju 3.2% ispitanika. Najčešće korištena ilegalna droga bila je
kanabis. Većina ispitanika (66.8%) ne slaže s time da bi ljudima trebalo biti dozvoljeno uzimanje marihuane
ili hašiša. Premda gotovo tri četvrtine ispitanika (72.8%) smatra da su droge u Republici Hrvatskoj prilično
dostupne ili dostupne u velikoj mjeri, 55.4% ispitanika navelo je kako im droge osobno nimalo nisu dostupne.
Najvažniji doprinos ovog istraživanja je da je njime na generalnoj razini dobiven uvid u raširenost fenomena
uporabe sredstava ovisnosti u općoj populaciji Republike Hrvatske. Podaci će biti uspoređeni s podacima
iz drugih europskih zemalja.
The results of scientific research project “Substance use among the
general population in Croatia” related to the use of illicit drugs
The aim of the scientific research project “Substance use among the general population in Croatia” was
to obtain data on the prevalence of substance use in the general population, as well as in different population subgroups. The research concept was based on the methodological standards set by the European
Monitoring Centre for Drugs and Drug Addiction (EMCDDA). Single research based on a cross-sectional
design was conducted. A method of face-to-face survey was used in data collection. Croatian translation of
the European Model Questionnaire (EMQ) was used to collect data on: legal drugs, illicit drugs, attitudes
and opinions on drugs, and policies regarding drugs, as well as relevant characteristics of respondents. The
research was conducted on a representative sample of 4756 respondents aged between 15 and 64. The results
related to the illicit drugs will be presented. The data were analyzed for the whole sample, sample of young
adults (aged between 15 and 34), with respect to the subgroups in relation to age and gender, and level
of urbanization of the settlement in which respondents live. The results showed that 16% of respondents
reported using any illegal drugs in their lifetime, 5.4% reported using any illegal drugs in the last year, and
3.2% in the last month. Cannabis was the most commonly used illegal drug. Most respondents (66.8%) do
not agree that people should be allowed to take marijuana or hashish. Although nearly three quarters of
respondents (72.8%) considers that drugs in Croatia are fairly accessible or available to a large extent, 55.4%
of respondents stated that drugs are not available to them personally. The most important contribution of
this research is that it gives insight into the extent of the phenomenon of substance use among the general
population in Croatia. Data will be compared with data from other European countries.
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Prezentacija 2/Presentation 2
Dalibor Doležal
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski Fakultet, Hrvatska
University Of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Prikaz rezultata projekta „Distribucija i cijena ilegalnih droga u RH“
Cilj projekta „Distribucija i cijena ilegalnih droga u Republici Hrvatskoj“ (DCID) bio je ispitati dostupnost
i cijenu ilegalnih droga na području Republike Hrvatske, kao i pojavnost novih psihoaktivnih tvari u Republici
Hrvatskoj te njihovu dostupnost, cijenu i razloge konzumiranja. Uzorak ispitanika činila su 622 ispitanika s
područja Splita (ali i drugih gradova s područja Dalmacije), Zagreba (uključujući i dio ispitanika iz Krapine),
Rijeke (zajedno s ispitanicima s područja Pule, odnosno Istre) te Osijeka i okolice. Podaci su prikupljeni
u razdoblju od prosinca 2010. do travnja 2011., od strane pet udruga koje provode programe smanjenja
štete metodom strukturiranog intervjua na temelju posebno konstruiranog upitnika za ovo istraživanje. Svi
podaci su obrađeni statističkim programom SPSS v.18. Pri obradi su korištene frekvencijska i deskriptivna
analiza. U ovom izlaganju prikazat će se rezultati dobiveni obradom podataka na cjelokupnom uzorku, kao
i procjena broja osoba koje redovito, minimalno jedanput mjesečno uzimaju opijate intravenskim putem, a
nisu obuhvaćeni liječenjem.
Presentation of the results of the project “Distribution and price of illegal
drugs in Croatia”
The aim of the project “Distribution and cost of illegal drugs in the Republic of Croatia” (DCID) was to
investigate the availability and price of illegal drugs on the Croatian territory, and the incidence of new psychoactive substances in the Republic of Croatia and their availability, cost and reasons for using. The sample
consisted of 622 respondents from the area of Split (and other cities in Dalmatia), Zagreb (including the
proportion of respondents from Krapina), Rijeka (along with respondents from the area of Pula and Istria,
respectively) and Osijek and its surroundings. Data were collected during the period from December 2010,
until April 2011, by the five NGO’s that implement harm reduction programs using a structured interview
based on a questionnaire specially designed for this study. All data were analyzed by the statistical program
SPSS V.18, using frequency and descriptive analysis. This presentation will show the results obtained from
analysis of data on the entire sample, as well as the estimated number of people who regularly, at least once
a month take opiates intravenously, and who are not covered by substance abuse treatment.
Prezentacija 3/Presentation 3
Valentina Kranželić¹, Dijana Jerković²
¹Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski Fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
²Ured za suzbijanje zlouporabe droga Vlade Republike Hrvatske, Zagreb
Office for Combating Drugs Abuse of the Government of the Republic of Croatia, Zagreb
Istraživanja novih trendova u konzumiranju sredstava ovisnosti – iskustva i rezultati
on-line pilot-istraživanja
Istraživanje je provedeno u suradnji Edukacijsko-rehabilitacijskog fakulteta Sveučilišta u Zagrebu i Ureda
za suzbijanje zlouporabe droga Vlade RH. Cilj ovog istraživanja bio je dobiti uvid u nove psihoaktivne tvari
koje se konzumiraju, neovisno jesu li ili nisu na Popisu droga, psihotropnih tvari i biljaka iz kojih se može
dobiti droga te tvari koje se mogu uporabiti za izradu droga. Kako je poznato da su na tržištu droga dostupne i psihoaktivne tvari koje nisu u tolikoj mjeri do sada bile raširene i nisu dovoljno dugo u opticaju da bi
bilo poznato koje sve vrste postoje, koliko ih mladi konzumiraju, s kojim očekivanim učincima te gdje ih
nabavljaju/kupuju, provedeno je istraživanje s ciljem utvrđivanja početnih informacija, posebno od mladih/
odraslih osoba koji eksperimentiraju sredstvima ovisnosti. Ovo istraživanje može se smatrati i pilot-istraživanjem čiji će rezultati poslužiti za postavljanje obuhvatnijeg istraživanja trendova u konzumiranju droga.
Metoda: Istraživanje je provedeno na uzorku od 1330 aktivnih sudionika web stranice „Forum.hr“ on-line
anketom na koju su se sudionici javljali samoinicijativno i dobrovoljno. Podaci su prikupljani u periodu od
15. listopada do 27. studenog 2011. godine nakon čega su obrađeni deskriptivnom statistikom i interpretirani u smislu smjernica za buduća slična istraživanja. Rezultati pokazuju da su sudionici istraživanja u
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velikoj mjeri upoznati s novim trendovima u konzumiranju psihoaktivnih tvari te da u velikoj mjeri imaju
saznanja gdje nabavljati „nove droge“ i kako ih koristiti. Budući da se u ovom radu prikazuje istraživanje
koje zbog svog sadržaja pruža mnoge izazove za istraživače, u radu će se zaključno razmatrati mogućnosti
i ograničenja istraživanja novih trendova u konzumiranju, posebno u smislu konstrukcije instrumenta te
odabira i obuhvata uzorka sudionika.
New trends in psychoactive substances consumption –
experiences and results of the on-line pilot-survey
Survey was conducted in cooperation with the Faculty of Education and Rehabilitation Sciences of the
University of Zagreb and the Office for Combating Drugs Abuse of the Government of the Republic of Croatia.
Goal of this survey was to get an insight into consumption of the new psychoactive substances, whether
or not they are on the List of drugs, psychotropic substances, plants used to produce drugs and substances
that can be used in the production of drugs. It is known that there are new psychoactive substances in the
drug market that were not so widespread in the past and have not been present long enough to provide
information on their types, the extent of the consumption by the youth, expected effects and the modes of
purchasing/buying them. The survey was conducted with the aim of providing basic information gathered
from the youth/adults that experiment with the psychoactive substances. This survey can be viewed as a pilot
survey which results can be used as a basis for creating more comprehensive research of/in trends in drugs
consumption. Methods: The survey was conducted with a sample of 1330 active participants at the web page
“forum.hr” with the on-line questionnaire jointed by the participants on independent and voluntary basis.
The data collected in the period from 15 October to 27 November 2011 were descriptively analyzed and
interpreted in order to be used as guidelines for future similar surveys. Results have shown that participants
were familiarised with the new trends in psychoactive substances consumption and that they had knowledge
where to purchase “new drugs” and how to administer them. In conclusion, possibilities and limitations of
surveys of the new trends in drug consumption will be discussed, particularly in terms of instrument design
and selection of participants’ sample.
Prezentacija 4/Presentation 4
Jadranka Ivandić Zimić
Ured za suzbijanje zlouporabe droga Vlade Republike Hrvatske, Zagreb
Office for Combating Drugs Abuse of the Government of the Republic of Croatia, Zagreb
Obilježja obitelji i obilježja psihosocijalnog razvoja žena ovisnica o drogama
Pojava ovisnosti među ženama je vrlo malo istraživana premda se velik broj stručnjaka slaže da je priroda ovisnosti kod žena drukčija te u skladu s tim zahtijeva i bitno drukčije oblike tretmana. Istraživanje
je provedeno tijekom 2008. i 2009. godine i obuhvatilo je 143 ispitanika ovisnika o drogama, (92 muškarca
i 51 ženu) u dobi od 18 do 46 godina koji su se u trenutku ispitivanja nalazili u rezidencijalnom tretmanu
i odvikavanju od ovisnosti o drogama u KBC Sestre Milosrdnice i Psihijatrijskoj bolnici Vrapče te terapijskim zajednicama Zajednica Susret i Zajednica Cenacolo - Vrbovec. Istraživanje je bilo anonimno, a podaci
su prikupljeni primjenom upitnika koji se sastojao od 67 pitanja. Cilj istraživanja bio je utvrditi specifična
obilježja obitelji i obilježja psihosocijalnog razvoja žena ovisnica. U okviru toga ispitivane su razlike između muškaraca ovisnika i žena ovisnica s obzirom na socio-demografska, razvojna, interakcijska i socijalna
obilježja njihovih obitelji te neka obilježja psihosocijalnog razvoja od najranijeg djetinjstva do adolescencije.
Za ocjenu povezanosti pojedinih varijabli, odnosno utvrđivanje statistički značajne razlike između varijabli,
korištena je neparametrijska statistička metoda (χ² test) na razini značajnosti p <0,05 ili ako je razlika još
značajnija, na razini značajnosti p<0,01 i korelacijska analiza. Rezultati su pokazali da između muških i ženskih
ovisnika postoje razlike te da su žene znatno češće imale loš emocionalni odnos i komunikaciju s majkom,
češće su bile zlostavljane, češće su nazočile nasilju u obitelji, a u njihovim obiteljima je češće bio prisutan
alkoholizam i duševne bolesti. Također, žene su imale bolji školski uspjeh i manje su činile kaznena djela
od muškaraca, ali su također češće razmišljale ili pokušale počiniti suicid. Iz navedenog se može zaključiti
da postoje specifična obiteljska obilježja i obilježja psihosocijalnog razvoja žena ovisnica što posljedično
zahtijeva i planiranje drukčijih programa prevencije i tretmana usmjerenih ženskoj populaciji.
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Familial and psychosocial developmental features of female drug addicts
Female addiction onset has been only poorly explored, although a number of experts see the nature of
female addiction as distinctive and therefore mandating entirely different treatment approaches. The study
was carried out within 2008-2009 time frame and embraced a total of 143 addicted subjects (92 men and 51
women) treated at the time on-ward premises of the Psychiatric Hospital Vrapče, Clinical Hospital “Sisters of
Mercy”, as well as in “Susret” and “Cenacolo – Vrbovec” therapeutic communities. The study was anonymous,
and made use of a 67 variable-encompassing questionnaire as the main metric tool. The goal of this study was
to investigate and define specific features of families and psychosocial development of female drug addicts
and to detect possible differences between male and female addicts respective of their socio-demographic,
interaction and social familial features as well as some of their psychosocial developmental features, seen from
the earliest childhood up to adolescence. In order to validate the inter-relations, non-parametric statistical
method (χ² test), deemed significant at the level of significance of p<0.05 or, with more substantial differences, at the level of significance of p<0.01, was used, together with correlation analysis. The results revealed
differences between male and female addicts, in terms of far more frequent poor emotional relations and
communication with their mothers seen across female addicts, who were also more frequently molested and
were more frequently witnesses to domestic violence, while their families had more frequent alcohol abuse
and mental illness histories. In addition, addicted women were more successful during their schooling and
committed fewer felonies, but were more often prone to suicidal thoughts or even suicide attempts. It can be
concluded that there are specific familial attitudes and features of psychosocial development of women addicts
which requires planning different kind of prevention and treatment programs aimed to female population.
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S-5
Voditeljica simpozija/Symposium chair: Leila Kiš-Glavaš
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski Fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation
Sciences, Croatia
E-mail: [email protected]
STUDENTI S INVALIDITETOM: U AKADEMSKOM OKRUŽENJU
Studenti s invaliditetom u sustavu visokog obrazovanja nailaze na čitav niz prepreka koje im značajno
otežavaju stjecanje potrebnih profesionalnih kompetencija kao i općenito, ravnopravno sudjelovanje u aktivnostima studentskog života.
Pravilnik o organizaciji i djelovanju Ureda za studente s invaliditetom Sveučilišta u Zagrebu (www.unizg.
hr/uredssi) definira studente s invaliditetom kao sve studente koji zbog bolesti ili oštećenja (bez obzira
na rješenje o invalidnosti) imaju teškoća u realizaciji svakodnevnih akademskih aktivnosti (uz studente s
oštećenjima vida i sluha te tjelesnom invalidnošću, uključuje i studente s kroničnim bolestima, psihičkim
poremećajima i specifičnim teškoćama učenja). Svrstavajući ove studente u skupinu studenata s invaliditetom
nikako nam nije bila namjera stigmatizirati ih ili etiketirati, nego ukazati na potrebu prilagodbe akademskih
sadržaja i aktivnosti njihovim mogućnostima.
Cilj ovog simpozija je ukazati na neke od spomenutih prepreka, ali i ukazati na mogućnosti njihovog
otklanjanja, respektirajući prije svega mišljenja samih studenata, kako onih bez, tako i onih s invaliditetom
(utvrditi kakva je percepcija studenata Sveučilišta u Zagrebu o mogućnostima da studenti s invaliditetom
udovolje zahtjevima studijskih programa, ispitati prilagodbu na studij kod studenata Sveučilišta u Zadru koji
izvješćuju o različitim teškoćama, utvrditi prisutnost depresivnih simptoma kod studenata Sveučilišta u Rijeci
na početku studija i njihovu povezanost s različitim aspektima psihološkog i akademskog funkcioniranja)
ali i znanje i iskustvo mlađeg nastavnog kadra Edukacijsko-rehabilitacijskog fakulteta (znanstveni novaci,
viši asistenti, asistenti i predavači) te njihove preporuke vezano uz potrebne kompetencije za planiranje,
realizaciju i evaluaciju nastavnog procesa pristupačnog studentima s invaliditetom.
Simpozijem se želi ukazati na važnost prilagodbe studenata zahtjevima studijskog programa i studentskom
životu općenito, ali i na nužnost razumnih prilagodbi akademskog okruženja mogućnostima studenata s
invaliditetom, kako bi se osigurao jednak pristup visokom obrazovanju studentima s invaliditetom te kako
bi se podigla kvaliteta procesa visokoškolskog obrazovanja općenito.
STUDENTS WITH DISABILITIES: IN ACADEMIC ENVIRONMENT
Students with disabilities are facing with huge number of obstacles in higher education that significantly
complicate them in acquiring necessary competencies and, in general, equal participation in students´ life
activities.
According to the Rulebook on Organization and Activities of the Office for Students with Disabilities of
the University of Zagreb (www.unizg.hr/uredssi) students with disabilities include students who because of
the illness or impairment (regardless of decision about disability) have difficulties in realization of everyday
academic activities (besides students with visual impairments, hearing impairments and motor impairments
definition includes students with chronic disease, psychological disorders and learning difficulties). By placing
these students in the group of students with disabilities our intention is by no means to stigmatize or brand
them, but rather to emphasize the need for adjustment of academic content and activities to their possibilities.
The aim of this symposium is to point out some of mentioned obstacles and also to show possibilities of
their elimination by respecting first of all the opinions of the students without and with disabilities (to explore
the perception of students of the University of Zagreb about opportunities for students with disabilities to
meet the requirements of study programmes, to examine study adjustment at students of the University of
Zadar who are acquainting about different types of disability, to determine the presence of depression symptoms at students of the University of Rijeka in the beginning of study and their connection with different
aspects of psychological and academic functioning) and also to point out the knowledge and experience of
the young teaching staff of the Faculty of Education and Rehabilitation Sciences (junior researchers, senior
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assistants, assistants and lecturers) and their recommendations about necessary competencies for planning,
realization and evaluation of the teaching process accessible to students with disabilities.
With symposium we want to show the importance of students´ adjustment to the requirements of study
programmes and students´ life in general but most of all to show the necessity of reasonable adjustment
of academic environment to the possibilities of students with disabilities to ensure equal access to higher
education for students with disabilities and to raise quality of higher education process in general.
Prezentacija 1/Presentation 1
Andrea Fajdetić, Lelia Kiš-Glavaš, Natalija Lisak
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski Fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Percepcija visokoškolske nastave pristupačne studentima s invaliditetom
Cilj istraživanja jest ispitati dosadašnje znanje i iskustvo te preporuke suradnika u nastavi vezano uz
potrebne kompetencije za planiranje, realizaciju i evaluaciju nastavnog procesa pristupačnog studentima s
invaliditetom. S obzirom na cilj istraživanja ciljna skupna sudionika je mlađi nastavni kadar koji se nalazi
na samom početku svog profesionalnog razvoja i koji sustavnim vođenjem može dostići optimalnu razinu
kvalitete koja se očekuje kako bi se odgovorilo na potrebe svakog studenta. Rad će prezentirati rezultate
kvalitativnog istraživanja vezano uz opravdane prilagodbe u visokom obrazovanju i druge aktivnosti koje
mogu doprinijeti kvaliteti obrazovanja kroz osmišljavanje potpore studentima s invaliditetom.
Ispitanici u istraživanju znanstveni su novaci, viši asistenti, asistenti i predavači, zaposlenici Edukacijskorehabilitacijskog fakulteta Sveučilišta u Zagrebu, koji sudjeluju u realizaciji nastave studijskih programa u
okviru znanstvenog polja edukacijsko-rehabilitacijske znanosti.
U radu koriste se kvalitativne metode prikupljanja i analize podataka. Fokus grupni intervju proveden
je s osam mlađih suradnika u nastavi, jamčeći anonimnost u postupku audio snimanja i u korištenju odgovora (Creswell, 1998). Tematski okvir ovog grupnog intervjua prati sljedeća područja: informiranost o
studentima s invaliditetom, iskustvo rada sa studentima s invaliditetom, kompetencije za rad sa studentima
s invaliditetom te za planiranje, realizaciju i evaluaciju nastavnog procesa u visokoškolskom obrazovanju.
Strategije za analizu su sljedeće: pregled prikupljenog materijala, pronalaženje kodova iz materijala, reduciranje informacija stvaranjem kategorija, pronalaženje veza između kategorija i stvaranje logične matrice
nalaza, te osvrt na analitički okvir iz literature (Bogdan, Biklen, 1992., Huberman, Miles, 1994., Wolcott,
1994; prema Creswell, 1998).
Rezultati istraživanja dati će uvid u aktualno stanje i potrebe za stjecanjem specifičnih kompetencija za
rad u nastavi prema načelima univerzalnog dizajna. U zaključku će se dati neke smjernice koje mogu podići
kvalitetu visokoškolske nastave i izjednačavanja mogućnosti studenata s invaliditetom kroz uvažavanje
znanja, iskustava i preporuka mlađeg nastavnog kadra u visokoškolskoj instituciji koja ima bogato iskustvo
rada sa studentima s invaliditetom.
Perception of higher education teaching process accessible to students with disabilities
The aim of the research is to find previous knowledge and experiences as well as recommendations of
the junior faculty staff about teaching competencies in higher education that contribute to higher education accessibility (planning, realization and evaluation). Taking into consideration the aim of the research
the target group are junior faculty staff who’ve only started their professional development and who, if lead
systematically, can reach the optimal quality level expected in order to meet every student’s needs. The paper
will present the results of the qualitative research related with reasonable adjustments in higher education
and other activities that might contribute to the quality of education through creating support for students
with disabilities.
The research sample are junior faculty staff (research assistants, assistants and lecturers) employed by
the Faculty of Education and Rehabilitation Sciences of the University of Zagreb, that teach courses of B.A
and M.A. programs within scientific field of education and rehabilitation sciences.
We have used qualitative methods of collection and analysis of data in this paper. A focus group interview
was made with 8 junior staff members, and anonymity in the process of the audio-taping and answer analysis
has been guaranteed (Creswell, 1998). The themes covered in the interview are: being informed about students
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with disability, experience of work with students with disabilities, competencies for work with students with
disabilities and planning, realization and evaluation of teaching process in higher education. The analysis
strategies are: conducting insights from collected materials, finding codes in the material, reducing information by creating categories, finding connections between the categories and making a logical matrix of the
research findings and an analytical overview of the theoretical findings (Bogdan, Biklen, 1992, Huberman,
Miles, 1994, Wolcott, 1994; cited in Creswell, 1998).
The results will provide insights into the current state and needs for specific competencies for teaching
according to the principles of universal design. The conclusion will provide guidelines that will increase the
quality of the higher education and providing equal opportunities to students with disability by respecting
knowledge, experience and recommendations of the junior staff in the institution of higher education with a
rich experience of work with students with disability.
Prezentacija 2/Presentation 2
Lorena Franjkić¹, Lelia Kiš-Glavaš¹, Valentina Novak²
¹Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski Fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
²Sveučilište u Zagrebu, Ured za studente s invaliditetom, Hrvatska
University of Zagreb, Office for Students with Disabilities, Croatia
Percepcija mogućnosti studenata s invaliditetom da udovolje zahtjevima
studijskih programa
Povećanjem formalne razine obrazovanja, posebice u području visokog obrazovanja, osobe s invaliditetom
mogu steći zvanja koja su traženija na otvorenom tržištu rada, čime bi se mogla smanjiti stopa nezaposlenosti
osoba s invaliditetom. Međutim, postoje određene prepreke koje studenti s invaliditetom trebaju premostiti,
a jednu od njih predstavlja i često negativna percepcija okoline, pa i ostalih studenata, o njihovoj mogućnosti
da udovolje zahtjevima različitih studijskih programa koji se nude na našim sveučilištima.
Upravo je stoga cilj ovog rada utvrditi je li percepcija ispitanika, studenata Sveučilišta u Zagrebu, o
mogućnostima da studenti s invaliditetom udovolje zahtjevima studijskih programa pozitivna ili negativna,
uzimajući u obzir varijable poput spola, područja znanosti, dosadašnjeg iskustva s osobama s invaliditetom,
te edukacije o osobama s invaliditetom u okviru kolegija na fakultetu.
Podaci su prikupljeni pomoću kratkog anketnog upitnika kreiranog za potrebe ovoga rada, a ispitivanje je
provedeno grupno. U ispitivanje je uključeno 500-tinjak studenata 3. godine preddiplomskih studija s prigodno
odabranih fakulteta i studijskih programa koji reprezentiraju pojedina znanstvena područja sa svih područja
znanosti na Sveučilištu u Zagrebu. Za provjeru hipoteza, korišten je Hi-kvadrat test kao metoda obrade podataka.
Rezultati pokazuju da većina ispitanika, generalno gledajući, pozitivno percipira mogućnosti studenata s
invaliditetom da udovolje zahtjevima studijskih programa, iako se ova percepcija značajno razlikuje u odnosu
na vrstu oštećenja studenata s invaliditetom. Utvrđene su značajne razlike rezultata među ispitanicima različitog spola, s različitih fakulteta, te s fakulteta različitih područja znanosti, a također je utvrđen i određeni utjecaj
iskustva s osobama s invaliditetom, te edukacije o osobama s invaliditetom u sklopu kolegija na fakultetu.
U zaključku se ukazuje na potrebu provođenja različitih programa edukacije, informiranja i osvještavanja studenata o značajkama i mogućnostima osoba s invaliditetom, posebice u kontekstu visokoškolskog
obrazovanja, kako bi se stvorila ugodna i poticajna atmosfera za daljnje akademsko napredovanje studenata
s invaliditetom.
Perception of opportunities for the students with disabilities
to meet the requirements of study programs
By increasing levels of formal education, especially in the field of higher education, people with disabilities can gain those titles that are in high demand on the open labor market, which could reduce the unemployment rate of people with disabilities. However, there are certain obstacles that students with disabilities
must overcome, and one of them is an often negative perception by their social environment, including other
students, on their opportunity to meet the demands of various study programmes offered on our universities.
Therefore, the aim of this study was to determine whether the perception of the respondents, students
of the University of Zagreb, on the opportunities for students with disabilities to meet the requirements
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of study programmes is positive or negative, taking into account variables such as gender, scientific field,
past experience with people with disabilities, and education on people with disabilities within faculty or
university courses.
The data were collected through a short survey questionnaire, designed for the purpose of this study,
and the study was conducted in groups. Around 500 third year undergraduate students, from appropriately
selected faculties and study programmes, who represent a specific scientific field of all the scientific fields at
the University of Zagreb, have been involved in this study. A Chi square test has been used as a method of
processing data to verify the hypothesis.
The results show that the majority of respondents, in general, positively perceive the opportunities of
students with disabilities to meet the demands of their study programmes, although this perception significantly differs depending on the type of disability. Significant differences were found among respondents of
different genders, from different faculties, and faculties of different scientific fields, and a certain influence
of experience with people with disabilities, and education on people with disabilities as part of courses in
faculty, has been determined.
The conclusion indicates the need for conducting various educational programs, of informing, and fostering students’ awareness about the possibilities of people with disabilities, particularly in the context of higher
education, in order to create a pleasant and stimulating atmosphere for further academic advancement of
students with disabilities.
Prezentacija 3/Presentation 3
Ivanka Živčić-Bećirević, Sanja Smojver-Ažić, Tamara Martinac-Dorčić, Jasminka Juretić, Ines Jakovčić
Sveučilište u Rijeci, Filozofski fakultet, Hrvatska
University of Rijeka, Faculty of Social Sciences and Humanities, Croatia
Depresivni simptomi i akademsko funkcioniranje studenata
Brojna istraživanja upućuju na zaključak da se studenti u posljednje vrijeme suočavaju sa sve više psihičkih problema koji su izraženiji u usporedbi s općom populacijom. Posebno se uočava značajno povećanje
depresivnosti i suicidalnih pokušaja kod studenata.
Cilj istraživanja bio je utvrditi prisutnost depresivnih simptoma kod studenata na početku studija i
njihovu povezanost s različitim aspektima psihološkog i akademskog funkcioniranja kroz tri godine studiranja. Ispitivanje je provedeno s reprezentativnim uzorkom od 459 brucoša Sveučilišta u Rijeci. Primijenjeni
su sljedeći mjerni instrumenti: Beckov upitnik depresivnosti (BDI-II), Beckova skala anksioznosti (BAI),
Upitnik psihosomatskih simptoma (Eriksen), Skala prilagodbe na studij (SACQ). Prikupljeni su i podaci o
akademskom statusu studenata nakon 3 godine studija.
Prosječan rezultat na BDI upitniku (M=7.44) nalazi se u okviru normalnog raspona, međutim 16%
(N=75) studenata ima rezultat iznad graničnog (od 14 bodova) koji upućuje na klinički značajno povišenje
depresivnih simptoma. Studenti s povišenim rezultatima na BDI skali imaju značajno više anksioznih i
psihosomatskih simptoma, slabije su emocionalno, akademski i socijalno prilagođeni na studij u usporedbi
s nedepresivnim studentima. Prateći iste studente kroz tri godine pronađeno je da se studenti s početno
izraženijim depresivnim simptomima ne razlikuju u odustajanju i prosječnom uspjehu od početno nedepresivnih studenata.
Unutar grupe depresivnih studenata njih 46% uspješno je u roku završilo preddiplomski studij. Kod njih
je nakon tri godine došlo do opadanja depresivnih, anksioznih i psihosomatskih simptoma, te poboljšanja u
emocionalnoj i socijalnoj prilagodbi. Utvrđeno je da su ti studenti bili bolje akademski prilagođeni na početku
studija od neuspješnih početno depresivnih studenata. Bolja akademska prilagodba na početku studija kod
studenata s prisutnim depresivnim simptomima može značajno doprinijeti redovitosti i uspješnosti studiranja
pa bi preventivne aktivnosti trebalo planirati u tom pravcu.
Depressive symptoms and academic functioning of university students
A number of researches indicate an elevated risk of mental health problems in university students, with
higher prevalence of psychological symptoms comparing to general population. Significant increase in depressive symptoms and suicide attempts is especially stressed, indicating a risk factor for dropping out and
lower grade point averages.
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The goal of the research was to estimate the prevalence of depressive symptoms among students when
starting college, and check its relationship with different aspects of students’ psychological and academic
functioning during first three years of college. Representative sample of 459 freshmen at University of Rijeka
was assessed. The following instruments have been used: Beck Depression Inventory (BDI), Beck Anxiety
Inventory (BAI), Subjective Health Complain (Eriksen), Student Adjustment to College Questionnaire
(SACQ). The data about academic success have also been collected.
The average BDI score (7.44) is within normal range, but 75 (16%) of the students have score above the
cut-off. Students with elevated BDI score have significantly more anxiety and psychosomatic symptoms, and
lower emotional, academic and social adjustment to college, comparing to nondepressed students. Following
the same students through three years of their study, we have found that students with higher BDI results do
not differ from students with lower BDI results in their average grade or in dropping out of college.
Within the group of students with higher BDI results, 46% of them have successfully and on time completed their undergraduate study. We have also noticed decrease in their depressive, anxiety and psychosomatic
symptoms, as well as increase in their emotional and social adjustment after three years at college. These
students had better academic adjustment at the beginning of college comparing to unsuccessful students
with higher depressive symptoms. Better academic adjustment of students who had depressive symptoms
when starting college may contribute to their retainment and better academic success, indicating the target
for preventive strategies.
Prezentacija 4/Presentation 4
Anita Vulić-Prtorić, Lucija Mičić
Sveučilište u Zadru, Studentsko savjetovalište, Hrvatska
University of Zadar, Student Counselling Centre, Croatia
Povezanost teškoća koje studenti navode i njihove prilagodbe na studij
Kvaliteta života studenata značajno je povezana s uspjehom na studiju. Stoga je praćenje prilagodbe
studenata i njihovog zadovoljstva životom tijekom studiranja važan zadatak svakog suvremenog sveučilišta.
Cilj istraživanja bio je ispitati prilagodbu na studij kod studenata koji izvješćuju o različitim teškoćama.
U istraživanju su sudjelovala 202 studenta (138 studentice, 64 studenta), svih studijskih godina (prosječne dobi M= 22,4, raspon 18-36, SD=2,74). Primijenjen je anketni upitnik kojim su prikupljeni podaci o
1) teškoćama na planu učenja (čitanju, pisanju, računanju, koncentraciji), 2) teškoćama na tjelesnom planu
(vida, sluha, tjelesnom invaliditetu i kroničnim bolestima), i 3) psihičkim teškoćama. Prilagodba studenata
ispitana je Skalom prilagodbe na studij (SACQ, Baker i Siryk, 1999) kojom su dobiveni podaci o akademskoj, emocionalnoj i socijalnoj prilagodbi studenata. Primijenjena je i Skala psihosomatskih simptoma (PSS,
Vulić-Prtorić, 2005).
Rezultati istraživanja pokazuju da, gledano pojedinačno po kategorijama, najveći broj studenata ima
teškoće s koncentracijom i održavanjem pažnje (44,5%), s vidom (30,2%), te psihičke teškoće (21,3%). 30%
studenata navodi kombinaciju dvije i više različitih teškoća. Studenti i studentice nisu se razlikovali s obzirom na broj teškoća, a s obzirom na pojedine aspekte prilagodbe, razlika je utvrđena jedino u emocionalnoj
prilagodbi, pri čemu su studentice imale više teškoća od studenata.
S obzirom na prilagodbu pokazalo se da studenti koji navode dvije i više različitih teškoća imaju najviše
teškoća u tom pogledu. U odnosu na studente bez teškoća, njihovo udovoljavanje zahtjevima studija je
manje uspješno, lošije se snalaze u fakultetskom okruženju, imaju lošije socijalne odnose, te u većoj mjeri
doživljavaju emocionalnu napetost i tjelesne simptome. No, studenti koji navode samo po jednu teškoću,
ne razlikuju se od studenata bez teškoća u ispitivanim varijablama. Dobiveni rezultati ukazuju na značajnu
povezanost broja različitih teškoća i prilagodbe studenata, te su analizirani u kontekstu sadašnje i buduće
potpore koja se organizira za studente u okviru sveučilišta.
Correlation between difficulties cited by students and their adjustment to college
Quality of student life is significantly connected with the academic performance and investigating the
adjustment to college and student life satisfaction is important task of every contemporary university.
Aim of this research was to investigate the college adjustment in students who report different difficulties.
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The sample of 202 students (138 females and 64 males), all study groups and mean age 22,4 (SD=2,74).
The short questionnaire was applied for obtaining the data about 1) difficulties connected with learning
(reading, writing, calculating and concentration difficulties), 2) physical difficulties (hearing and visual difficulties, motoric impairment and chronic illness) and 3) psychological difficulties. College adjustment was
examined with the Student Adaptation to College Questionnaire (SACQ, Baker and Siryk, 1999) with three
different subscales: academic, emotional and social adaptation. The Psychosomatic Symptom Questionnaire
(PSS, Vulić-Prtorić, 2005) was applied, as well.
Results suggests that the most frequent difficulties among students are concentration and attention
problems (44, 5% students), visual problems (30,2%), and psychological problems (21,3%). 30% students
report two and more different difficulties. There were no differences in the number of difficulties between
female and male students. But the significant differences were found in emotional adjustment, with female
students having more emotional distress.
Comparing with students without difficulties, students with two or more different difficulties have significantly more problems in adaptation to study, especially with emotional adjustment. Their coping with
educational demands is less successful, they have less satisfaction from interpersonal relationships, and they
experience more emotional distress and somatic problems. But, it should be noticed that students who report
only one difficulty did not differ from students with no difficulties in their college adjustment. The college
adjustment differences that were found in this sample of students are discussed in context of the present and
future support for students organized on university.
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S-6
Voditeljica simpozija/Symposium chair: Lelia Kiš-Glavaš
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Zagreb
University of Zagreb, Faculty of Education and Rehabilitation
Sciences, Croatia
E-mail: [email protected]
STUDENTI S INVALIDITETOM: NEKE AKTIVNOSTI REALIZIRANE
U OKVIRU TEMPUS EDUQUALITY PROJEKTA
Od siječnja 2010. do siječnja 2013. godine u Hrvatskoj se provodi Tempus projekt „Education for
Equal Opportunities at Croatian Universities – EduQuality“ (www.eduquality-hr.com). Nositelj projekta
je Sveučilište u Zagrebu putem Ureda i Povjerenstva za studente s invaliditetom, a u njegovoj realizaciji
sudjeluje ukupno 12 respektabilnih domaćih i inozemnih institucija i organizacija, uključujući gotovo sva
hrvatska sveučilišta. Svrha projekta je kreirati takav sustav potpore studentima s invaliditetom u visokom
obrazovanju u Republici Hrvatskoj kojim bi se izjednačile mogućnosti studenata s invaliditetom. Neke od
aktivnosti projekta već su provedene, a neke su upravo u tijeku te je izvršena evaluacija njihove učinkovitosti,
a izvršena je i snimka aktualnog stanja.
Svrha ovog simpozija je upravo prikazati rezultate procjene aktualnog stanja (prostorne pristupačnosti
sastavnica i provođenja slobodnog vremena studenata s invaliditetom na Sveučilištu u Zagrebu) i evaluacije
dvaju mjera kojima se nastoje izjednačiti mogućnost studenata s invaliditetom u visokom obrazovanju:
evaluacija pilot-provedbe sveučilišnog izbornog predmeta „Vršnjačka potpora studentima s invaliditetom“
te evaluacija edukacije akademskih, stručnih i administrativnih djelatnika na (svim) hrvatskim sveučilištima
o potrebi i mogućnostima prilagodbe akademskog okruženja studentima s invaliditetom.
Vjerujemo da će prezentirani rezultati istraživanja još jednom naglasiti važnost i nužnost razumnih prilagodbi koje ne kompromitiraju akademske standarde, ali koje kao aktivne kompenzacijske mjere nastoje izjednačiti
položaj studenata s invaliditetom sa studentima koji se tijekom svog studija ne suočavaju sa stanjem invaliditeta. Također, nadamo se da će i ovo biti prilika da se progovori o kreiranju i primjeni obveznih (minimalnih)
standarda pristupačnosti studentima s invaliditetom u sustavu visokog obrazovanja u Republici Hrvatskoj.
STUDENTS WITH DISABILITIES: SOME ACTIVITIES REALISED
AS A PART OF TEMPUS EDUQUALITY PROJECT
From January 2010 till January 2013 in the Republic of Croatia it has been implementing Tempus project
Education for Equal Opportunities at Croatian Universities – EduQuality (www.eduquality-hr.com). Project
coordinator is University of Zagreb through the Office for Students with Disabilities and the Commission
for Students with Disabilities of the University of Zagreb. In the project realization are also participating 12
respectful domestic and foreign institutions and organizations including almost all of the Croatian universities.
The wider project objective is to develop the system of support services for students with disabilities for
equalizing opportunities of students with disabilities in higher education in the Republic of Croatia. Some
of the project activities have been already implemented and some of them have been still implementing and
the evaluation of their effectiveness has been made as well as the recording of their actual phase.
The aim of this symposium is just to show the results of the actual phase assessment (environmental accessibility of the university constituent units (faculties and academies), leisure spending of students with disabilities at
the University of Zagreb) and of the evaluation of two measures in equalizing the opportunities of students with
disabilities in higher education: evaluation of pilot implementation of university elective course “Peer Support for
Students with Disabilities”, and evaluation of the education for teaching, professional and administrative staff of
all universities about need and possibilities of academic environment adjustment for students with disabilities.
We believe that the presented research results will once again emphasize the importance and necessity of reasonable adjustments that do not have negative impact on academic standards but that as active compensatory measures
tend to equalize position of students with disabilities with the position of students who do not face with disability
during the study. Also we hope that this will be a chance to speak about creation and implementation of obligatory
(minimal) standards of accessibility for students with disabilities in higher education in the Republic of Croatia.
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Prezentacija 1/Presentation 1
Elizabeta Haničar¹, Natalija Vrbas2, Lelia Kiš-Glavaš3
¹Centar za odgoj i obrazovanje “Ivan Štark”, Osijek, Hrvatska
Center of Education Ivan Štark, Osijek, Croatia
2
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Centar za rehabilitaciju, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Center for Rehabilitation, Croatia
3
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Prostorna pristupačnost sastavnica Sveučilišta u Zagrebu
Procjenjuje se da na Sveučilištu u Zagrebu studira oko 330 studenta s invaliditetom. Neovisno o svom
invaliditetu studenti imaju pravo na obrazovanje pod jednakim uvjetima. No, činjenica je da studenti s
invaliditetom nisu u potpunosti integrirani u sustavu visokog obrazovanja. Na potpunu integraciju utječe
veliki broj faktora, a prostorna pristupačnost Sveučilišta u Zagrebu i njegovih sastavnica jedan je od njih.
Cilj rada je utvrditi prostornu pristupačnost sastavnica Sveučilišta u Zagrebu te razliku između prostorne
pristupačnosti sastavnica različitih znanstvenih područja: društvenog i humanističkog, prirodnog, tehničkog,
biomedicinskog, biotehničkog i umjetničkog znanstvenog područja. U procjeni prostorne pristupačnosti
trideset i tri sastavnice Sveučilišta u Zagrebu korištene su metode opservacije i mjerenja metrom zadanih
parametara vodeći se Listom za utvrđivanje prostorne pristupačnosti. Dobiveni podaci statistički su obrađeni
u programu Statistica Sta Soft 8.0. Rezultati pokazuju da su Ekonomski fakultet i Filozofski fakultet prostorno
najpristupačniji, dok su Stomatološki fakultet i Akademija dramske umjetnosti prostorno najjnepristupačniji. Također je pokazano da sastavnice u području društvenih i humanističkih znanosti imaju višu razinu
prostorne pristupačnosti od sastavnica drugih znanstvenih područja.
Istraživanjem se zaključuje da je prostorna pristupačnost sastavnica loša, a samim time i Sveučilišta u
Zagrebu. Prema tome, smatramo da je isplativo i potrebno dodatno uložiti u osiguranje prostorne pristupačnosti jer se time omogućava upotreba prostora za veći broj korisnika kao i studenata s invaliditetom.
Environmental accessibility of the faculties of the University of Zagreb
It is estimated that there are around 330 students with disabilities at the University of Zagreb. Every
student has the right to equal education regardless of his/hers disabilities. However, it is a proven fact that
students with disabilities are not integrated into the higher education system to a sufficient degree. A complete integration can only be achieved under several conditions, which also include the full environmental
accessibility of the faculties of the University of Zagreb.
Our goal is to establish the extent of the environmental accessibility of individual faculties, as well as the
differences in the environmental accessibility of the various groups of faculties, according to their area of
specialty: social sciences, humanities, natural sciences, technical sciences, biotechnical sciences, the faculties of biomedicine and the faculties of art. In evaluating the environmental accessibility of the thirty three
buildings constituting the University of Zagreb the methods of observation and statistical measurement
according to the established parameters of The List for Evaluating Environmental Accessibility were used.
The raw observational data was converted to statistical data using the program Statistica Sta Soft 8.0. The
results indicate that The Faculty of Humanities and Social Sciences and Faculty of Economics and Business
are the most, while the School of Dental Medicine and The Academy of Dramatic Art are the least accessible.
The statistics also showed that the buildings used by faculties of social sciences and humanities are generally
the most accessible ones.
Our conclusion is that the general accessibility factor of the constituents of the University of Zagreb
is low. Therefore, we think that making investments for the purpose of raising environmental accessibility
would be the most prudent course of action which would be highly beneficial to many users of those spaces,
including students with disabilities.
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Prezentacija 2/Presentation 2
Romana Đuričić¹, Roman Baštijan², Zrinka Udiljak-Bugarinovski², Damir Miholić³
¹Sveučilište u Zagrebu, Akademija likovnih umjetnosti, Hrvatska
University of Zagreb, Academy of Fine Arts, Croatia
²Sveučilište u Zagrebu, Ekonomski fakultet, Hrvatska
University of Zagreb, Faculty of Economics and Business, Croatia
³Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Zagreb
Slobodno vrijeme studenata s invaliditetom na Sveučilištu u Zagrebu
Cilj ovog istraživanja bilo je prikupljanje informacija o načinima provođenja slobodnog vremena studenata s invaliditetom Sveučilišta u Zagrebu, Istraživanje je učinjeno u okviru Tempus projekta „Education
for Equal opportunities at Croatian Universities – EduQuality“.
Istraživanje je provedeno na raspoloživom uzorku od 10% ukupnog broja studenata s invaliditetom
registriranih na sastavnicama Sveučilišta u Zagrebu. Za potrebe istraživanja koncipiran je anketni upitnik s
pitanjima koja su se odnosila na mjesto i način provođenja slobodnog vremena, druženje s drugima, razinu
zadovoljstva provođenjem slobodnog vremena, korištenje usluga osobnog asistenta, korištenje usluga student servisa, sudjelovanje na studentskim događanjima i putovanjima, procjenu razlika između slobodnog
vremena studenata s i bez invaliditeta i dr.
Rezultati istraživanja su kvantitativno i kvalitativno ukazali na aktualne tendencije u provođenju slobodnog vremena u populaciji studenata s invaliditetom, kao i na prepreke i potrebu organiziranja sadržaja
koji će omogućiti njegovo kvalitetnije provođenje.
Uz obveze vezane uz studiranje, kroz svoje slobodno vrijeme studenti s invaliditetom mogu zadovoljiti
emocionalne i socijalne potrebe, nadograditi profesionalne sadržaje studiranja, unaprijediti kvalitetu života
i značajno sudjelovati u promicanju ideje inkluzije, jednakih mogućnosti i aktivnog sudjelovanja osoba s
invaliditetom u životu zajednice.
Leisure time of students with disabilities at University of Zagreb
In order to obtain some information about ways of spending leisure time of students with disabilities at
the University of Zagreb, survey on the available sample of 10% of the total number of students with disabilities registered at university in Zagreb was conducted. The study was done under the Tempus project
“Education for Equal Opportunities at Croatian Universities - EduQuality”.
The questionnaire, designed for the purposes of this research, included questions pertaining to the place
and mode of leisure time, socializing with others, level of satisfaction with leisure time, the use of personal
assistance, use of part-time work services, student participation in events and journeys, the estimation of
differences in leisure time between students with and without disabilities, etc.
The results were, quantitatively and qualitatively, indicated current trends of leisure time in the population of students with disabilities, as well as the obstacles and needs for organisation of the content that will
enable the implementation of its quality and thereby improve the quality of life for students with disabilities.
In addition to obligations related to the study, through their leisure time, students with disabilities can
meet the emotional and social needs, to upgrade the professional activities of study and notably promoted the
idea of inclusion, equal opportunities and active participation of people with disabilities in community life.
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Prezentacija 3/Presentation 3
Lelia Kiš-Glavaš, Martina Ferić Šlehan, Valentina Kranželić, Natalija Lisak
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Evaluacija sveučilišnog predmeta Vršnjačka potpora studentima
s invaliditetom – naučene lekcije iz pilot-izvedbe
Sveučilišni predmet Vršnjačka potpora studentima s invaliditetom (VPSSI) osmišljen je i izveden u obliku
pilot-izvedbe u okviru TEMPUS EduQuality projekta na Sveučilištu u Zagrebu. Predmet VPSSI jedna je od
mjera izjednačavanja mogućnosti za studente s invaliditetom u sustavu visokog obrazovanja u RH. Kolegij je
zamišljen i provodi se u dva dijela: pripremna radionica (15P+30V) i pružanje vršnjačke potpore studentima
s invaliditetom. Individualni plan kreira se za svaki par studenata koji čine student - asistent, kao pružatelj
vršnjačke potpore, i student s invaliditetom, kao korisnik vršnjačke potpore. Educirani i senzibilizirani studenti - asistenti, pružajući osnove vršnjačke potpore, kreiraju takve uvijete za studente s invaliditetom kojima
se može prevladati čitav niz prepreka koje organizacijski i objektivno egzistiraju u akademskom okruženju. Cilj ovog rada je prikazati rezultate evaluacije procesa i učinka predmeta VPSSI u akademskoj godini
2011./2012. Evaluacija je obuhvaćala: (1) dobivanje vrijednih podataka o relevantnosti sadržaja te načinima
i kvaliteti izvođenja predmeta kako bi se donijele odluke o njegovom unapređenju, i (2) dobivanje informacija o postignutim ishodima učenja te drugih dobiti za studente - asistente nakon položenog predmeta. Iz
razloga malog broja studenata koji su u pilot-izvedbi upisali predmet te dobivanja detaljnijih i obuhvatnih
podataka o samom procesu (Tashakkori, Teddlie, 2010) za evaluaciju predmeta korištene su kvalitativne
metode prikupljanja i obrade podataka. Metode prikupljanja podataka jesu: skala procjene, anketa za studente s pitanjima otvorenog tipa te fokus grupe. Sudionici istraživanja bili su studenti - asistenti, studenti s
invaliditetom i izvoditelji predmeta. Rezultati provedene evaluacije govore u prilog korisnosti i uspješnosti
kolegija u području senzibiliziranosti za studente s invaliditetom, osposobljenosti za pružanje vršnjačke
potpore, spremnosti i sigurnosti u zagovaranju prava studenata s invaliditetom, snalaženja i promišljanja
etičkih pitanja u odnosu vršnjačke potpore u akademskom i širem socijalnom okruženju i drugo. Zaključak
istraživanja je usmjeren na potvrđivanje korisnosti ovakvog načina osiguravanja izjednačenih mogućnosti
za studente s invaliditetom u sustavu visokog obrazovanja.
Evaluation of the course Peer Support for Students with
Disabilities – what we have learned so far
Peer support for students with disabilities course (PSSwD) was developed and carried out as a part of
TEMPUS EduQuality project at the University of Zagreb. The PSSwD course is one of the measures aimed to
equalize opportunities for students with disabilities in the Croatian higher education system. The course has
two parts: preparatory workshop and provision of peer support for students with disabilities. An individual
plan is created for each pair of students. A student assistant, as a giver of peer support, is paired with one
student with disability. Trained and empowered students assistants try to create such an environment for
students with disabilities that helps overcome various barriers to academic success.
Our goal is to present the process and outcome evaluation of the PSSwD course in academic year
2011/2012. We got valuable information about (1) the relevance of content, and ways and quality of course
implementation as a basis for future improvement; (2) educational outcomes and added value that student
assistants gained through the course. Because of the small number of students enrolled in this pilot implementation of the course, and our intention to gain a more detailed and comprehensive insight (Tashakkori
and Teddlie, 2010) we based the evaluation on qualitative methodology. The following methods were used:
self-report scales, open-ended questionnaire, and focus groups. Student assistants, students with disabilities
and teachers all participated in the evaluation process. Results speak in favour of the usefulness and effectiveness of the course, especially regarding the increased sensitivity for students with disabilities, the provision
of peer support, readiness and confidence in advocating for students with disabilities, and recognizing ethical challenges in providing peer support in an academic and social context. In conclusion, it seems that the
course provides a useful and sustainable platform for equating opportunities for students with disabilities
in higher education.
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Prezentacija 4/Presentation 4
Lelia Kiš-Glavaš, Valentina Kranželić, Martina Ferić Šlehan, Martina Lotar
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Edukacija akademskih, stručnih i administrativnih djelatnika na
hrvatskim sveučilištima kao mjera izjednačavanja mogućnosti
za studente s invaliditetom – rezultati evaluacije
Informiranje, educiranje i senzibiliziranje akademskih, stručnih i administrativnih djelatnika na hrvatskim sveučilištima jedna je od mjera izjednačavanja mogućnosti za studente s invaliditetom (SSI) u sustavu
visokog obrazovanja RH u okviru TEMPUS EduQuality projekta. Edukacija je temeljena na priručnicima
koji su također proizišli kao rezultat projekta EduQuality, a koji pokrivaju važna područja svakodnevnog
akademskog života studenata. Priručnici svojim sadržajem ukazuju na prepreke koje mogu postojati u odnosu
na dostupnost visokog obrazovanja studentima s invaliditetom, ali i nastoje definirati preduvjete i načine na
koje bi se prepreke što jednostavnije prevladale, pazeći pritom da se ne kompromitiraju postavljeni akademski standardi. Ciljevi edukacije sveučilišnih djelatnika su: (1) povećana senzibiliziranost i informiranost o
studentima s invaliditetom; (2) povećana senzibiliziranost za potrebe i mogućnosti prilagodbe akademskih
sadržaja i cjelokupnog sustava visokog obrazovanja za SSI; (3) veća spremnost i osposobljenost za kreiranje
i provedbu takvih prilagodbi. Cilj ovog rada je prikazati rezultate evaluacije edukacije sveučilišnih djelatnika
kako bi se utvrdilo jesu li postignuti ciljevi edukacije te koliko je ideja izjednačavanja mogućnosti za studente
s invaliditetom prenesena djelatnicima hrvatskih sveučilišta. Edukaciju su osmislile suradnice na projektu i
eksperti u pojedinim područjima invaliditeta, a do sveučilišnih djelatnika prenesena je po principu edukacije
edukatora. Educirani djelatnici sveučilišta educirat će djelatnike sveučilišta s kojeg dolaze. Kako je ciljani
uzorak oko 250 sudionika edukacije, koristit će se kvantitativne metode prikupljanja i obrade podataka.
Za provedbu evaluacije bit će konstruiran instrument kojim će se ispitati informiranost, senzibiliziranost
i osposobljenost sveučilišnih djelatnika za izjednačavanje mogućnosti za SSI prema ciljevima edukacije.
Edukacija edukatora planirana je za kraj veljače 2012. godine, a edukacije na hrvatskim sveučilištima će se
provesti tijekom ožujka i travnja 2012. godine. Budući da planirane aktivnosti tek slijede, o rezultatima je
moguće reći kako se očekuje povećana informiranost, senzibiliziranost i osposobljenost educiranih sveučilišnih djelatnika za izjednačavanje mogućnosti za SSI u visokom obrazovanju RH.
Training of teaching, professional and administrative staff at Croatian universities as a
measure of equating opportunities for students with disabilities – evaluation results
Informing, training and empowering teaching, professional and administrative staff at Croatian universities is one of the TEMPUS EduQuality measures of equalizing opportunities for students with disabilities
(SwD) in the higher education system. The program is based on handbooks that were also produced within
the TEMPUS EduQuality project. Handbooks cover all the important areas of everyday academic student life,
they indicate certain barriers to students’ access to higher education, and define prerequisites for overcoming
barriers or challenges without compromising academic standards. Goals of the training program are: (1)
increased sensitivity and knowledge about students with disabilities; (2) increased sensitivity for needs and
possibilities for reasonable adjustments in academic environment; (3) readiness and ability to create and
implement such adjustments. Our goal is to present the results of the evaluation process and to ascertain
whether educational goals were achieved and whether the idea of equal opportunities for students with
disabilities was disseminated to university staff. The program was designed by the project team and experts
for different disabilities, and was disseminated through training of trainers. Trained trainers will further
disseminate the program at their home universities. 250 university staff participated in the quantitative
evaluation process. For the purpose of this evaluation a questionnaire will be constructed, that will assess
the knowledge, sensitivity and ability of university staff to equate opportunities for students with disabilities.
The training program is planned for the end of February 2012, with further dissemination of the program
throughout Croatian universities in March and April 2012. We expect to find that the program will lead to
increased knowledge, sensitivity and ability of trained university staff to equate opportunities for students
with disabilities in higher education system in Croatia.
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Voditeljica simpozija/Symposium chair: Josipa Bašić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation
Sciences, Croatia
E-mail: [email protected]
S-7
PREVENTIVNI PROGRAMI UTEMELJENI NA DOKAZIMA
UČINKOVITOSTI U HRVATSKOJ
U simpoziju „Preventivni programi utemeljeni na dokazima učinkovitosti u Hrvatskoj“ nalazi se ukupno je 5 prezentacija. Uvodna prezentacija ima za cilj pojasniti i približiti važnost pristupa utemeljenog na
dokazima učinkovitosti i primjenu programa utemeljenih na dokazima u preventivnu praksu Republike
Hrvatske. U prezentacijama se elaboriraju rezultati različitih istraživačkih studija implementiranih preventivnih programa u Republici Hrvatskoj.
U prvom dijelu izlažu se eksperimentalni ili kvazi-ekperimentalni dizajni programa PATHS-RASTEM
(izvorni program PATHS – SAD-e, znanstveni projekt na Edukacijsko-rehabilitacijskom fakultetu Sveučilišta
u Zagrebu, voditeljica prof. dr. sc. Josipa Bašić) koji se kao univerzalni program prevencije usmjeren na
socijalno-emocionalne kompetencije učenika (prevencija i internaliziranih i eksternaliziranih problema u
ponašanju) implementirao u 15 osnovnih škola i 6 predškolski ustanova u Istri, Rijeci i Zagrebu. Prikazuju se
rezultati ishoda programa u dvjema domenama primjene – predškolskim ustanovama i osnovnim školama.
Kako se radi o znanstveno-utemeljenom programa na svjetskoj razini ova studija služi i provjeri učinkovitosti u našim uvjetima.
U prezentaciji projekta “Imam stav – prevencija korištenja sredstava ovisnosti” (izvornik – Unplugged,
implementacija i evaluacija u više europskih zemalja i u Hrvatskoj, projekt Edukacijsko-rehabilitacijskog
projekta Sveučilišta u Zagrebu, voditeljica doc. dr. sc. Martina Ferić Šlehan) poseban se naglasak daje izazovima evaluacije posredstvom usporedbe dva vala evaluacijskih istraživanja primjene u osnovnim školama
u različitim zemljama i u Hrvatskoj.
Prezentacijom evaluacije ishoda implementacije javnozdravstvenog programa ovisnosti i nasilja (Trening
životnih vještina - izvorni program Life Skills Training Program) u osnovnim školama Primorsko-goranske
županije (voditelj projekta Darko Roviš, Nastavni zavod za javno zdravstvo Primorsko-goranske županije)
osim rezultata evaluacije posebno se elaboriraju mogućnosti implementacije ovakvih preventivnih programa
na populacijskoj razini.
Ono što je vidljivo iz prezentacija jest činjenica da se prikazuju implementacije svjetskih preventivnih
programa čija je znanstvena utemeljenost na svjetskoj razini neupitna. Vrijednost održavanja ovog Simpozija
treba vidjeti kako u potrebi provjere učinkovitosti ovakvih programa u našoj zemlji tako isto i poticanju
znanstvene evaluacije preventivnih programa koji se razvijaju i implementiraju u Hrvatskoj. Postojanje baze
preventivnih programa utemeljenih na dokazima učinkovitosti zadatak je kako stručne i znanstvene javnosti
tako i nacionalne politike u ovom području.
EVIDENCE-BASED PREVENTION PROGRAMS IN CROATIA
The symposium “Evidence-based prevention programs in Croatia” contains five presentations. Introductory
presentation aims to clarify the importance of promotion of science-based approach in prevention and significance of evidence-based prevention practice in Croatia. Research studies of different prevention programs
implemented in Croatia will be described during the symposium.
First two presentations are describing experimental and quasi-experimental research designs of PATHSRASTEM program implementation in Croatia. Program was implemented in 2010/2012 during the scientific
project of Faculty of Education and Rehabilitation Sciences, University of Zagreb (project leader: Josipa Basic,
PhD.). PATHS-RASTEM program (Promoting Alternative Thinking Strategies) is universal prevention program focused on development of socio-emotional competences of children and prevention of internalizing
and externalizing problems of children. During the project, program was implemented in 6 kindergartens
and 15 elementary schools in Zagreb, Rijeka and Region of Istria. Presentations will describe outcomes results
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of PATHS-RASTEM implementation in kindergartens and elementary schools. Since PATHS-RASTEM
program is a worldly recognized science-based program, this studies serves to verify the effectiveness of the
program when it’s implemented in Croatia.
Third presentation will present the implementation of the program “Unplugged – I have an attitude!” It is a
substance abuse prevention program implemented in Croatia during the project “Unplugged – Implementation
and evaluation of the program in European countries” of Faculty of Education and Rehabilitation Sciences,
University of Zagreb (project leader: Martina Feric Slehan, PhD.). Special accent will be on the challenges
of evaluation research of the program implemented in elementary schools in different European countries.
Symposium will also include presentation of evaluation study of substance abuse and violence prevention program “Life Skills Training Program” implemented in elementary schools in the Primorsko-Goranska
County by the project of Teaching Institute for Public Health of Primorsko-goranska County (projec leader:
Darko Rovis, MA). Evaluation results and possibilities of implementation of this kind of programs at broader
level will be elaborated during the presentation.
What is evident from the symposium description, presentations are describing worldly recognized science
based prevention programs. The value of this symposium is that it stresses the need for evaluation studies
of prevention programs developed and implemented in Croatia. Creation of the database of effective and
evidence-based prevention programs in Croatia is the next challenge and task for prevention scientists,
practitioners and national prevention policy.
Prezentacija 1/Presentation 1
Josipa Bašić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Preventivni programi utemeljeni na dokazima učinkovitosti – zašto su važni?
Ovom prezentacijom želi se usmjeriti stručnu i znanstvenu javnost na prepoznatljivost i važnost ulaganja
u prevenciju i implementaciju programa prevencije rizičnih ponašanja djece i mladih koji nude dokaze svoje
učinkovitosti. Implementacija preventivnih programa u različitim domenama u Hrvatskoj nažalost nema
praksu utemeljenu na dokazima njihove učinkovitosti ili su to tek rijetki programi čiji dokazi imaju rigoroznu
znanstvenu evaluaciju. Praksa utemeljena na dokazima, ne samo u području prevencije rizičnih ponašanja
mladih nego i u drugim ljudskim djelatnostima (evidence-based medicine), relativno je stara, ali relativno
nova i rijetka u Hrvatskoj prevencijskoj praksi za razliku od svjetskih iskustava.
Krajem prošlog stoljeća obilježava se veći napredak i značajnije ulaganje u prevencijsku praksu utemeljenu na dokazima. Budući se u našoj praksi još uvijek upotrebljavaju različiti pojmovi (dobra praksa, praksa
utemeljena na dokazima, praksa utemeljena na znanosti) u ovoj prezentaciji pojasnit će se nužne razlike u
određivanju tih pojmova, njihova značenja. Objasnit će se i zašto se trend upotrebe programa utemeljenih na
dokazima učinkovitosti još više potiče i nastavlja. Razlozi se nalaze u sve većem broju znanstvenih istraživanja
koji posreduju dokaze djelotvornosti i učinkovitosti mnogih programa, prepoznaje se također da prevencijski
učinci nisu uvijek bezazleni, povećana je i potreba financijera koji traže dokaze učinkovitosti i repliciranje
istih na mnoga područja i domene primjene (Bašić, 2009). Važno je ustvrditi da je veća odgovornost prema
tom poslu povezana s razumijevanjem i implementiranjem takvih preventivnih programa. Budući je činjenica
da je implementacija preventivnih programa usmjerena na djecu, mlade, važne odrasle pa se osim profesionalnih razloga ovdje radi i o etičkim pitanjima i odgovornosti onih koji primjenjuju programe na ljude.
Na kraju, Bujas je relativno davno (1981; prema Kolesarić, Krizmanić, Petz, 1991) usmjerio našu pažnju
na rezultate znanstvenog pristupa koji predstavlja sustav provjerenih spoznaja o pojavama i zakonima specifičnog predmeta proučavanja spoznaja koji dopuštaju ne samo razumijevanje i predviđanje nego i uspješnu
praktičnu primjenu. Upravo većem razumijevanju i vođenju uspješne preventivne prakse u Hrvatskoj želi
se doprinijeti ovim simpozijem.
Evidence-based prevention programs – why they are important?
This presentation aims to promote the importance of the prevention investments and implementation of evidence-based programs of prevention of risk behaviors of children and youth. Many prevention
programs implemented in different settings in Croatia are not evidence-based and only few of them were
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studied through rigorous research designs. Evidence-based prevention practice in prevention of children and
youth risk behaviors but also in other professions (e.g. medicine) is relatively common in a lot of developed
countries which is not a case for Croatia.
End of the last century was the beginning of more significant progress and investments into evidencebased prevention practice. Regarding the fact that Croatian prevention terminology is often not clear enough
(good practice, evidence-based practice, science-based practice) differentiations between specific prevention
terms will be elaborated and presented in this presentation. Also, reasons and need for promotion of evidencebased programs and practice will be presented. Some of the reasons are: growing number of effectiveness
studies in the field of prevention, awareness that prevention programs can also have a negative impact, need
for evidence of effectiveness in the process of advocacy for prevention and fundraising and possibilities for
programs dissemination on different levels and domains. In addition, it is important to stress that implementation of science-based prevention is ethical and professional obligation for scientists and practitioners
since prevention interventions involve activities with humans.
In conclusion, relatively long time ago Bujas (1981; according to Kolesaric, Krizmanic, Petz, 1991) focused our attention to the results of scientific researches. Author stressed that they present a system of
proven knowledge about phenomena which is subject of the study and because of that it allows not only
understanding and prediction but also effective practical application of that knowledge. This symposium is
trying to contribute to the greater understanding and managing of successful prevention practice in Croatia.
Prezentacija 2/Presentation 2
Miranda Novak, Josipa Mihić, Josipa Bašić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Učinkovitost PATHS-RASTEM programa u školskom okruženju
U ovom će se radu izložiti rezultati istraživanja školskog PATHS-RASTEM programa proizašli iz projekta
„Implementacija znanstveno utemeljenog preventivnog programa usmjerenog na socijalno-emocionalno
učenje putem znanstvene evaluacije i primjene u hrvatskim vrtićima i školama (PATHS-RASTEM)“ čija je
voditeljica prof. dr. sc. Josipa Bašić.
PATHS-RASTEM je znanstveno utemeljen univerzalni preventivni program koji je dizajniran za provedbu
u vrtićima te nižim razredima osnovne škole. PATHS program su razvili Mark Greenberg i Carol Kusché
motivirani potrebom za sveobuhvatnim razvojno utemeljenim kurikulumom koji će podržavati razvoj socijalno-emocionalnih kompetencija kod djece te pomoći u preveniranju ponašajnih i emocionalnih problema.
U školskom okruženju programske aktivnosti u sklopu redovne nastave provode učiteljice.
Provedba projekta PATHS-RASTEM financirana je sredstvima Svjetske banke putem fonda Jedinstvo uz
pomoć znanja i MZOŠ-a RH. Projekt se provodio od lipnja 2010. do lipnja 2012. te je unutar tog razdoblja
provedena randomizirana studija školskog PATHS-RASTEM kurikuluma s kontrolnom skupinom. PATHSRASTEM program implementiran je u 15 škola na području grada Zagreba, Rijeke i Istarske županije. Svaka
je škola bila uparena sa školom u kojoj se program nije provodio tako da je u ukupnom uzorku sudjelovalo
30 eksperimentalnih i 30 kontrolnih razreda.
Učinak PATHS-RASTEM programa provjeren je na uzorku od 300 učenika za koje su informacije o njihovim socijalno-emocionalnim kompetencijama, prilagodbi, ponašanju među vršnjacima i suradnji u razredu
prikupljeni od strane njihovih učiteljica. Od tih je 300 učenika sa njih 150 provedeno direktno ispitivanje gdje
su prikupljeni podaci o njihovom prepoznavanju i samoregulaciji emocija, načinima rješavanja problema te
njihovom samopoimanju. Istraživanje je provedeno u dvije točke: u rujnu 2010., prije provedbe PATHS-RASTEM
programa te u ožujku 2012., nakon provedbe PATHS-RASTEM programa. U radu će biti predstavljeni učinci
programa te analize razlika između eksperimentalne skupine koja je sudjelovala u programu te kontrolne skupine.
Effectiveness of PATHS-RASTEM program in school conditions
This paper will present the results of school PATHS-RASTEM program study conducted during the project “Implementation of scientifically-based prevention programs focused on social and emotional learning
through scientific evaluation and application in Croatian schools and kindergartens (PATHS-RASTEM),”
whose leader was Josipa Basic, PhD.
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PATHS-RASTEM is a scientifically based universal prevention program that is designed for implementation in kindergarten and primary school. PATHS program was developed by Mark Greenberg and Carol
Kusche, motivated by the need for a comprehensive developmentally-based curriculum that will support
the development of social-emotional competencies in children and assist in the prevention of behavioral
and emotional problems. Program activities are conducted in the regular school environment by the teacher.
Implementation of the project PATHS-RASTEM was financed by the World Bank’s funds, though the
Unity Through Knowledge Fund and Ministry of Science, Education and Sport Republic of Croatia. The
project ran from June 2010 until June 2012 and within this period, control randomized study of school
PATHS-RASTEM curriculum was conducted. PATHS-RASTEM program was implemented in 15 schools
in Zagreb, Rijeka and Istria. Each school was paired with a school in which the program wasn’t implemented
so that the total sample included 30 experimental and 30 control classes.
Impact of PATHS-RASTEM program was checked on a sample of 300 students for whom information
on their socio-emotional competencies, adaptation, behavior and cooperation among peers in the classroom
was collected by their teachers. Of these 300 pupils, 150 of them were interviewed for direct data collection
and gathered information about their emotion recognition and self-regulation, problems solving skills and
their self-concept. The study was conducted at two points in September 2010, before the implementation of
PATHS-RASTEM program and in March 2012, after the implementation of PATHS-RASTEM program. The
paper will present the effects of PATHS-RASTEM program, with the accent on the analysis of differences
between the experimental group who participated in the program and control group.
Prezentacija 3/Presentation 3
Josipa Mihić, Miranda Novak, Josipa Bašić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Istraživanje učinkovitosti provedbe PATHS-RASTEM programa
u predškolskim ustanovama u Hrvatskoj
Predškolski PATHS-RASTEM program (Razvijanje Alternativnih STratEgija Mišljenja) je znanstvenoutemeljen univerzalni preventivni program usmjeren na razvijanje socijalno-emocionalnih kompetencija
kod djece predškolskog uzrasta (autori programa: Domitrovich, C., Greenberg, M., Kusché, C.A. i Corte
R.). Program se sastoji od 37 lekcija koje dva puta tjedno u trajanju od jednog sata provode za to educirani
odgajatelji u prostoru predškolske ustanove. PATHS-RASTEM program je prepoznat kao jedan od 10 najučinkovitijih programa prevencije nasilničkog ponašanja od strane Centra za istraživanje prevencije nasilja,
SAD. Istraživanja su pokazala kako predškolski PATHS-RASTEM program značajno razvija sposobnost
prepoznavanja emocija kod djece te razvija strategije nenasilnog rješavanja sukoba.
U 2011. godini je po prvi puta započela implementacija univerzalnog preventivnog programa PATHSRASTEM u predškolskim ustanovama u Hrvatskoj. Program se u Hrvatskoj započeo provoditi unutar projekta
„Implementacija znanstveno utemeljenog preventivnog programa usmjerenog na socijalno-emocionalno
učenje putem znanstvene evaluacije i primjene u hrvatskim vrtićima i školama (PATHS-RASTEM)“ (voditeljica prof.dr.sc. Josipe Bašić) financiranog od strane fonda Jedinstvo uz pomoć znanja i MZOŠ-a RH.
Program se provodio u 6 predškolskih ustanova u Hrvatskoj – u dva vrtića u gradu Zagrebu, dva vrtića u
Rijeci, jednom vrtiću u Vrsaru i jednom vrtiću u Labinu. U svakoj od predškolskih ustanova se program
provodio od rujna 2011. do ožujka 2012. u dvije skupine djece u dobi od 4. do 6. godine. Kako bi se ispitala
učinkovitost programa osmišljen je kvazi-eksperimentalni dizajn istraživanja. Cilj istraživanja je bio ispitati
razlike u socijalno-emocionalnim kompetencijama djece uključene u PATHS-RASTEM program i djece koja
nisu bila uključena u program te ispitati kvalitetu implementacije predškolskog PATHS-RASTEM programa.
Provedene su tri točke mjerenja (prosinac 2010., rujan 2011. te ožujak 2012.) tijekom kojih je provedena
procjena djece od strane odgajateljica.
U ovoj prezentaciji će biti prezentiran nacrt istraživačke studije učinkovitosti provedbe predškolskog
PATHS-RASTEM programa s posebnim naglaskom na rezultatima provedenog istraživanja.
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Effectiveness of preschool PATHS-RASTEM program
implementation in Croatian kindergartens
Preschool PATHS-RASTEM program (Promoting Alternative Thinking Strategies) is science-based universal prevention program focused on development of socio-emotional competences of preschool children
(authors of the program: Domitrovich, C., Greenberg, M., Kusché, C.A. and Corte R.). Program contains 37
lessons which are delivered to preschool children by preschool teachers twice per week within preschool
settings. PATHS-RASTEM program is recognized as one of the 10 most effective programs of violence preventions by the Centre for violence prevention, USA. PATHS-RASTEM curriculum significantly increases
child skills for emotion recognition and non-aggressive social problem-solving.
First implementation of preschool PATHS-RASTEM program in Croatia started in 2011 within the
project „Implementation of evidence-based prevention program of socio-emotional learning through science evaluation and its application into Croatian kindergartens and primary schools (PATHS - RASTEM)“
(project leader: Josipa Basic, PhD) financed by Unity through knowledge fund (UKF), Ministry of science,
education and sport of Croatia and three local communities.
Preschool PATHS-RASTEM program was implemented in 6 kindergartens in Croatia – two in City of
Zagreb, two in City of Rijeka and one in Vrsar and one in Labin in Istria Region. In each of 6 kindergartens program was delivered to two groups of preschool children (4-6 years old) from September 2011 until March 2012.
Quasi-experimental research design was used in the study of preschool PATHS-RASTEM outcomes.
Aim of the research study was to determine the differences in socio-emotional competencies between children involved in preschool PATHS-RASTEM program and those who were not involved and to assess the
quality of implementation of preschool PATHS-RASTEM curriculum. Assessment was conducted in three
time lines (December 2010, September 2011 and March 2012) and it was based on preschool teachers’ assessments of children. In this presentation study design of preschool PATHS-RASTEM program outcomes
will be presented with the main stress on the results of conducted analysis.
Prezentacija 4/Presentation 4
Martina Ferić Šlehan, Valentina Kraželić, Martina Lotar, Neven Ricijaš
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Preventivni program IMAM STAV – izazovi evaluacije učinkovitosti
Preventivni program Unplugged je nastao inicijativom European Union Drug Abuse Prevention
(EU-DAP) i provodi se već duži niz godina u mnogo europskih zemalja. Program je baziran na modelu
socijalnih utjecaja te time (1) promiče pozitivno i zdravo ponašanje te (2) utječe na prevenciju korištenja
sredstava ovisnosti (pušenje, korištenje alkohola i drugih sredstava ovisnosti). Također, program sadrži
komponente učinkovitih preventivnih programa (Tobler, 2000).
Znanstvena evaluacija učinkovitosti programa (EU-DAP I, 2003) koja je provedena u Austriji, Belgiji,
Njemačkoj, Grčkoj, Italiji, Španjolskoj i Švedskoj (143 škole, 7000 sudionika u dobi od 12-14 godina, 3500
sudionika u kontrolnoj grupi, 3500 u eksperimentalnoj grupi) pokazala je kako je program učinkovit u (1)
odgodi prvog uzimanja sredstava ovisnosti (pušenje, alkohol, druge droge) te (2) smanjenju korištenja alkohola, duhana i kanabisa kod mladih uključenih u program. Isto tako, program je pokazao održive rezultate
nakon godinu dana u odnosu na korištenje alkohola i drugih sredstava ovisnosti dok je učinak na korištenje
duhana oslabio.
Tijekom 2009. i 2010. godine, u sklopu europskog projekta Unplugged - European Drug Addiction
Prevention Trail (nositelj Mentor Foundation International) Hrvatska je dobila priliku adaptirati i implementirati program Unplugged - prevencija korištenja duhana, alkohola i drugih sredstava ovisnosti (pod
hrvatskim nazivom IMAM STAV). U projekt su uključene još četiri europske zemlje (Rusija, Kirgistan, Litva
i Rumunjska). U navedenom projektu bila je planirana evaluacija učinkovitosti (Eu-Dap II) koju je vodio
Piedmont Centre for Drug Addiction Epidemiology (Torino, Italija.) U istraživanju je sudjelovala 91 škola,
odnosno 4747 sudionika (2572 kontrolna grupa, 2175 eksperimentalna grupa), podaci iz Rusije nisu ušli u
analizu. Rezultati evaluacije pokazuju nižu učinkovitost programa nego rezultati dobiveni u Eu-Dap I. U
simpoziju će biti prikazani rezultati Eu-Dap I i Eu-Dap II te će biti raspravljane razlike u učinkovitosti u
odnosu na proces implementacije programa te sam proces evaluacije učinkovitosti.
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Prevention program UNPLUGGED – challenges of effectiveness evaluation
Prevention Program Unplugged was created by initiative of the European Union Drug Abuse Prevention
(EU-Dap) and implemented in many European countries for some time now. The program is based on CSI
comprehensive social influence model (elements from life skills (Botvin) and normative beliefs) and (1)
promotes positive and healthy behavior, and (2) impacts on the prevention of the use of addictive substances
(smoking, alcohol use and other addictive substances). Also, the program contains components of effective
prevention programs (Tobler, 2000).
Funded by the European Commission, the project was implemented and cross-evaluated in seven countries – Austria, Belgium, Germany, Greece, Italy, Spain and Sweden (involved 143 schools and 7 000 students,
3 500 in a trial group and 3 500 in a control group). This research - European Drug Abuse Prevention Trial
(Eu-Dap I) showed effect in (1) postpone the first use of addictive substances (smoking, alcohol, other drugs)
and (2) reducing the use of alcohol, tobacco and cannabis among young people involved in the program.
Also, the program has demonstrated sustainable results after one year regarding the use of alcohol and other
addictive substances while the effects on the use of tobacco declined.
In 2009 and 2010, as part of the European project Unplugged-European Drug Addiction Prevention
Trail (Mentor Foundation International) Croatia got the chance to adapt and implement the Unplugged
program - prevention of tobacco use, alcohol and other addictive substances in children and youth. The
project involved four European countries (Russia, Kyrgyzstan, Lithuania and Romania). In this project effectiveness evaluation was planned too (Eu-Dap II), and it was led by Piedmont Centre for Drug Addiction
Epidemiology (Turin, Italy). The study involved 91 schools, 4747 students (2572 students in control group,
2175 students in experimental group), data from Russia were excluded. Evaluation results showed a lower
effectiveness regarding the results from Eu-Dap I. The results from EU-Dap I and EU-Dap II will be presented and discussed regarding the differences in program effectiveness as well as the process of program
implementation and effectiveness evaluation.
Prezentacija 5/Presentation 5
Darko Roviš
Nastavni Zavod za Javno Zdravstvo Primorsko-goranske županije,
Medicinski Fakultet Sveučilišta u Rijeci, Hrvatska
Teaching Institute of Public Health of Primorsko-goranska County,
School of Medicine University of Rijeka, Croatia
Javnozdravstveni pristup implementaciji programa utemeljenih na
dokazima u osnovnim školama Primorsko-goranske županije
Trening životnih vještina je univerzalni program prevencije ovisnosti i nasilja temeljen na evidence based
izvorniku Life Skills Training Program. Temelji se na razvoju osobina i uvježbavanju vještina koje su se u dosadašnjim istraživanjima pokazale važnim u razvoju ovisničkog ponašanja kao preventivni faktori. Program,
osim što pruža informacije o neposrednim posljedicama i štetnosti rizičnih ponašanja, razbija predrasude i
zablude koje su prisutne u vršnjačkim skupinama. Potiče razvoj samopouzdanja, samopoštovanja i samokontrole,
komunikacijskih i socijalnih vještina, asertivnosti, vještina donošenja odluka i rješavanja sukoba, te vještina
suočavanja sa intenzivnim emocijama i vršnjačkim pritiskom. U Primorsko-goranskoj županiji se provodi se
s učenicima trećih, četvrtih, petih, šestih i sedmih razreda OŠ. Program na satu razrednika provode razrednici
i/ili stručni suradnici u trajanju od 45 sati raspoređenih kroz pet školskih godina. Nastavni zavod za javno
zdravstvo Primorsko-goranske županije osigurava radne materijale, četverodnevnu edukaciju provoditelja programa (nastavnika i stručnih suradnika), superviziju i evaluaciju pod vodstvom Odsjeka za prevenciju ovisnosti.
Cilj rada je prikazati ključna obilježja programa i odrednice znanstveno utemeljene implementacije i evaluacije u Primorsko-goranskoj županiji. Glavni ciljevi programa su smanjiti korištenje sredstava ovisnosti te
povećati kompetentnost nastavnika za rad s djecom na ovoj tematici. Programski paket sadržava priručnike
za učenike i nastavnike, četvero-dnevnu edukaciju, superviziju i hospitacije na satovima, tehničku podršku
te osobnu stimulaciju za uspješnu provedbu programa.
U program je ugrađena kvazi-eksperimentalna evaluacija s intervencijskom i kontrolnom skupinom te
mjerama praćenja kvalitete implementacije, čiji rezultati pokazuju smanjenje porasta konzumiranja sredstva
ovisnosti 30-50%.
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Sedam godina provedbe programa u Primorsko-goranskoj županiji pokazuje kako je edvidence based
programe moguće implementirati na populacijskoj razini. Preduvjeti za to su jaka podrška u lokalnoj zajednici od strane ključnih ljudi (zdravstvo i školstvo), jaka infrastruktura i resursi nositelja programa (kadrovi,
stručnost, materijalno tehnički uvjeti), velika predanost ljudi koji vode program. Za populacijske efekte
potrebno je jače institucionalizirati provedbu programa te čvrsto držanje kriterija uspješnosti.
Public health approach in implementation of evidence-based
prevention programs in Primorsko-goranska County
Aim of this presentation is to present key features of drug and violence prevention program as well as its
science based implementation and evaluation procedures in Primorsko-goranska County. Main goals of the
program are to reduce substance use among elementary school children and to increase teachers’ competencies in conducting prevention programs. Program has quasi-experimental evaluation with intervention and
control group and implementation quality assessments.
Program is based on evidence based skill training program. It focus is on development and of skills that
are known to act as risk or protective factors for development of such risk behaviours. It provides students
with facts on immediate hazardous outcomes of substance use, dismantling myths and positive stereotypes.
It stimulates development of high self-confidence, self-esteem, and self-control as well as development of
communication social and assertiveness skills, coping skills, and peer pressure resistance skills. Program is
implemented from third to seventh grade in elementary schools. It is delivered by class master or school
counsellor trough 45 school hours within five school years. Public health institute of Primorsko-goranska
County is providing a program package which consists of program materials, four day education, supervision,
technical support evaluation and stimulation. Results show that upon full and successful implementation
we can expect reduction in substance use as high as 30 -50%.
After seven years of program development and implementation it is clear that evidence based program
can be implemented using a public health approach. Assumptions for success are strong support in key local
community authorities for education and health, strong infrastructure of program coordinator, including
staff, expertise, and technical capacity, as well as strong commitment of people involved in program. For
population effects a stronger institutionalization of the program implementation is necessary as well as a
system for implementation quality assessment and support.
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S-8
Voditeljica simpozija/Symposium chair: Josipa Bašić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation
Sciences, Croatia
E-mail: [email protected]
RAZVOJ SOCIJALNO-EMOCIONALNIH KOMPETENCIJA DJECE:
IMPLEMENTACIJA PATHS-RASTEM PROGRAMA
U ovom Simpoziju prezentira se iskustvo implementacije univerzalnog programa prevencije PATHSRASTEM (Razvoj Alternativnih STratEgija Mišljenja/socijalno-emocionalne kompetencije) u predškolskim
ustanovama i osnovnim školama u Rijeci i Zagrebu te više gradova Istarske županije. Rezultat je to znanstvenog projekta “Implementation of evidence-based prevention program of socio-emotional learning through
science evaluation and it’s application into Croatian kindergartens and primary schools (PATHS-RASTEM)”
koji vodi Edukacijsko-rehabilitacijski fakultet Sveučilišta u Zagrebu u suradnji s Penn State University i
spomenutim lokanim zajednicama u kojima se implementira. Projekt financira Jedinstvo uz pomoć znanja/
Unity Through Knowledge Fund - UKF i MZOŠ RH uz podršku lokalnih zajednica.
Pet prezentacija u simpoziju usmjereno je na prikaz karakteristika i elemenata predškolskog i osnovnoškolskog kurikuluma te iskustva prakse u implementaciji univerzalnog preventivnog programa po „zakonitostima“ znanstveno i stručno vođene prakse (kvaliteta implementacije). Ovaj pristup omogućava spoznaje o
teorijskoj utemeljenosti kurikuluma, postupnosti i razvojnosti programa u odnosu na razvojne dobi djeteta i
kvalitetu njegove implementacije. Program provode učitelji/ce, odgajatelji/ce uz podršku stručnih suradnika
i ravnatelja navedenih institucija i vođenje istraživačkom tima projekta. Njihova izuzetno značajna iskustva
bit će prikazana u dijelovima nekih od navedenih prezentacija.
Kroz eksperimentalni i kvazi-eksperimentalni dizajn projekta želi se doći do informacija o ishodima/
rezultatima učinkovitosti, ali i potrebama prilagodbe navedenog programa za primjenu u Hrvatsku preventivnu praksu.
DEVELOPMENT OF CHILDREN’S SOCIO-EMOTIONAL COMPETENCIES:
IMPLEMENTATION OF PATHS-RASTEM PROGRAM
This symposium presents the experience of implementation of universal prevention programs PATHSRASTEM (Promoting Alternative THinking strategies / socio-emotional competence) in preschools and
elementary schools in Rijeka and Zagreb, and several towns in Istrian County. This is a result of the research
project “Implementation of evidence-based prevention program of social and emotional learning through
science evaluation and its application into Croatian kindergartens and primary schools (PATHS-growth)”
led by Education and Rehabilitation, University of Zagreb in cooperation with Penn State University and
these local communities. Project is funded by the Unity Through Knowledge Fund, UKF and Republic of
Croatia’s Ministry of Science, Education and Sport with the support of local communities.
Five presentations at the symposium focus on the characteristics and elements of pre-school and primary
school PATHS-RASTEM curriculum and present experiences in the implementation of universal prevention
programs according to the “laws” of scientifically and professionally guided practice (quality deployment). This
approach provides insight into the theoretical foundation of the curriculum, and the gradual development
through the program in relation to the developmental age of the child and the quality of its implementation.
Program is implemented by preschool and school teachers, with the support of the professional staff, directors of these institutions and the research team conducting the project. Their very considerable experience
will be shown in parts of these presentations.
Through experimental and quasi-experimental design of studies, project leaders want to get information
on the outcomes / results and the needs for program adaptation for the adequate implementation in Croatian
conditions and preventive practices.
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Prezentacija 1/presentation 1
Josipa Mihić, Miranda Novak, Josipa Bašić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Karakteristike i elementi predškolskog PATHS-RASTEM programa
Predškolski PATHS-RASTEM program (Razvijanje Alternativnih STratEgija Mišljenja) je znanstvenoutemeljen univerzalni preventivni program usmjeren na razvijanje socijalno-emocionalnih kompetencija
kod djece predškolskog uzrasta. Program je razvijen u Americi 90-tih godina prošlog stoljeća od strane prevencijskih istraživača: Domitrovich, C., Greenberg, M., Kusché, C.A. i Corte R. Program je namijenjen djeci
u dobi od 4. do 6. godine života. Predškolski PATHS-RASTEM program dva puta tjedno u trajanju od jednog
sata provode za to educirani odgajatelji u prostoru predškolske ustanove. Odgajatelji provode program prateći
detaljno opisane lekcije u priručniku za odgajatelje koji se sastoji od 37 lekcija. Sadržaj PATHS-RASTEM
lekcija usmjeren je na razvijanje nekoliko osnovnih koncepata koji uključuju: (1) Razumijevanje osjećaja i
razvijanje samokontrole, (2) Rješavanje međuljudskih problema, (3) Odnosi među vršnjacima/Prijateljstvo
te (4) Razvijanje samopoštovanja kod djece. PATHS-RASTEM lekcije podučavaju djecu emocije polazeći od
jednostavnijih prema složenijim emocijama. U podučavanju navedenih koncepata i provedbi predškolskog
PATHS-RASTEM programa odgajatelji koriste mnoge didaktičke materijale kao što su lutke, fotografije,
kartice i karta osjećaja, slikovnice, pisma za roditelje te radni listići koji služe za generalizaciju naučenih
vještina. Predškolski PATHS-RASTEM program nudi odgajateljima i niz aktivnosti koje mogu provoditi s
djecom i nakon PATHS-RASTEM sata, a također služe generalizaciji naučenih vještina.
Prezentacija će biti usmjerena na opis karakteristika i sadržaja predškolskog PATHS-RASTEM programa
u odnosu na socijalno-emocionalne koncepte koje promovira kod djece. Poseban naglasak će biti na opisu
elemenata programa, didaktičnih materijala i tehnika osmišljenih u svrhu učinkovitijeg razvijanja socijalnoemocionalnih kompetencija kod djece predškolske dobi.
Characteristics and elements of preschool PATHS-RASTEM program
Preschool PATHS-RASTEM program (Promoting Alternative Thinking Strategies) is science-based universal prevention program focused on development of socio-emotional competences of preschool children.
It is American program developed in the nineties by prevention scientists Domitrovich, C., Greenberg, M.,
Kusché, C.A. and Corte R. Preschool PATHS-RASTEM program is developed for preschool children in
the age from 4 to 6 years. It is delivered to preschool children by preschool teachers twice per week within
preschool settings. In implementing preschool PATHS-RASTEM program, preschool teachers are following
instructions from preschool PATHS-RASTEM manual for teachers which contain description of 37 lessons.
Preschool PATHS-RASTEM curriculum is focused on development of several concepts: (1) Emotion recognition and understanding and self control, (2) Interpersonal problem solving skills, (3) Peer relationships/
Friendship and (4) Self-esteem.
Preschool PATHS-RASTEM lessons are teaching children better emotions’ understanding starting from
teaching them basic emotional states to more comprehensive. In delivering program, preschool teachers are
using wide range of didactic materials such are puppets, photos, cards of emotions, books and letters for
parents and working exercises which can help in generalizing learned skills. Preschool PATHS-RASTEM
curriculum is providing to teachers additional activities which they can practice with children during the
whole day in kindergarten. Those activities are also helping in generalization of learned skills.
The main aim of this presentation will be to describe characteristics and elements of preschool PATHSRASTEM curriculum regarding socio-emotional competences which this prevention program is promoting. Special attention will be given to description of program content and all the elements of the program,
didactic materials and techniques created for developing socio-emotional competences of preschool children.
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Prezentacija 2/Presentation 2
Miranda Novak¹, Josipa Mihić¹, Josipa Bašić¹, Željka Božić²
¹Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
²Dječji vrtić Remetinec, Zagreb, Croatia
Kindergarten “Remetinec”, Zagreb, Croatia
Provedba predškolskog PATHS-RASTEM programa u Hrvatskoj – iskustva iz prakse
U 2011. godini je po prvi puta započela implementacija univerzalnog preventivnog programa PATHSRASTEM u predškolskim ustanovama u Hrvatskoj. Program se u Hrvatskoj započeo provoditi unutar projekta
„Implementacija znanstveno utemeljenog preventivnog programa usmjerenog na socijalno-emocionalno
učenje putem znanstvene evaluacije i primjene u hrvatskim vrtićima i školama (PATHS-RASTEM)“ (voditeljica prof.dr.sc. Josipe Bašić). Projekt je financiran od strane fonda Jedinstvo uz pomoć znanja i MZOŠ-a
RH. Predškolski PATHS-RASTEM program se provodio u 6 predškolskih ustanova u Hrvatskoj – u dva
vrtića u gradu Zagrebu, dva vrtića u Rijeci, jednom vrtiću u Vrsaru i jednom vrtiću u Labinu. Ukupno 24
odgajatelja iz Zagreba, Rijeke i Istarske županije je bilo educirano za provedbu PATHS-RASTEM programa.
U svakoj od predškolskih ustanova se program provodio od rujna 2011. do ožujka 2012. u dvije skupine
djece u dobi od 4. do 6. godine. Program se sastoji od 37 lekcija koje su dva puta tjedno u trajanju od jednog
sata provodili odgajatelji u prostoru predškolske ustanove. Sadržaj predškolskih PATHS-RASTEM lekcija
usmjeren je na razvijanje nekoliko koncepata: (1) Razumijevanje osjećaja i razvijanje samokontrole, (2)
Rješavanje međuljudskih problema, (3) Odnosi među vršnjacima/Prijateljstvo te (4) Razvijanje samopoštovanja kod djece. S obzirom na to da je tijekom navedenog projekta predškolski PATHS-RASTEM program
po prvi puta implementiran u Hrvatskoj, projektni tim i odgajatelji koji su provodili program su se susreli
s brojnim izazovima adaptacije programa. Prezentacija će biti usmjerena na prikaz iskustva odgajatelja u
provedbi predškolskog PATHS-RASTEM programa. Poseban naglasak će biti na opisu kvalitete, prednosti i
nedostataka PATHS-RASTEM programa, teškoća u provedi programa, reakcija djece na PATHS-RASTEM
program te smjernica za buduću provedbu programa iz perspektive odgajatelja.
Implementation of preschool PATHS-RASTEM program
in Croatia - experiences from practice
First implementation of universal prevention program PATHS-RASTEM in Croatian kindergartens started
in 2011. Implementation of preschool PATHS-RASTEM program in Croatia was initiated within the project
„Implementation of evidence-based prevention program of socio-emotional learning through science evaluation and it’s application into Croatian kindergartens and primary schools (PATHS - RASTEM)“ (project
leader: Josipa Basic, PhD) financed by Unity through knowledge fund (UKF), Ministry of science, education
and sport of Croatia and three local communities. During the project preschool PATHS-RASTEM program
was implemented in 6 kindergartens in Croatia – two in City of Zagreb, two in City of Rijeka and one in
Vrsar and one in Labin in Region od Istria. 24 preschool teachers from Zagreb, Rijeka and Region of Istria
were educated for delivery of preschool PATHS-RASTEM program. Program was delivered by preschool
teachers to two groups of children (4 to 6 years old) in each kindergarten from September 2011 until March
2012. Program contains 37 lessons which are delivered to preschool children by preschool teachers twice
per week within preschool settings. Preschool PATHS-RASTEM curriculum is focused on development of
several concepts: (1) Emotion recognition and understanding and self control, (2) Interpersonal problem
solving skills, (3) Peer relationships/Friendship and (4) Self-esteem.
As it was already stated, it was the first implementation of the preschool PATHS-RASTEM program in
Croatia and because of that reason project team and preschool teachers faced some challenges of program
cultural adaptation. This presentation will present experiences of preschool teacher from kindergarten in
Rijeka in implementing preschool PATHS-RASTEM program. Special attention will be given to the description of quality, advantages and disadvantages of programs’ curriculum, difficulties in program implementation, children reactions and directives for future implementations from the perspective of preschool teacher.
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Prezentacija 3/Presentation 3
Miranda Novak, Josipa Bašić, Josipa Mihić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Ključne komponente školskog PATHS-RASTEM kurikuluma
Školski PATHS-RASTEM program se unutar projekta „Implementacija znanstveno utemeljenog preventivnog programa usmjerenog na socijalno-emocionalno učenje putem znanstvene evaluacije i primjene
u hrvatskim vrtićima i školama (PATHS-RASTEM)“ provodio u 15 osnovnih škola tj. 30 1. i 2. razreda
na 3 lokaliteta – Zagreb, Rijeka te Istarska županija. PATHS-RASTEM program se u uključenim školama
provodio 1 do 2 puta tjedno kao dio redovne nastave. Ovaj će se rad osvrnuti na ključne teorijske koncepte
PATHS-RASTEM kurikuluma koji kod učenika nastoje potaknuti razvoj samokontrole, razvoj pozitivne
slike o sebi, povećati svijest o emocijama te poboljšati razvoj vještina za rješavanje problema. Provedbom
PATHS-RASTEM programa u hrvatskim školama i podučavanjem djece ovim konceptima nastoji se odgovoriti na tradicionalnu usmjerenost obrazovnog sustava na stjecanje akademskih vještina te uvažiti učenike
kao cjelovite individue.
Kurikulum za prvi razred sastavljen je od 31 lekcije dok kurikulum za 2 razred sadrži 32 lekcije. Lekcije
koje provodi učitelj razredne nastave u sklopu svog redovnog rada u razredu pokrivaju pet ključnih koncepata:
samokontrola, emocionalno razumijevanje, pozitivna slika o sebi, odnosi s drugima te rješavanje problema.
Uz sadržaj lekcija, učitelj na kraju svakog sata provodi aktivnost PATHS-RASTEM učenik dana kojom se
potiče samopouzdanje djeteta.
Generalni cilj kurikuluma je podrška socijalnom i emocionalnom razvoju djece te istodobno razvijanje brižnog prosocijalnog konteksta koji olakšava usvajanje akademskih vještina u razredu. Znanstvenoutemeljeni kurikulum u svojim lekcijama prati rezultate dugogodišnjih istraživanja ABCD modela razvoja
koja podupiru tezu da je svaka individua sposobna ostvariti svoj potencijal i razviti se u zdravu ličnost tek
kada dođe do uspješne integracije osjećaja i emocionalnog jezika s ponašanjem i kognitivnim procesima.
Key components of school PATHS-RASTEM curricula
The school PATHS-RASTEM program was implemented within the project “Implementation of scientifically-based prevention programs focused on social and emotional learning through scientific evaluation
and application in Croatian schools and kindergartens (PATHS-RASTEM)” and conducted in 15 primary
schools i.e. 30 1st and 2nd classrooms at 3 locations - Zagreb, Rijeka and Istria. In the participating schools,
PATHS-RASTEM program was implemented once or twice a week as a part of regular school curricula.
This paper will review the key concepts of PATHS-RASTEM curriculum which aims to encourage children’s’
self-development, development of positive self-image, increase emotion awareness and enhance the development of problem solving skills. The implementation of PATHS-RASTEM program in Croatian schools and
teaching those concepts to children is a response to the academic skills focus in the traditional educational
system, and is trying to recognize students as whole individuals.
The curriculum for the first grade consists of 31 lessons, while the curriculum for the second grade contains 32 lessons. Lessons which are conducted by the classroom teacher as part of their regular classroom
work cover five key concepts: self-control, emotional understanding, positive self-image, relationships with
others and problem solving. Besides the content of each lesson, at the end of each lesson, activity PATHSRASTEM student of a day is conducted to promote the self-confidence of the child.
The overall goal of the curriculum is to support social and emotional development of children and simultaneously develop a caring pro-social context in the classroom that facilitates the adoption of academic
skills. Scientifically-based curriculum follows the results of years of research within the ABCD model of
development that supports the thesis that each individual is able to realize their full potential and develop
into a healthy person only after the successful integration of feelings and emotional language with behavior
and cognitive processes.
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Prezentacija 4/Presentation 4
Josipa Mihić¹, Miranda Novak¹, Josipa Bašić¹, Saša Radenić²
¹Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
²Osnovna škola Otona Ivekovića, Zagreb, Hrvatska
Elementary School “Oton Iveković”, Zagreb, Croatia
Implementacija PATHS-RASTEM programa u školi: PATHS-RASTEM
u Osnovnoj školi Otona Ivekovića, Zagreb
PATHS-RASTEM kurikulum utemeljen je na vrlo jasnim teorijskim konceptima no njegova učinkovitost
gotovo isključivo ovisi o kvaliteti implementacije u praksi. Unatoč razrađenosti lekcija, strukturiranosti i
jasnim uputama o provedbi programa, istraživanja od strane autora programa i drugih provoditelja širom
svijeta su pokazala da učinci gotovo isključivo ovise o kvaliteti implementacije (Domitrovich i Greenberg,
2000). Kvaliteta implementacije u školskom okruženju odnosi se na podršku organizacije i stavove samih
provoditelja programa. Podrška organizacije uključuje koncepte poput kvalitete školske klime, administrativne podrške provedbi programa te podršku ravnatelja učiteljima koji program provode. Stavovi provoditelja
programa odnose se na motiviranost učitelja za provedbu PATHS-RASTEM programa i njihovo uvjerenje
da PATHS-RASTEM program zaista postiže pozitivne rezultate.
Unutar projekta „Implementacija znanstveno utemeljenog preventivnog programa usmjerenog na socijalno-emocionalno učenje putem znanstvene evaluacije i primjene u hrvatskim vrtićima i školama (PATHSRASTEM)“ je uz istraživanje učinaka PATHS-RASTEM programa praćena i kvaliteta implementacije programa u školama. Istraživački tim je pratio kvalitetu provedbe te je svojim aktivnostima nastojao utjecati i
na kvalitetu podrške od strane škole i na stavove provoditelja programa.
Ovo izlaganje će predstaviti iskustva istraživačkog tima s praćenjem kvalitete implementacije PATHSRASTEM programa te naučene lekcije. S obzirom na činjenicu da je podučavanje učenika emocijama, samoregulaciji i samopouzdanju još uvijek nedovoljno zastupljeno u redovnom obrazovnom sustavu, provedba
PATHS-RASTEM programa u hrvatskim školama zahtijevala je prevladavanje mnogih izazova. Isto tako,
u izlaganju će se predstaviti i iskustva provoditelja: učiteljice pred kojom je bio izazov prihvaćanja PATHSRASTEM programa i uklapanja PATHS-RASTEM kurikuluma u redovnu nastavu.
Implementation of PATHS-RASTEM in school context: PATHS-RASTEM
in Elementary School Oton Ivekovic, Zagreb
Though PATHS-RASTEM curriculum is based on very clear theoretical concepts, its effectiveness depends
almost exclusively on the quality of implementation in practice. Despite the elaboration of lessons, distinct
structure and clear guidelines for program implementation; research conducted by the program authors
and by other implementers around the world has shown that the program effects are almost exclusively
dependent upon the quality of implementation (Domitrovich and Greenberg, 2000). The quality of implementation in the school environment is based on the organization support and attitudes of implementers.
Organization’s support includes concepts such as the quality of school climate, administrative support for
program implementation and principal’s support to teachers who implement the program. Attitudes of
programs implementers are related to the motivation of teachers to implement PATHS-RASTEM program
and their belief that PATHS-RASTEM program is actually able to achieve positive results.
Within the project “Implementation of scientifically-based prevention programs focused on social and
emotional learning through scientific evaluation and application in Croatian schools and kindergartens
(PATHS-growth)” the study of PATHS-RASTEM effects was accompanied by the research of implementation quality of program in schools. The research team monitored the implementation quality of PATHSRASTEM activities and has tried to influence the quality of support within the school and affect the attitudes
of program implementers.
This paper will present the experience of the research team during the monitoring process of implementation quality of PATHS-RASTEM program and lessons learned. Given the fact that teaching students
emotions, self-regulation and self-confidence is still inadequately represented in the traditional educational
system, the implementation of PATHS-RASTEM program in Croatian schools required overcoming various
challenges. Also, the lecture will present implementers experience: the teacher that accepted the challenge of
integrating the PATHS-RASTEM program into regular curriculum.
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Prezentacija 5/Presentation 5
Ljiljana Samardžić
Osnovna škola Prečko, Zagreb, Hrvatska
Elementary School “Prečko”, Zagreb, Croatia
Uloga stručnog suradnika socijalnog pedagoga u provedbi PATHS-RASTEM
programa u školi
Kako bi se osigurala održivost PATHS-RASTEM programa, njegovo širenje i uklapanje u redovni školski
kurikulum, iznimno je važna uloga stručnog suradnika – praktičara koji program podržava na terenu slijedeći
znanstvena načela kvalitete implementacije. Stručni suradnik socijalni pedagog ima značajnu ulogu u provedbi
preventivnog programa PATHS-RASTEM u školi. Upravo stručni suradnik povezuje sve subjekte odgojnoobrazovnog procesa, potiče i osigurava kvalitetnu komunikaciju između voditelja programa, koordinatora,
roditelja, učenika te učitelja i ravnatelja škole. Uloga stručnog suradnika je da kontinuirano prati provedbu
programa prema strukturiranim obrascima za osiguravanje kvalitete implementacije te uputama od strane
autora programa i voditelja edukacije. Sukladno tome, stručni suradnik tijekom provedbe PATHS-RASTEM
programa istraživačkom timu šalje dvomjesečne izvještaje o provedbi programa u svakom razredu za koje
informacije dobiva putem hospitacije na satovima učiteljica koje provode program. Uz hospitacije na satovima, stručni suradnik u PATHS-RASTEM programu ima ulogu mentora tako da daje podršku učiteljicama
kroz stručne sugestije te tako osigurava kvalitetu provedbe programa.
Ovo će izlaganje predstaviti ulogu stručnog suradnika socijalnog pedagoga u osiguravanju kvalitete
implementacije PATHS-RASTEM programa. Kroz iskustvo provedbe programa u Osnovnoj školi Prečko,
predstavit će se i način praćenja kvalitete implementacije te način istraživanja implementacije u znanstveno-istraživačkom projektu PATHS-RASTEM. Izlaganje će predstaviti i rezultate istraživanja kvalitete implementacije unutar projekta „Implementacija znanstveno utemeljenog preventivnog programa usmjerenog
na socijalno-emocionalno učenje putem znanstvene evaluacije i primjene u hrvatskim vrtićima i školama
(PATHS-RASTEM)“. Kroz dvogodišnje iskustvo stručnog suradnika socijalnog pedagoga predstavit će se
i poteškoće u provedbi programa, izazovi uklapanja programa u redovni kurikulum te u redovni posao
stručnog suradnika.
Role of school counselor social educator in the implementation of PATHS-RASTEM
program in school
To ensure the sustainability of PATHS-RASTEM program, its dissemination and integration into the
regular school curriculum, it is extremely important to stress the role of school counselor, practitioner which
supports the program implementation on the field, following the scientific principles for implementation
quality assurance. School counselor has an important role in the implementation of preventive program
PATHS-RASTEM in school. School counselor links all participants in the educational process, encourages
and ensures the quality of communication between program managers, coordinators, parents, pupils, teachers
and principals. The role of the professional staff is to continuously monitor the program implementation,
according to the structured forms for quality assurance as well as the instructions by the program author and
trainers. Accordingly, the school counselor sends a report to the research team every two months. Reports
are assembled from the information obtained through the lesson visits to the teachers that are implementing
the program. Besides the visit to PATHS-RASTEM lessons, school counselor serves as a mentor to provide
the needed support for teachers through professional suggestions and thus ensures the quality of program
implementation.
This presentation will introduce the role of the professional staff in schools i.e. social pedagogue’s role
in ensuring the implementation quality of PATHS-RASTEM program. Through the two-year experience of
the program implementation in the elementary school Prečko, school counselor will present a system for the
quality monitoring of implementation and how implementation is researched in project PATHS-RASTEM.
The presentation will present the results of the quality of implementation of the project “Implementation
of scientifically-based prevention programs focused on social and emotional learning through scientific
evaluation and application in Croatian schools and kindergartens (PATHS-growth).” Through the experience
of social pedagogue, the paper will present the difficulties and the challenges in the process of integrating
PATHS-RASTEM into the regular curriculum as well as in a regular job of school counselor.
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S-10
Voditeljica simpozija/Symposium chair: Željka Bagarić
Ministarstvo Unutarnjih Poslova RH, Zagreb
Ministry of Interior, Republic of Croatia, Zagreb
E-mail: [email protected]
PROGRAMI VOĐENOG ČITANJA U TRETMANU POČINITELJA KAZNENIH DJELA
U Europi se u posljednjih nekoliko desetljeća događa smjena koncepata na istraživačkoj i socijalnopolitičkoj razini (Šućur, 2004). Kroz razvoj opće tolerancije prema individualnim razlikama i potrebama, omogućava se širenje spoznaja, obogaćivanje iskustava i razvoj vlastite čovječnosti. Socijalna inkluzija podupire
pojedinca u njegovim htijenjima da se osjeti dijelom zajednice; pruža mu ciljanu podršku u naporima pri
ostvarivanju njegovih punih potencijala. Na taj način se štite ljudska i građanska prava te omogućuje svakoj
osobi donošenje odluka o vlastitom životu i puno preuzimanje odgovornosti za nj.
Pozitivni rezultati u odgoju pojedinca, podignuću na višu razinu njegove osjećajnosti, ali i osnaženju
njegove osobnosti te stvaralačkih sposobnosti, zabilježeni su u konkretnim primjerima biblioterapeutske
metode u kontroliranim uvjetima (Hicks, 2006; Rudež, 2004; Hakemulder, 2000; Barath, Sabljak, Matul,
1999). Propituje se suodnos čovjeka i književnosti. Međutim, evidentna je potreba daljnjih istraživanja, kao
i primjena navedene metode za potencijalne nove recipijente, o čemu će u izlaganjima biti riječi.
U posljednjh 50 godina, zatvorske knjižnice se pojavljuju kao laboratoriji za primjenu književnog teksta
u terapeutske svrhe. Pregledom literature pronalazi se određeni broj biblioterapeutskih programa koji se
provode u zatvorima, (u SAD: Burt, 1972; Rubin, 1978; Jarjoura, Krumholz, 1998; Sweeney, 2010; u Europi:
Stephenson, 2010; Hartley, Turvey, 2007) no zbog nedostatne evaluacije, stajališta znanstvenika o učinkovitosti
provedenih programa se ne podudaraju (Cullen, 2000; Sherman, 1998; Suvak, 1977). U nekim sredinama,
unatoč prihvaćenom pro-socijalnom modelu, zatvorska administracija ne dopušta provođenje sličnih programa vođenog čitanja sa zatvorenicima.
U Republici Hrvatskoj, upravo je pripremljen program vođenog čitanja sa zatvorenicima, koji će se provoditi i evaluirati u jednoj kaznionici, o čemu će se diskutirati na simpoziju.
GUIDED READING PROGRAMS IN TREATMENT OF
PERPETRATORS OF CRIMINAL OFFENSES
In recent decades the shift of the concepts on research and sociopolitical level occur in Europe (Sucur,
2004). Development of a general tolerance for individual differences and needs allows the expansion of
knowledge, enriching experiences and development of their own humanity. Social inclusion supports the
individual in his desires to feel like a part of the community, and provides targeted support in efforts due
to achieving its full potential. In this way, human and civil rights are protected, which allows each person to
make decisions about their own lives along with taking responsibility for it.
Positive results in education of an individual have been reported in trials of bibliotherapeutic methods under
controlled conditions, such as: building a higher level of his sensitivity, but also strengthening his personality
and creative abilities (Hicks, 2006; Rudez, 2004; Hakemulder, 2000; Barath, Sabljak, Matul, 1999). The relationship between a man and literature is questioned. However, the necessity for further researches as well as the
application of these methods for potential new recipients is obvious, which will be discussed in presentations.
In the last 50 years, prison libraries appear as a laboratory for the application of literary text for therapeutic
purposes. The review of the literature finds a certain number of bibliotheraputic programs implemented in
prisons (USA: Burt, 1972; Rubin, 1978; Jarjoura, Krumholz, 1998; Sweeney, 2010; Europe: Stephenson, 2010;
Hartley, Turvey, 2007), but due to lack of evaluation, views of scientists on the effectiveness of implemented
programs do not match (Cullen, 2000; Sherman, 1998; Suvak, 1977). In some environments, despite the accepted pro-social model, the prison administration does not allow similar guided reading programs with
prisoners to be conducted.
In the Republic of Croatia a guided reading program with prisoners is presently prepared and it will be implemented and evaluated in one of Croatian prisons, and there will be a discussion about this at the symposium.
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8th International Scientific Conference Research in Education and Rehabilitation Sciences
Prezentacija 1/Presentation 1
Iva Žurić
Sveučilište u Rijeci, Filozofski fakultet, Hrvatska
University of Rijeka, Faculty of Arts and Humanities, Croatia
Čitanje kao transfer - teorijski okviri transformacijskog i terapijskog učinka čitanja
U izlaganju je riječ o transformacijskim i terapijskim učincima čitanja, s fokusom na proces književnog
transfera (Schwab, 2001) kao temeljnog mehanizma terapijskog učinka čitanja književnog teksta. Fenomen
transfera bit će promatran i u okviru psihoanalize Sigmunda Freuda kao ključne metode prilikom koje se
zbiva prijenos čuvstava, stavova ili oblika ponašanja na terapeuta, a u psihoterapijskom smislu obradit će se
i transfer u književnosti. Analizirat će se i usporediti ove dvije vrste transfera.
Osnovna hipoteza izlaganja je da čitanje književnih (i drugih) tekstova proizvodi terapijske učinke koji
utječu na modifikaciju, konstrukciju i rekonstrukciju identiteta čitatelja.
Osim teorijskog dijela analize utjecaja književnog teksta na čitatelja, bit će analizirana i empirijska istraživanja
iz kojih su vidljivi načini na koje čitanje izaziva osjećaje, mentalne slike, kognitivne obrasce, sjećanja, potisnute
doživljaje i dr., a potkrepljuju tezu o terapijskom učinku književnosti (Miall & Kuiken, 1995; Kuiken i sur., 2004).
Navedeni autori istražuju načine na koje književnost transformira čitatelja, odnosno utječe na mijenjanje njegovog
doživljaja o sebi (osjećaja sebstva). Pri tome su otkrili kako osjećaji koji se javljaju prilikom čitanja književnog teksta
igraju bitnu ulogu u doživljaju teksta, a i samoga sebe te su istražili na koji način i u kojem smjeru ti osjećaji povratno
utječu na čitatelja. Autori nalaze da nas osjećaji koji se javljaju prilikom čitanja motiviraju na daljnje čitanje i na
spoznaju o tomu kakav značaj ono ima za naše iskustvo i za našu osobnost. Uspoređujući se s likovima u tekstu,
njihovim postupcima i razmišljanjima, čitatelj može redefinirati vlastite pozicije i doživljaje. Na tome počiva i biblioterapija koja se bavi psihoterapijskim učincima čitanja općenito pa je time pogodna i za zatvoreničku populaciju.
Reading as transference – theoretical frame of transformational and therapeutic
effect of reading
This paper deals with transformational and therapeutic effect of reading by focusing on the process of
literary transference (Schwab, 2001) as a fundamental mechanism of therapeutic effect of reading literature.
Phenomenon of transference will be discussed within the reference of the psychoanalysis (Sigmund Freud)
as the essential method by which the transference of emotions, attitudes or behavioral traits occurs, that were
primary formed in the relation with the significant other. Literary transference will be discussed within the
frame of psychoanalysis and compared to transference in psychotherapy.
The main hypothesis of this theoretical conception is that reading literature (and other texts) generates
therapeutic effects that modify, construct and reconstruct reader’s identity.
Apart from theoretical implications of reading effects, empirical research data will also be analyzed in
order to show different ways by which reading can evoke feelings, mental pictures, cognitive schemas, memories, repressed experience, etc., that prove therapeutic effects of reading (Miall & Kuiken, 1995; Kuiken et
al., 2004). These authors examined ways of transforming readers experience and changing their sense of self.
They discovered feelings that occur while reading, which can play essential role in reader’s response to text
and to themselves. They found that those feelings also motivate readers to further reading and encourage
self-reflection. Readers compare themselves with characters from the text and that can redefine their own
experience. This is also a main postulate of bibliotherapy, art therapy method which deals with psychotherapeutic effects of reading that can also be applied to treating disorders within prison population.
Prezentacija 2/Presentation 2
Tjaša Obal
Banka Slovenije, Ljubljana
Bank of Slovenia, Ljubljana
Evaluacija programa vođenog čitanja sa zatvorenicima
Biblioterapiju definiramo kao proces vođenog čitanja, koji čitaču pomaže u suočavanju s vlastitim emocionalnim problemima, ili u osnaženju njegove osobnosti te stvaralačkih sposobnosti (Adams 2000; Pardeck&Pardeck,
1989; Cronje, 1993). Razlikujemo kliničku i ne-kliničku, tzv. razvojnu bilioterapiju (Reščič Rihar, Urbanija, 1999).
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Razvojna biblioterapija se provodi kao oblik dobrovoljne grupne terapije u cilju osobnog rasta i samoaktualizacije. Korisnici su ljudi koji se u različitim fazama razvoja nalaze u trenutačnoj krizi (Hynes & Hynes, 1986).
Učinak čitanja pri grupnoj biblioterapiji se ogleda u poboljšanju čitalačkih vještina, uvećanju znanja, opuštanju
i boljem uvidu u vlastitu situaciju te osjećaju da u problemu nisi sam (Hartly, 2002, Pardeck&Pardeck, 1993).
Angloameričke studije (Fanner&Urquhart, 2008; Hicks, 2006; Elkin, 2003;) definiraju ulogu knjižničara u
procesu vođenog čitanja. Knjižnica se u lokalnoj zajednici doživljava kao okruženje koje omogućuje pristup
informacijama i na taj način posreduje u procesu uvećavanja znanja. Zadaće knjižničara obuhvaćaju odabir
građe, sudjelovanje u timskom radu i obavezu dodatne izobrazbe u psihosocijalnom području.
U Sloveniji je posljednjih godina zabilježen primjer kliničke biblioterapije u okviru programa za liječenje ovisnosti od alkohola (Rugelj, 1993). U nekliničkom kontekstu, provedeni su knjižnični projekti sa
zatvorenicima u obliku programa vođenog čitanja (Poti, 2010). Pokazalo se da provedeni programi zbog
nedostatne evaluacije ne mogu pružiti adekvatne podatke za daljnja istraživanja o terapeutskom učinku
čitanja. Pregledom inozemne literature pronalazi se okvir za metodološki pristup na kojem bi se trebali
temeljiti budući programi vođenog čitanja. Takve programe osmišljavaju i provode timovi stručnjaka koji
uključuju i knjižničare, u svrhu postizanja samoaktualizacije i osobnog rasta zatvorenika (Jablecki & Kelly,
2003, Main & Scogin, 2003, Texas Criminal Justice Policy Council, 2000, Riordan & Wilson, 1989). Predlažu
se smjernice za znanstvenu evaluaciju programa i terapeutskog učinka čitanja.
Evaluation of guided reading program with prisoners
Bibliotherapy is defined as a process of guided reading, which helps the reader to address their
own emotional problems or strengthen his personality and creative ability (Adams, 2000, Cronje, 1993,
Pardeck&Pardeck, 1989). Nonclinical, so called developmental bibliotherapy (Rešič Rihar, Urbanija, 1999) is
conducted as a voluntary group therapy, with the aim of personal growth and self-actualization. Beneficiaries
are people who faced with crises in different developmental stages (Hynes and Hynes, 1986). The impact of
reading is reflected in the increase in reading skills, relaxation and a better insight into their own problem
situation (Hartly, 2002, Pardeck&Pardeck, 1993).
Some studies (Fanner & Urquhart, 2008; Hicks, 2006; Elkin, 2003) define the role of librarians in the
process of guided reading. The library in the local community is seen as an environment that provides access
to information and increasing of the knowledge. Therefore, the role of librarians in the process of guided
reading is in the selection of materials, teamwork, and commitment to further training in the psychosocial
field (Fanner&Urquhart, 2008, Hicks, 2006, Elkin, 2003).
Recently, Slovenia has recorded an example of clinical bibliotherapy in the treatment of alcohol misuse.
(Rugelj, 1993). Nonclinical, library projects were conducted with inmates in the form of guided reading (Poti,
2010). It turned out that those programs due to lack of evaluation may not provide adequate data for further
research on the therapeutic effects of reading.
A review of the evidence based research literature provides a framework for a methodological approach on
which should be based new guided reading programs, whit the aim of personal growth and self-actualization.
Those programs should be created and conducted by experts’ teams that include librarians (Jablecki, Kelly,
2003, Main, Scogin, 2003, Texas Criminal Justice Policy Council, 2000, Riordan, Wilson, 1989). Guidelines
for the standardized outcome measure of the program and therapeutic effects of reading are proposed.
Prezentacija 3/Presentation 3
Judith Jordet
Deer Ridge Correctional Institution, Oregon, USA
Zatvorska knjižnica kao okruženje za socijalno učenje
Prema Pew izvješću (2011) Oregonski Odjel za izvršenje kazne zatvora (ODOC) ima najnižu stopu
recidiva u SAD-u (22,8%). ODOC se koristi evaluacijskim meta-analizama u identificiranju djelotvornih
programa. Istraživači su razvili razne programe koji se bave specifičnim karakteristikama kriminalnog razmišljanja (Gendreau, 2006; Latessa, 2005; Samenow, 2004). Jedan od načina kojima se može smanjiti kriminalno
ponašanje je zamjena antisocijalnih s pro-socijalnim stavovima (Andrew i Bonta, 2010). U tom se okviru
nalaze i zatvorske knjižnice u Oregonu.
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Često se zatvorske knjižnice opisuje kao javne knjižnice iza rešetaka (Clark & MacCreaigh, 2006). No,
je li model javne knjižnice pogodan za misiju zatvorskog sustava? Zatvorska knjižnica, definirana kao specijalna knjižnica, može podržati misiju rehabilitacije. Međutim, standardizacija prakse, koja bi omogućila
vrednovanje doprinosa zatvorske knjižnice u procesu rehabilitacije zatvorenika, mora biti provedena od
strane profesionalnih knjižničara. Za stvaranje kulture čitanja u rekreacijskoj zatvorskoj knjižnici neophodna
je spremnost na sudjelovanje samih zatvorenika. Podaci o čitateljskim interesima zatvorenika poslužit će
za ciljano razvijanje fundusa zatvorske knjižnice. Uvođenjem novih tehnologija, poput eReader-a, mogu se
generirati daljnji podaci za proučavanje čitateljskih navika.
Tako oformljena zbirka građe obuhvaća tekstove koji nadopunjuju svrhu rehabilitacije, kao što su knjige
koje potiču samokontrolu, osnažuju empatiju i prikazuju modele ljutnje bez nasilja. Usluge zatvorske knjižnice
trebaju obuhvatiti umrežavanje službi korekcijske ustanove i knjižničara profesionalaca, podupirati razvoj
suradnje između javnih i zatvorskih knjižnica te realizirati trajnu provedbu različitih projekata studenata
knjižničarstva u zatvorskom okruženju.
Ova prezentacija ima tri cilja:
1) Naglasiti ulogu pro-socijalne politike u formiranju fundusa zatvorske knjižnice
2) Prikazati primjere dobre prakse koji podržavaju programe rehabilitacije u zatvorskoj knjižnici
3) Istaknuti prednosti e-knjiga u zatvorskom sustavu
The prison library as a social learning environment
The Pew Report (2011) verified the Oregon Department of Corrections (ODOC) has the lowest recidivism
in the U.S. (22.8%). The ODOC uses meta-analysis evaluation to identify programs that work. Programs are
developed that address specific characteristics of criminal thinking (Gendreau, 2006; Latessa, 2005; Samenow,
2004). Replacing antisocial attitudes with pro-social attitudes is one way criminal behavior can be reduced
(Andrew & Bonta, 2010). This is the environment for a prison library in Oregon.
Often prison libraries are described as if they are public libraries behind bars (Clark & MacCreaigh, 2006). But
is the public library model suitable to the mission of Corrections? The prison library, defined as a Special Library,
can support the Correctional mission of rehabilitation. However, the need for standards of practice must be instituted by professional librarians in order to evaluate the prison library’s contribution to rehabilitation. Creating
a culture of reading in recreational reading prison library must involve the willing participation of inmates. A
survey of reading interests of inmates along with a Reading Challenge, informs the collection development plan.
Also, usage of new technology such as the eReader will generate data for researchers to study reading habits.
The plan includes reading material that complements rehabilitation programs such as books that honor
self-control, models empathy and demonstrates anger without violence. Library services should include networking between Corrections and Library professionals, collaboration between public libraries and prison
libraries, and implementation of projects with library students in a prison environment.
This presentation has three aims:
1) Outline pro-social policies for Collection Development
2) Overview of best practice for prison library that support rehabilitation programs
3) Highlight advantage of e-books in the prison setting
Prezentacija 4/Presentation 4
Željka Bagarić¹, Ljiljana Mikšaj-Todorović²
¹Ministarstvo unutarnjih poslova RH, Zagreb
Ministry of Interior, Republic of Croatia, Zagreb
²Svečilište u Zagrebu, Edukacijsko-rahabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Program vođenog čitanja sa zatvorenicima kao model posebnog
rehabilitacijskog programa u Republici Hrvatskoj
Različita istraživanja koja obuhvaćaju počinitelje kaznenih djela, pokazala su da postoji čvrsta povezanost
između niskog stupnja pismenosti i određenih tipova kriminaliteta (IALS 1995 & 2001). Brojni inovativni
rehabilitacijski programi na temu “edukacija kroz kulturu, umjetnost i čitanje” zagovaraju put za izgradnju
prihvatljivijih životnih stilova (Hartley, Turvey, 2009; Morgan, Kett, 2003; Hakemulder, 2000; Rubin, 1973; Burt,
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1972) te da izabrani književni tekstovi imaju terapeutsko djelovanje na smanjenje napetosti, poticanje emocionalnog izražaja i razvijanja osobnosti (Hicks, 2006; Rudež, 2004; Barath, 1996; Rubin, 1978; Ayalon,1995.).
Od 1990. godine naovamo, terapija čitanjem se koristila u pomagačkim djelatnostima s klijentima/pacijentima svih uzrasta i kultura (Pardeck & Pardeck, 1998), a dobrobit se pripisuje interakciji osobnosti čitatelja
i literature, bilo uz pomoć tzv. self-help priručnika ili u okvirima programa za vođen o, odnosno, grupno
čitanje i diskusiju (Mar, Djikic, Oatley, 2008; Van Peer, Maat, 1996).
Međutim, brojne su studije i autori koji navedene programe vođenog čitanja smatraju „korekcijskim
šarlatanstvom“ (Kramer, 2009; Latessa et al., 2002; Cullen 2000; Gendreau 2000; Sherman, 1988; Suvak,
1977). Tome pogoduje činjenica da većina provedenih programa i eksperimentalnih studija o čitanju nije
znanstveno evaluirana.
U Hrvatskoj je kreiran i po prvi puta se provodi program vođenog čitanja sa zatvorenicima, kao posebni
rehabilitacijski program u zatvorskom sustavu. Sastavni dio programa čini evaluacija, u čiju svrhu su konstruirani odgovarajući instrumenti. Kontrolna i eksperimentalna skupina zatvorenika uspoređena je u prvoj
i završnoj točci mjerenja, a rezultati evaluacije će biti prezentirani. Uz navedeni model programa vođenog
čitanja sa zatvorenicima, postavljen je i model međuinstitucionalne suradnje.
Guided reading program with inmates as a model of
special rehabilitation program in Croatia
Various studies over the perpetrators of criminal offenses has shown that there is a strong correlation
between low levels of literacy and certain types of crime (IALS 1995 and 2001). A number of innovative
rehabilitation programs on “education through arts and culture,” advocated the way for the construction of
acceptable lifestyles (Hartley, Turvey, 2009; Morgan, Kett, 2003; Hakemulder, 2000; Rubin, 1973; Burt, 1972)
and that the selected literary texts have a therapeutic effect on the reduction of tension, encouragement of
emotional expression and personality development (Hicks, 2006; Rudež, 2004; Barath, 1996, Rubin 1978,
Ayalon, 1995).
Literature published since 1990 indicates that reading therapy is used in a treatment in almost every
helping professions (Pardeck & Pardeck, 1998). The achieved benefits for individuals is attributed to the
interaction of readers personality and the literature, either through self-help manuals or in the framework
of a group reading and discussion (Jan, Dikic, Oatley, 2008; Van Peer, Maat, 1996).
On the other hand, a number of studies and the authors considered the programs guided reading as a
“correctional quequery” (Kramer, 2009; Latessa et al., 2002, Cullen 2000; Gendreau 2000; Sherman, 1988;
Suvak, 1977). This is favored by the fact that most of the implemented programs and experimental studies
of reading have not been scientifically evaluated.
In Croatia, the guided reading program with inmates is created and implemented as a special rehabilitation program for the first time in Croatian prison system. An integral part of the program is evaluation,
for which purposes the appropriate instruments were constructed. The control and experimental groups of
prisoners are compared in the first and the final point of measurement, and the evaluation results will be
presented. In addition to the mentioned model of guided reading program with prisoners, a model of interinstitutional cooperation is set.
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Voditelj simpozija/Symposium chair: Luka Bonetti
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation
Sciences, Croatia
E-mail: [email protected]
S-11
OŠTEĆENJE SLUHA KAO POSLJEDICA ZAGAĐENJA BUKOM –
MULTIDISCIPLINARAN POGLED NA PROBLEM I MOGUĆNOSTI PREVENCIJE
Simpozij je usmjeren na iznošenje recentnih informacija o buci u odnosu na njezinu ekonomski i psihosocijalno vrlo ozbiljnu posljedicu – oštećenje sluha, ali i drugih informacija koje imaju potencijal promoviranja
buke u sveprisutan problem javnog zdravstva i ekologije uopće. Buci smo neizbježno svakodnevno izloženi,
što prijeti zdravlju i učinkovito opterećuje kvalitetu naših života. Problem okolne buke tolikih je razmjera, da
ga se definira čujnim zagađenjem zraka koji prijeti zdravlju i dobrobiti. Svakodnevna izloženost kontinuiranoj
buci utječe na živčani, ravnotežni, vidni, krvožilni, endokrini i probavni sustav, uzrokuje tjeskobu, razdražljivost, depresivnost, poremećaj sna, te smanjuje koncentraciju i radnu učinkovitost. Vjerojatno najozbiljnija
posljedica izloženosti buci jest oštećenje sluha jer se odražava na komunikaciju, koja je usko povezana s
kvalitetom života. Oštećenje sluha uzrokovano bukom razvija se zbog izloženosti buci na radnom mjestu i/
ili zbog rekreacijske buke. Nagluhost izazvana bukom čini gotovo trećinu profesionalnih bolesti u Europi, a
oko 7% njezine radne snage razvija oštećenje sluha zbog buke na radnom mjestu. Pojavnost povećava rekreacijska buka, sveprisutna zbog prihvaćanja glasnih aktivnosti normalnim dijelom mladenačkog, modernog
životnog stila. Ukupni godišnji troškovi liječenja, rehabilitacije, prekvalifikacije ili umirovljenja su golemi.
Protiv zagađenja bukom moguće se boriti medicinsko-zdravstvenim, tehnološkim i socijalno-pravnim
pristupima. Međutim, usprkos bogatstvu pristupa i sredstava na raspolaganju, kao i dokumentiranoj štetnosti,
zagađenje bukom je više deklarativno, nego operativno prihvaćeno kao profesionalni i osobni faktor rizika.
Stoga su simpozijska izlaganja usmjerena na recentne spoznaje vezane za otkrivanje buke, otklanjanje ili
kontrolu zagađenja bukom, istraživanje posljedica buke po zdravlje, tehničke propise za zaštitu od buke, te
informiranje javnosti o prevenciji bukom izazvanih oštećenja, teškoća i smetnji. Posebna pažnja bit će posvećena dosadašnjim iskustvima u prevenciji zagađenja bukom, kako bi se među raspoloživim edukativnim,
informativnim, rehabilitacijskim i istraživačkim strukama, koje su u poziciji mogućeg djelovanja, ponudio
okvir za ograničavanje ili smanjenje javnozdravstvenog problema bukom uzrokovanog oštećenja sluha.
HEARING LOSS AS A CONSEQUENCE OF NOISE POLLUTION – A
MULTIDISCIPLINARY VIEW OF THE PROBLEM AND PREVENTION OPTIONS
Symposia is directed on recent information about noise and its economically and psychosocially prominent consequence – hearing loss, but also on other information with the potential to promote noise as omnipresent public health problem and as general ecological problem. Everyday exposure to noise threatens our
health and efficiently burdens our quality of life. The scale of the problem is such, that surrounding noise is
today defined as a sort of audible air pollution which endangers health and wellbeing. Everyday exposure
to continuous noise affects nervous, vestibular, cardiovascular and endocrine system, interferes with normal eye function and digestion, causes anxiety, irritability, depression and sleep disorders, and diminishes
concentration and work efficiency. Probably most serious consequence of exposure to noise is hearing loss
because it reflects on communication, one of key components of quality of life. Noise induced hearing loss
develops due to occupational or recreational noise, or both. It makes almost third of occupational diseases
in Europe, and about 7% of Europe’s work force develops hearing loss because of exposure to noise on work
place. The incidence of noise induced hearing loss is increased by recreational noise, which is generally present because loud activities are socially accepted as normal part of modern and youthful lifestyle. Annual
treatment, rehabilitation, retraining and/or retirement expenses are enormous.
There are medical, technological, social and legal approaches to fighting against noise pollution.
Nevertheless, in spite of many options for controlling noise pollution at our disposal, as well as documented
fact that it is harmful, noise pollution is not generally accepted as professional and personal risk factor.
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Symposium is, therefore, aimed on recent knowledge concerning noise detection, elimination or control
of noise pollution, noise health effects, technical regulations for protection against noise and education of
public about prevention of noise induced impairments and disorders. Special attention will be given to latest
experiences in prevention of noise pollution, in order to propose among various professionals involved in
education, rehabilitation and research a framework for control of public health problem that noise induced
hearing loss presents.
Prezentacija 1/Presentation 1
Robert Trotić
Klinički Bolnički Centar „Sestre Milosrdnice“, Zagreb, Hrvatska
Clinical Hospital Center “Sestre Milosrdnice”, Zagreb, Croatia
Učinci buke na zdravlje
Buka je neželjeni zvuk, koji ugrožava ljudsko zdravlje i sluh. Danas u svijetu ima 410.000.000 ljudi s oštećenim sluhom, a u Hrvatskoj oko 200.000. Utjecaj buke na ljudski organizam vrlo je ozbiljan. Buka je, nakon
pušenja, drugi najveći faktor rizika za srčane bolesti. Oko 15% – 25% svih srčanih udara nastaje zbog stresa
što ga izaziva buka. Osim što izaziva suženje krvnih žila, oscilaciju srčane frekvencije i porast krvnog tlaka,
a time i mogući srčani udar, buka djeluje i na promjene hormona, slabljenje imunološkog sustava, grčenje
mišića, želučane tegobe i pad mentalnih sposobnosti, koncentracije i pamćenja. Buka oštećuje sluh djelujući
na osjetne stanice unutarnjeg uha. Postoji akutno i kronično oštećenje bukom. Akutno oštećenje se oporavlja
24 – 48 sati nakon izlaganja buci, ali u 30% slučajeva može prerasti u trajno oštećenje. Kronično oštećenje
bukom nastaje kao posljedica dugotrajnog izlaganja buci intenziteta većeg od 80 db. Pri tom oštećenju trajno
je prisutan šum, koji odgovara visini najjačeg gubitka sluha, a osoba s oštećenim sluhom ima osjećaj punoće i
zaglušenosti. Uz to, buka djeluje i na glas i govor, zbog poremećaja refleksnih lukova i korelacije između sluha
i govora, te na organ vida, u smislu slabijeg raspoznavanja boja i sporije adaptacije na promjene intenziteta.
Čovjek može biti izložen buci intenziteta 85 db 8 sati, a da ne nastane kronično oštećenje bukom. Što je intenzitet veći, to vrijeme izlaganja mora biti manje. Tako, na primjer, pri intenzitetu od 110 db (što je razina
buke koju proizvodi pneumatski čekić) izloženost buci smije biti svega minutu i pol. Stoga je potrebna zaštita
od prejake buke čepićima za uho ili štitnicima za uho, koji smanjuju razinu buke 5 – 30 db, a time i rizik od
trajnog oštećenja bukom. Nakon izlaganja buci preporučujemo odmor u tišini i uzimanje antioksidansa, koji
neutraliziraju slobodne radikale što nastaju kao posljedica izlaganja buci.
Noise health effects
Noise is every unwanted sound which endangers human health and hearing. There is 410.000.000 hearing
impaired persons worldwide today, and approximately 200.000 in Croatia. The impact of noise on human
organism is extremely serious. After smoking, noise is second biggest risk factor for cardiac disease. Noise
induced stress is causing around 15% – 25% of all heart attacks. Besides from causing narrowing of the
blood vessels, heart frequency oscillations and hypertension (all of which contributes to heart attack), noise
initiates hormonal changes, weakens the immune system, triggers muscular spasms, stomach problems and
affects mental capabilities, concentration and memory. Noise causes damage to hearing by destroying hair
cells (sensory receptors) in cochlea. We can differentiate between acute and chronic noise induced hearing
loss. Acute noise induced hearing loss recovers within 24 -48 hours after the exposure, but in 30% of cases it
can be permanent. Chronic noise induced hearing loss is a consequence of long-term exposure to noise at
levels 80 db or higher. This kind of hearing damage involves tinnitus, muffled sensation and feeling of fullness
in the ears. Noise also has negative repercussions on phonatory mechanism (speech production), because
it interferes with auditory feedback loop, and on vision in terms of adaptation and color recognition. Still, a
person can be exposed to the noise levels as high as 85 db for 8 hours without developing chronic hearing
loss. As noise levels get higher, the exposure time needs to be shorter. For example, at 110 db (the level of
noise produced by jackhammer) the exposure time should not exceed 90 seconds. Therefore, noise effects
on hearing and health in general can be diminished by exposure control and hearing protection (wearing
earplugs and earmuffs). Personal hearing protection can decrease the noise levels up to 30 db, preventing
permanent hearing damage. After the exposure, quiet resting and antioxidants intake are recommended in
order to neutralize free radicals which form within the body during the exposure to noise.
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Prezentacija 2/Presentation 2
Kristijan Jambrošić
Sveučilište u Zagrebu, Fakultet Elektrotehnike i Računarstva, Hrvatska
University of Zagreb, Faculty of Electrical Engineering and Computing, Croatia
Tehnički aspekti nastanka i širenja buke te zaštite od buke
Iako je buka subjektivan doživljaj koji ljudi pridjeljuju neželjenom zvuku, ona se u potpunosti pokorava
fizikalnim zakonima koji opisuju nastanak mehaničkog vala i njegovo širenje u elastičnom mediju. Ovaj rad
baviti će se upravo fizikalnim, odnosno tehničkim parametrima buke. Objasniti će se pojam izvora buke i
njezinog širenja zrakom, ali i čvrstim strukturama u obliku vibracija. Definirati će se bitne fizikalne veličine
kojima se opisuje svaki zvuk: razina zvučnog tlaka i zvučnog intenziteta te zvučna snage izvora buke. Iz tih
veličina se izvode normirani indikatori buke kojima se ona može kvantificirati, odnosno zakonski regulirati.
U radu će biti prikazan pregled osnovnih metoda mjerenja buke, poglavito zvukomjerom te osnovne obrade izmjerenog signala buke u vremenskoj ili frekvencijskoj domeni radi dobivanja indikatora buke. Također
će se razmotriti problematika širenja buke od mjesta izvora (emisije) do mjesta prijama (imisija), odnosno
uobičajene tehničke mogućnosti zaštite od prekomjerne buke djelovanjem na samom izvoru (oklapanjem,
antivibracijskim materijalima), putu širenja (zvučne barijere, povećana zvučna izolacija boravišnih prostora)
i na mjestu prijama (osobna zaštitna sredstva).
Prikazati će se pregled zakonske regulative Republike Hrvatske koja se veže uz problematiku mjerenja i
zaštite od buke te izradu karata buke, kao i kratki osvrt na europsku praksu vezanu uz ovaj problem. Nadalje,
dati će se pregled kroz regulativu vezanu uz zaštitu radnika od buke i vibracija na radnom mjestu, odnosno
dozvoljene razine buke na radu s obzirom na vrstu posla. Posebno će se prikazati zaštita od buke korištenjem
osobnih zaštitnih sredstava, te pitanje njihove učinkovitosti.
Na kraju će se problem buke postaviti u širi kontekst zvučnog okoliša (eng. Soundscape) koji je posljednjih
godina u europi postao vrlo aktivno znanstveno istraživačko područje budući da pokušava harmonizirati
problematiku buke u kontekstu očekivanog i prihvatljivog zvuka okoliša, posebno u urbanim sredinama
gdje je problem buke najizraženiji.
Technical aspects of noise generation, propagation and noise abatement measures
Although noise is considered to be the subjective sensation appointed to unwanted sound, it completely
obeys physical laws that describe the generation of a mechanical wave and it’s transmission through an elastic
medium. This paper deals with physical, or technical parameters of noise. The terms noise source and noise
propagation through air and through solid structures in the form of vibration will be explained. Essential
physical quantities will be defined that describe sound, i.e. sound pressure level, sound intensity level and
sound power of a noise source. These quantities are used for deriving noise indicators used to quantify noise,
and in noise regulation.
The paper will show an overview of basic noise measurements, particularly using a sound level meter.
Basic sound signal processing in time and frequency domain will be explained in order to calculate the noise
indicators. The noise propagation from the source to the receiver will be addressed as well, including usual
technical means of protection against excess noise by manipulating the source (encapsulating, antivibration
treatment), the transmission path (noise barriers, increased sound insulation of resident spaces) and the
receiver (personal noise protection).
An overview of the legislation in Croatia linked to measurement of noise and noise protection as well
as noise mapping will be shown, together with a short review of best european practice in noise matters.
Further on, the legislation protection against noise and vibration at a working place will be addressed, especially the permitted noise levels depending on the work level. Personal noise protectors will be compared,
also concerning their efficiency.
At the end, noise will be positioned in a broader context of soundscape (sonic environment) as this topic
is very active in the scientific and research context in Europe as it tries to harmonize noise and environment
sound by investigating the expected and acceptable sound quality in the surrounding. This is especially true
in urban places where the noise problem is most prominent.
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Prezentacija 3/Presentation 3
Luka Bonetti
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and rehabilitation Sciences, Croatia
Prevencija oštećenja sluha uzrokovanog bukom
Izuzevši ekstremne situacije, bukom uzrokovano oštećenje sluha u potpunosti je moguće spriječiti. Ipak,
gubitak osjetljivosti sluha u području visokih frekvencija, koji je karakteristična posljedica izlaganja „profesionalnoj“ i rekreacijskoj buci, u različitim se europskim registrima za populaciju u dobi između 20 i 70
godina pojavljuje u milijunima. Stoga su do sada u svrhu prevencije bukom uzrokovanog oštećenja sluha
predložene različite aktivnosti, za koje je utvrđena razčličita učinkovitost.
U izlaganju će biti dan pregled prevencijskih aktivnosti, s naglaskom na one koje se danas smatraju
najučinkovitijima – na prevencijske programe. Oni su sastavljeni od kombiniranih informativnih, edikacijskih i stručnih aktivnosti organiziranih u jedno-, dvo- ili višegodišnje kampanje usmjerene na smanjenje
pojavnosti bukom izazvanog oštećenja sluha i tinitusa u ciljanim populacijama na određenom (širem) području. Relativna uspješnost ovakvih prevencijskih kampanja proizlazi iz uske suradnje timova stručnjaka iz raznih područja (akustike, medicine, logopedije, pedagogije i drugih) i lokalne zajednice, kroz koju
se kreiraju održivi programi promoviranja zdravlja sluha na temelju društvenih, kulturnih, ekonomskih i
praktičnih kapaciteta i zahtjeva zajednice. Pokazuje se da se novim znanjima i praktičnim aktivnostima koje
nude prevencijski programi najlakše postiže promjena stavova i primjena željenih ponašanja koja čuvaju
zdravlje sluha. Okosnica programa je prenošenje znanstveno utemeljenih spoznaja o zdravlju sluha javnosti
na razumljiv te socijalno i kulturno relevantan način, što ih čini fleksibilnima i primijenjivima svugdje i
uvijek. Aktivnosti su poslovne, razredne i/ili obiteljske, a mogu uključiti prezentacije, fakultativne događaje,
interaktivne izložbe i slično. Prijenos željenih informacija ostvaruje se kroz sve medije i uz podršku osoba
iz javnog života zajednice, a s obzirom na informatičku pismenost većine ciljane populacije i vrlo bogatim
interaktivnim mrežnim (online) sadržajima.
Izlaganje će obuhvatiti i pregled preduvjeta za domaću organizaciju prevencijskih programa u području
zdravlja sluha, kao i načina (i mogućih teškoća) njihove evaluacije i osiguravanja njihove održivosti.
Prevention of noise induced hearing loss
Except from extreme situations, noise induced hearing loss is completely preventable. Yet, hearing loss
in high frequency region, which is characteristic to occupational or recreational noise exposure, is represented in millions in different European registers of population aged between 20 and 70 years. That is why
numerous prevention activities have been suggested, for which different efficiencies have been determined.
This presentation will include overview of prevention activities, highlighting the ones considered most
efficient – prevention programs. These programs are composed of combined informative, educative and
professional activities organized in one or two years long campaigns (or even longer), aimed to reduction
of prevalence of noise induced hearing loss and tinnitus in specific populations on certain areas. Relative
efficiency of these prevention campaigns comes from close collaboration of teems of experts from various
areas (acoustics, audiology, medicine, speech and language pathology, audiology, education and other) with
local community. This collaboration creates sustainable programs for promoting hearing health on basis
of social, cultural, economic and practical resources and demands of the community. It is more and more
evident that new knowledge and practical activities, which are offered through these programs, are the fastest way to evoke attitude changes and implementation of behaviors which keep hearing safe. The backbone
of program is transfer of scientifically based knowledge about hearing to the public in acceptable, friendly
and socially and culturally relevant way, which makes the program flexible and applicable everywhere and
always. Activities can be organized for business people, classes and/or families, and may include presentations, facultative events, interactive exhibits and other. The transfer of information is accomplished trough
media, with the help of public figures in the community, and considering it literacy of target groups, also
trough rich interactive online contents.
The presentation will give the overview of prerequisites for domestic organization of such programs in
the area of hearing health, and the ways (and possible difficulties) of their evaluation and insuring of their
sustainability.
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Voditeljica simpozija/Symposium chair: Nadica Buzina
Klinika za psihijatriju Vrapče, Zagreb, Hrvatska
Psychiatry Clinic Vrapče, Zagreb, Croatia
E-mail: [email protected]
S-12
MENTALNI POREMEĆAJI I KRIMINALITET
Svrha ovog simpozija je proširiti razumijevanje kriminalnog ponašanja osoba s mentalnim poremećajima,
unaprijediti dosadašnju praksu i dati smjernice za buduća istraživanja u području kriminologije i forenzične
psihijatrije. Simpozij čini pet predavanja čiji autori imaju bogato iskustvo u radu s osobama koje boluju od
mentalnih poremećaja, a koje su ujedno i počinitelji kaznenih djela.
U prvom radu autori daju sveobuhvatan i kritički osvrt na postojeću empirijsku literaturu koja se odnosi
na povezanost mentalnih poremećaja i kriminaliteta u SAD-u. U drugom radu autori daju prikaz psihopatskih
obilježja shizofrenih počinitelja kaznenih djela.
Treće istraživanje bavi se fenomenologijom kriminaliteta u prijeratnom, ratnom i poratnom razdoblju s
obzirom na sumnju u postojanje psihičkog poremećaja kod počinitelja. U četvrtom istraživanju autori ispituju
karakteristike razvojnih uvjeta i dobi počinjenja prvog djela u ispitanika kod kojih je postavljena sumnja
na psihički poremećaj. U petom istraživanju autorice daju sveobuhvatnu analizu forenzičkog tretmana u
zajednici (FACT) kao alternativne sankcije u svrhu redukcije rizika ponovnog počinjenja kaznenih djela.
MENTAL DISORDERS AND CRIME
The purpose of this symposium is to expand the understanding the criminal behaviour of persons with
mental disorders, to improve current practice and provide guidance for future research in the field of criminology and forensic psychiatry. The symposium consists of five presentations whose authors have a extensive
experience in working with persons suffering from mental disorders, which are also criminal offenders.
In the first paper the authors give a comprehensive and critical review of the existing empirical literature
concerning the relationship between mental disorder and crime in the United States.
In the second paper the authors give a presentation of psychopathic characteristics of schizophrenic
criminal offenders.
The third study deals with the phenomenology of crime in the pre-war, wartime and postwar period
considering the suspicion of the existence of mental disorder in offenders.
In the fourth paper the authors give a presentation of developmental conditions and the age of committing the first offense in subjects who had a suspicion of mental disorder.
In the fifth study the authors give a critical analysis of forensic assertive community treatment (FACT)
as a sentensing alternative to reduce risk of re-offence.
Prezentacija 1/Presentation 1
Marina Stanić, Douglas Harvey
California Department of Social Services, USA
Mentalni poremećaji i kriminalitet u SAD-u
U radu se daje sveobuhvatan i kritički osvrt na postojeću empirijsku literaturu koja se odnosi na povezanost mentalnih poremećaja i kriminaliteta. Istraživanja kriminaliteta osoba s mentalnim poremećajima su
multidisciplinarna i u pravilu obuhvaćaju povijesne, demografske, kliničke i kontekstualne varijable. Autori
uspoređuju rezultate različitih istraživanja uzimajući u obzir metodološke razlike i potencijalnu ulogu pridonosećih čimbenika koji zahtijevaju pozornost u budućim istraživanjima. Također, diskutiraju o prazninama
i nedosljednostima u literaturi, istraživanjima i praksi.
Autori identificiraju područja za buduća istraživanja koja su potrebna za daljnji razvoj razumijevanja prirode
povezanosti mentalnih poremećaja i kriminaliteta. Takvo razumijevanje je ključno za formuliranje učinkovite
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politike koja se odnosi na pružanje usluga u području mentalnog zdravlja. Ciljevi te politike su sprječavanje kriminaliteta, usklađivanje potreba i tretmanskih intervencija te donošenje odluka vezanih uz rizike koje osobe s mentalnim poremećajima mogu dovesti u ulogu počinitelja ili žrtve. Autori istražuju pristupe koji unutar pravosudnog
sustava omogućuju što kvalitetnije prepoznavanje, preusmjeravanje i tretman osoba s mentalnim poremećajima.
Mental illness and crime in the United States of America
This paper provides a comprehensive and critical assessment of the existing empirical literature on the correlates
of crime among persons with mental illness. The multidisciplinary research encompasses a broad area of the historic,
demographic, clinical, and contextual variables. The authors compare different studies by taking into account methodological differences with confounding factors requiring future research. There will be a discussion of the gaps and
inconsistencies within the literature, research and practice. The authors identify areas for further research that are
needed for the development of our understanding of the relationship of mental illness to crime. Such an understanding
is pivotal to the formulation of effective policies for mental health services aimed at prevention and matching needs
with treatment to control risks leading mentally ill persons into roles of offender or victim. The authors examine
different approaches within the justice system that are effective in identifying, diverting and treating mental illness.
Prezentacija 2/Presentation 2
Nadica Buzina¹, Ljiljana Mikšaj-Todorović², Vlado Jukić¹
¹Klinika za psihijatriju Vrapče, Zagreb, Hrvatska
Psychiatry Clinic Vrapče, Zagreb, Croatia
²Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Psihopatske strukture shizofrenih počinitelja kaznenih djela
Svrha istraživanja je proširiti razumijevanje kriminalnog ponašanja shizofrenih osoba, unaprijediti kliničku praksu i dati smjernice za buduća istraživanja u području forenzične psihijatrije i kriminologije, a
temeljna pretpostavka je da su visoka psihopatska obilježja u shizofrenih počinitelja kaznenih djela značajnija
determinanta rizičnog ponašanja od osnovne bolesti. U tu svrhu dobiven je uvid u psihopatska obilježja
shizofrenih počinitelja kaznenih djela, ispitane su razlike između ispitanika s visokim i niskim psihopatskim
intenzitetom psihopatije s obzirom na kriminološka obilježja. U radu su postavljene dvije hipoteze: da postoje smislene faktorske strukture upitnika PCL-R i da postoji razlika između ispitanika s visokom i niskom
razinom psihopatije s obzirom na kriminološka obilježja.
Uzorak čini 150 shizofrenih počinitelja kaznenih djela vještačenih u Zavodu za forenzičnu psihijatriju Klinike za
psihijatriju Vrapče u razdoblju od 1998. do 2009. godine, a podaci su prikupljani iz psihijatrijskih ekspertiza. Kako
bi se ostvarili istraživački ciljevi korišten je upitnik SFK, a procjena psihopatskih obilježja u ovom radu temelji se na,
za hrvatske prilike novom, ali u svijetu već provjerenom instrumentu (PCL-R) koji se naziva „zlatnim standardom“
pa se njegovom uporabom i provjerom procjenjivala njegova primjenjivost u kliničke, forenzične i istraživačke
svrhe. Podaci će biti obrađeni metodama deskriptivne, faktorske i multivarijatne diskriminacijske analize.
Psychopatic structure of schizophrenic criminal offenders
The aim of this research has been designed to expand the understanding of criminal behavior of people
suffering from schizophrenia, improve clinical practice and provide guidance for future research in the
fields of forensic psychiatry and criminology. The basic assumption was that the high psychopathology of
the offender has been the primary determinant of risk behavior. For this purpose, characteristics of schizophenic perpetrators were obtained, documenting differences between subjects with high and low intensity
of psychopathology. This paper includes two hypotheses: that there are meaningful factor structures of the
questionnaire PCL-R and that there is a difference between subjects with high and low levels of psychopathology with respect to criminological characteristics.
A sample of 150 criminal offenders diagnosed with schizophrenia was forensically assessed at the
Department for Forensic Psychiatry of the University Psychiatric Hospital Vrapce and data was collected from
the psychiatric evaluation. In order to accomplish the research objectives the SFK questionnaire was used to
assess psychopathological characteristics of this sample population. The PCL-R was then used to check the
validity of the SFK. Data was compared and analyzed by descriptive and multivariate discriminant analysis.
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Prezentacija 3/Presentation 3
Nadica Buzina¹, Mirta Vranko¹, Sunčica Frković¹, Ivana Jolić¹, Tihana Frković²
¹Klinika za psihijatriju Vrapče
Psychiatry Clinic Vrapče
²Caritas Zagrebačke županije
Zagreb County Caritas
Fenomenologija kriminaliteta u prijeratnom, ratnom i poratnom razdoblju s
obzirom na sumnju u postojanje psihičkog poremećaja kod počinitelja
Pojavnost kriminaliteta vezanog za ratna zbivanja u Republici Hrvatskoj još je uvijek nedovoljno istražena. Posebno se to odnosi na skupinu počinitelja kaznenih djela kod kojih je već u sudskom postupku
postavljena sumnja na postojanje mentalnog poremećaja i redukciju ubrojivosti. Svrha ovog istraživanja je
proširiti razumijevanje kriminalnog ponašanja u te skupine i to u prijeratnom, ratnom i poratnom razdoblju,
unaprijediti kliničku praksu i dati smjernice za buduća istraživanja u području forenzičke psihijatrije i kriminologije. Temeljna pretpostavka je da postoje razlike u kriminološkim obilježjima u ispitanika s navedenim
karakteristikama u navedenim razdobljima.
U tu svrhu istražena su kriminološka obilježja svih vještačenih počinitelja kaznenih djela te ispitane razlike
među njima s obzirom na vremenske odrednice počinjenja djela. Uzorak čini 665 počinitelja kaznenih djela
vještačenih u Zavodu za forenzičnu psihijatriju Klinike za psihijatriju Vrapče u 1985., 1995. i 2005. godini,
a podaci su prikupljani iz psihijatrijskih ekspertiza. Kako bi se ostvario istraživački cilj korišten je upitnik
SFK. Podaci će biti obrađeni metodama deskriptivne i multivarijatne diskriminacijske analize.
Phenomenology of crime in the pre-war, wartime and postwar period
considering the suspicion of the existence of mental disorder in offenders
The incidence of crime related to the war in Croatia was still unexplained. The aim of this research is
to expand the understanding of criminal behavior in prewar, wartime and postwar Croatia that improves
clinical practice and provides guidance for further investigations in forensic psychiatry and criminology.
The basic assumption has been that there are differences in criminological characteristics of prewar, wartime
and postwar periods.
For this purpose, we examined the criminological characteristics of perpetrators and examined differences between subjects in the three periods. A sample of 621 criminal offenders was forensically assessed
at the Department for Forensic Psychiatry of the University Psychiatric Hospital Vrapce at the three one
–year time point (1985, 1995, and 2005). Data was collected from the psychiatric evaluation using the SFK
questionnaire and analyzed by descriptive and multivariate discriminant analysis.
Prezentacija 4/Presentation 4
Mirta Vranko¹, Nadica Buzina¹, Sunčica Frković¹, Ivana Jolić¹, Tihana Frković², Ljiljana Mikšaj-Todorović³
¹Klinika za psihijatriju Vrapče, Zagreb, Hrvatska
Psychiatry Clinic Vrapče, Zagreb, Croatia
²Caritas Zagrebačke županije, Hrvatska
Zagreb County Caritas, Hrvatska
³Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Razvojni uvjeti i dob počinjenja prvog djela u ispitanika kod kojih je postavljena
sumnja na psihički poremećaj
Cilj ovog istraživanja je ispitati karakteristike razvojnih uvjeta počinitelja kaznenih djela kod kojih je u
sudskom postupku postavljena sumnja na psihički poremećaj, a svrha istraživanja je proširiti razumijevanje
pojavnosti kriminalnog ponašanja u te skupine i na taj način osvijetliti moguće puteve prevencije takvog
ponašanja. Smatra se kako bi dobiveni podaci mogli unaprijediti kliničku praksu te dati smjernice za buduća
istraživanja u području forenzičke psihijatrije i kriminologije. Temeljna pretpostavka je da postoje specifičnosti
razvojnih uvjeta počinitelja kaznenih djela u odnosu na dob počinjenja prvog kaznenog djela ili prekršaja.
Uzorak čini 665 počinitelja kaznenih djela vještačenih u Zavodu za forenzičnu psihijatriju Klinike za
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psihijatriju Vrapče u tri vremenske jednogodišnje točke (1985., 1995. i 2005.), a podaci su prikupljani iz
psihijatrijskih ekspertiza. Kako bi se ostvario istraživački cilj korišten je upitnik SFK. Podaci će biti obrađeni
metodama deskriptivne i multivarijantne diskriminacijske analize.
Developmental conditions and the age of commitment from the
first offense in subjects diagnosed with a mental disorder
The aim of this study is to collect specific data on developmental conditions of perpetrators and
methods of prevention. This will assist in improving clinical practice and research in forensic psychiatry and criminology through an analysis of the developmental stages of offenders by age of first offense.
The sample population studied consists of 665 criminal offenders forensically assessed at the Department for
Forensic Psychiatry of the University Psychiatric Hospital Vrapce at the three one –year time point ( 1985 th,
1995 th and 2005.). Data was collected from psychiatric evaluations using the SFK questionnaire and then
analyzed by descriptive and multivariate discriminant analysis.
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Voditeljica simpozija/Symposium chair: Anita Jandrić-Nišević
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation
Sciences, Croatia
E-mail: [email protected]
S-13
KRIMINALITET ŽENA
Kriminalitet žena, a osobito problemi žena koje izdržavaju kaznu zatvora u posljednja tri desetljeća postali
su predmet kako teorijskih tako i empirijskih istraživanja u kriminologiji i penologiji. Iako se ne bi moglo
reći da prije toga takvih istraživanja nije bilo, činjenica je da su ona ostajala u pozadini brojnih istraživanja
koja su se odnosila na kriminalitet muškaraca. Razloga za to je nekoliko. Prvo, žene počine neusporedivo
manji broj kaznenih djela u odnosu na muškarce što je jasno vidljivo iz službenih izvješća o apsolutnom i
relativnom udjelu osumnjičenih i osuđenih muških počinitelja spram počiniteljica. Drugo, kaznena djela koja
čine žene percipiraju se kao „manje opasnima“ od djela koja čine muškarci pa su samim time i shvaćene kao
manje opasnima za društvo. Naime, u strukturi ženskog kriminaliteta prevladavaju imovinski delikti dok su
nasilni delikti ograničeni uglavnom na područje intimnih i obiteljskih odnosa. Nadalje, kaznena djela koja
čine žene manje su spektakularna, manje senzacionalna od kaznenih djela muškaraca te posljedično i manje
zanimljiva za stručne krugove i širu javnost. Iz ovih se razloga smanjena pozornost kriminologije i penološke
rahabilitacije za specifičnosti žena kao počiniteljica, dugo vremena smatrala logičnom. Ali je u zadnja tri
desetljeća – velikim dijelom zaslugom različitih feminističkih pokreta – nedovoljna pozornost prema ovoj
skupini sve manje prihvatljiva. Svrha ovog simpozija je kroz četiri izlaganja rasvijetliti neke segmente kriminaliteta i tretmana žena, ponuditi aktualne znanstvene spoznaje iz ove domene te na taj način unaprijediti
razumijevanje brojnih specifičnosti „ženskog“ kriminaliteta. Tako se planira dati prikaz trendova i strukture
kriminaliteta žena u Republici Hrvatskoj; kroz prezentaciju kvalitativnog istraživanja dobiti uvid u doživljaj
vlastite rizičnosti korisnica Odgojnog doma Bedekovčina; analizirati specifičnosti i tretmanske potrebe žena
koje su na izdržavanju kazne u Kaznionici za žene u Požegi te dobiti uvid u posebnosti počiniteljica kaznenih
djela vještačenih u zavodu za forenzičnu psihijatriju Klinike za psihijatriju Vrapče.
FEMALE CRIME
Female crime, and especially the problems of women serving a prison sentence, in the last three decades
have become the subject of theoretical and empirical research in criminology. Research regarding female
crime stayed in the background of numerous studies that were related to the crime of male offenders. There
are several reasons for that. First, women commit far fewer crimes than men, which is evident from official statistical data about the absolute and relative share of suspects and convicted offenders. Second, the
female crime is perceived as “less dangerous” than the crime that male offenders commit. Therefore, female
crime is perceived as less dangerous to society. Specifically, in the structure of female criminality prevalent
property crimes, while violent offenses are limited mainly to the area of intimate and family relationships.
It is important to note that property crimes also prevalent in the structure of male criminality, but the fact
is that men still have a higher proportion of violent offenses than women. Furthermore, the offenses that
women commit are less spectacular, less sensational then those that are commit by men, and consequently
less interesting for the professionals and the general public. The purpose of this symposium is to improve the
understanding of female crime, offering current scientific knowledge from this domain. Four presentations
within this symposium will address several important issues: review of trends and structure of female crime
in the republic of Croatia; through the presentation of qualitative research, experience of risk in perspective
of young females in Bedekovčina residential treatment will be explored; some characteristics and treatment
needs of female offenders in the Penitentiary for women in Požega will be analized and also some specificity of female criminal offenders, forensically expertised at the department for forensic psychiatry of the
University Psychiatric Hospital Vrapče, will be examined.
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Prezentacija 1/Presentation 1
Irma Kovčo Vukadin
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Trendovi i struktura kriminaliteta žena u Republici Hrvatskoj
U kriminologiji je često naglašavana činjenica da je kriminalitet dominantno muško područje. Ta ista
činjenica je često korištena kao argument za razvoj teorija kojima se objašnjava isključivo kriminalitet muškaraca, a koje se onda djelomično koriste i u objašnjenju kriminaliteta žena. I institucionalni programi rada s
počiniteljima kaznenih djela su bili u velikoj mjeri rodno nediferencirani. Razvoj feminističke kriminologije
je doveo do određenih pomaka u smislu veće vidljivosti ženske delinkventne populacije, detaljnijeg uvida
u strukturu i motivacijske mehanizme koji stoje u podlozi „ženskog“ kriminaliteta i razvoja programa koji
odgovaraju specifičnim potrebama žena. Cilj ovog izlaganja je davanje odgovora na pitanje vidljivosti žena
(punoljetnih i maloljetnih) u službenoj statistici kriminaliteta u Hrvatskoj, analiza trendova i strukture kriminaliteta žena u periodu od 1998. do 2011. godine, prikaza provedenih istraživanja o kriminalitetu žena
u Hrvatskoj i komparacija dobivenih rezultata sa postojećim međunarodnim spoznajama i trendovima.
Female crime in Croatia: trends and structure
The idea that the crime is dominantly male “territory” is frequently cited in criminology. That thought
was frequently used as an argument in development of “male tailored” theories which were partially used in
female crime explanations. Also, institutional treatment programs are gender-insensible. The development of
feminist criminology brought some light in visibility of female offenders, more detailed insight in structure
and motivational patterns of female offending, and development of gender-specific treatment programs. The
aim of this paper is to answer to following questions: how visible if female crime (both for adult and juvenile
offenders) in official crime statistics in Croatia in the period 1998-2011, what are the trends and structure
of female crime in Croatia in that period, what is Croatian research-based knowledge on female crime and
is that knowledge in line with international picture.
Prezentacija 2/Presentation 2
Ivana Jeđud Borić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Doživljaj vlastite rizičnosti korisnica Odgojnog doma Bedekovčina
Područje rizičnosti djevojaka relativno je slabo istraženo, posebno kada je riječ o perspektivi i doživljaju samih
djevojaka. Stoga se čini važnim, usmjeriti se na korisničku perspektivu, odnosno uzeti u obzir viđenje samih
djevojaka s problemima u ponašanju. Istraživanje i upoznavanje korisničke perspektive zadatak je svakog praktičnog i znanstvenog rada (Žižak, 2010) pri čemu se stječe razumijevanje što određena životna situacija, položaj ili
problem znači za samog pojedinca. Korisnička perspektiva u novije vrijeme, u kontekstu djece i mladih u riziku,
sve je više istraživana i sve se više jasno naglašava njezina važnost, kako u svijetu tako i u Hrvatskoj. No, kada je
riječ specifično o obilježjima rizičnosti kod djevojaka, ne nalazimo istraživanja usmjerena na tu temu. Stoga je
cilj rada utvrditi i opisati doživljaj vlastite rizičnosti iz perspektive korisnica Odgojnog doma Bedekovčina. U
radu će se izložiti dio doktorskog istraživanja provedenog u navedenoj instituciji tijekom 2010.godine .
U istraživanju su sudjelovale 23 djevojke s kojima su provedeni polustrukturirani intervjui. U obradi
podataka korištena je kvalitativna analiza, točnije metoda utemeljene teorije.
Temeljem uvida u kodove, podkategorije i kategorije koji definiraju perspektivu djevojaka korisnica
Odgojnog doma Bedekovčina, vidljivo je kako je riječ o istim, odnosno sličnim rizicima koji su već poznati
u stručnoj literaturi te kojima su kroz doživljaj djevojaka dane opisno-sadržajna i doživljajno-osjećajna dimenzija. Prema perspektivi djevojaka, slici rizičnosti doprinose i dva nova elementa: kritičnost prema svom
ponašanju i preuzimanje odgovornosti za vlastito neprihvatljivo ponašanje te rizičnost samog odgojnog doma.
Istraživanje prikazano u radu temelji se na doktorskom istraživanju autorice rada. Doktorska disertacija
pod nazivom „Doprinos perspektive korisnica Odgojnog doma Bedekovčina u razumijevanju rizičnosti kod
djevojaka“, obranjena je 10. ožujka 2011. na Edukacijsko-rehabilitacijskom fakultetu (Jeđud, 2011).
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Experience of risk in perspective of young females
in Bedekovčina residential treatment
The problem of risk areas in female population is a relatively neglected in research, especially when it
comes to experiences of the young females themselves. Therefore, it seems important to focus on the user
perspective and take into account the view of girls with behavioral problems. Research and knowledge concerning user’s perspective is task of each professional and scientific work (Žižak, 2010) whereby one gains
an understanding of what the specific life situation, position, and problem means for the certain individual.
Recently, the user perspective in the context of children and youth at risk is much more present in research
and its importance is clearly emphasized both worldwide and in Croatia. However, when it comes to specific
risk characteristics of the girls, we find no research on this topic. Therefore, the goal of this paper is to determine and describe the experience of their own risk (in behaviour and in surroundings) in the perspective
of young females in Bedekovčina residential treatment. In this paper, results of doctoral research conducted
in abovementioned institution in 2010, will be presented.
The study involved 23 young women with whom semi-structured interviews were conducted. As a method
of data processing, qualitative analysis was used, specifically grounded theory method. Based on codes,
subcategories and categories that define the user’s perspective, one can find same or similar risk already
identified in professional literature. The perspective of young females in these research ads to that knowledge,
two specific dimensions: objective-descriptive and experiential-emotional. Users› perspective contributes to
the picture of risk, also with two new elements: the criticism regarding their own behavior as well as taking
responsibility for their own unacceptable behavior, and the risk related to institution.
Prezentacija 3/Presentation 3
Anita Jandrić Nišević¹, Radovan Tatalović², Ksenija Vuković³
¹Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
²Središnji Ured Uprave za zatvorski sustav, Zagreb, Hrvatska
Head Office Prison Administration, Zagreb, Croatia
³Kaznionica za žene u Požegi, Hrvatska
Penitentiary for Women in Požega, Croatia
Neke karakteristike i tretmanske potrebe počiniteljica kaznenih djela
u Kaznionici za žene u Požegi
Problematika kriminaliteta žena nedovoljno je istraženo područje kako u svijetu, tako i u Republici
Hrvatskoj. Naime, većina istraživanja usredotočena je na etiologiju, fenomenologiju i tretman muških počinitelja kaznenih djela budući da oni čine puno veći udio u ukupnom kriminalitetu. No, žene počiniteljice
kaznenih djela predstavljaju zaista jednu posebnu i ranjivu skupinu u zatvorskom sustavu i vrlo je bitno
istražiti njihove specifičnosti kako bi se mogla kreirati što bolja kaznenopravna, ali i tretmanska politika
orijentirana na posebnosti ove skupine. Ovaj rad dio je istraživanja provedenog u Kaznionici za žene u Požegi,
u prosincu 2011. godine. Istraživanje je provedeno na uzorku od 104 žene, počiniteljice kaznenih djela koje
su u navedenom razdoblju bile na izdržavanju kazne u kaznionici. Svrha istraživanja je dobiti uvid u karakteristike i tretmanske potrebe ženske zatvorske populacije u Republici Hrvatskoj. Cilj ovog rada je dobivanje
uvida u percepciju i stavove zatvorenica o pojedinim segmentima tretmana, odnosno o općim i posebnim
programima tretmana koji se provode u Kaznionici u Požegi kao i dobivanje uvida u razlike u percepciji
tretmana s obzirom na razinu sigurnosti ustanove. Podaci dobiveni ovim istraživanjem usporedit će se s podacima o uspješnosti provedbe pojedinačnog programa izvršavanja kazne zatvora za zatvorenice u prosincu
2011.godine te s istraživanjem percepcije tretmanskih programa od strane penalnog osoblja u Kaznionici
za žene u Požegi. Podaci će biti obrađeni metodama deskriptivne analize i multivarijatne analize varijance.
Some characteristics and treatment needs of female offenders in Penitentiary
for women in Požega
The issue of female crime is insufficiently explored area in the world and in republic of Croatia. In
fact, most studies focus on the etiology, phenomenology and treatment of male criminal offenders as they
make a much bigger share of overall crime. It is important to notice that female offenders form a special
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and vulnerable group in the prison system and it is very important to investigate their specificity in order
to create the best possible criminal, but also treatment-oriented policies for this special group of offenders.
This work is part of the research conducted in the Penitentiary for women in Požega, in december 2011. The
study was conducted on a sample of 104 women that were serving their sentences in penitentiary at that
time. The purpose of the research is to explore some characteristics and treatment needs of female prison
population in the republic of Croatia. The aim of this paper is to explore perception and attitudes of female
offenders about treatment programs conducted in Penitentiary in Požega and to explore the differences in
perception of treatment regarding security level of the institution. Results of this research will be compared
with information on prisoners’ involvement in general and special treatment programs and with analysis
of efficacy of implementation of individual program of enforcement of prison sentence in December 2011.
Also, differences in perception of treatment between female prisoners and staff working with them will be
presented. Data will be analyzed by descriptive analysis and multivariate analysis of variance.
Prezentacija 4/Presentation 4
Ivana Jolić¹, Nadica Buzina¹, Sunčica Frković¹, Mirta Vranko¹, Tihana Frković², Ljiljana Mikšaj-Todorović³
¹Klinika za psihijatriju Vrapče, Zagreb, Hrvatska
University Psychiatric Hospital Vrapce, Zagreb, Croatia
²Caritas Zagrebačke županije, Hrvatska
Zagreb County Caritas, Croatia
³Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Specifičnosti počiniteljica kaznenih djela vještačenih u Zavodu za
forenzičnu psihijatriju Sveučilišne klinike za psihijatriju Vrapče
Brojne studije bave se istraživanjem muškog kriminaliteta, dok su istraživanja vezana uz ženski kriminalitet malobrojna. Ovaj rad prikazuje dva neovisna istraživanja. Prvo se odnosi na ispitivanje psihopatskih
obilježja shizofrenih počiniteljica kaznenih djela. Drugo istraživanje odnosi se na ispitivanje rodnih razlika s
obzirom na kriminalno ponašanje i obuhvaća uzorak od 665 počinitelja kaznenih djela vještačenih u Zavodu
za forenzičnu psihijatriju Klinike za psihijatriju Vrapče. Podaci su prikupljani iz psihijatrijskih ekspertiza.
Svrha ovog istraživanja je unaprijediti razumijevanje ženskog kriminaliteta, poboljšati kliničku praksu u
tretmanu počiniteljica kaznenih djela i dati smjernice za buduća istraživanja u području forenzičke psihijatrije i kriminologije. Kako bi se ostvarili istraživački ciljevi korišten je upitnik SFK. Podaci će biti obrađeni
metodama deskriptivne i multivarijatne diskriminacijske analize.
Specificity of female criminal offenders forensically expertised at the Department
for forensic psychiatry of the University psychiatric hospital Vrapce
Numerous studies dealing with male criminality have been published, while those exploring female
criminal behavior are rather scarce. This paper presents two independent studies. The first refers to the
study of psychopathic characteristic of female schizophrenic criminal offenders. Another study refers to the
examination of gender differences with regard to criminal acts, the sample consisted of 665 criminal offenders who were forensically expertised at the Department for forensic psychiatry of the University psychiatric
hospital Vrapce. Data were collected from psychiatric expertise.
The purpose of this research was to improve the understanding of female crime, improve clinical practice
in treatment of female perpetrators of criminal offenses and provide guidance for future research in field of
forensic psychiatry and criminology. In order to accomplish the research objective SFK questionnaire was
used. Data were analyzed by descriptive and multivariate discriminant analysis.
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Voditeljica simpozija/Symposium chair: Ljiljana Igrić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation
Sciences, Croatia
E-mail: [email protected]
S-14
POTICANJE INKLUZIVNE KULTURE I PROGRAMI INTERVENCIJA U ŠKOLI
U cilju razvoja inkluzivne kulture u školi, proveden je program “Tolerancijom do škole za sve” u okviru
projekta “Programi intervencija i neki okolinski čimbenici edukacijskog uključivanja”. Programi su kreirani
i provedeni s učenicima, učiteljima i roditeljima djece u dvije osnovne škole. Kroz radionice s djecom i
učiteljima, a roditelji su dobili smjernice za rad na odabranim temama s djecom kod kuće. U istraživanju je
primijenjena kvalitativna metodologija. Kod sve tri skupine sudionika indicirana je potreba za sustavnim
poticanjem tolerancije različitosti i suradničkih odnosa u razredu.
INTERVENTION PROGRAMS AND STIMULATING INCLUSIVE CULTURE
IN SCHOOLS
The program “Through tolerance to school for all” was carried out with the aim of the development
of inclusive school culture. This program was a part of scientific project “Intervention programs and
some environmental factors of educational inclusion”. Programs were created and carried out with pupils,
teachers and parents, in two regular primary schools, attended by integrated special needs pupils. Pupils
and teachers participated in workshops, while parents were given guidelines and topics for home practise
with their children.
This investigation used qualitative methodology approach. In all three groups of participants the need
for continuous support of accepting differences and cooperative relationships in classroom was found.
Prezentacija 1/Presentation 1
Anamarija Žic Ralić, Daniela Cvitković, Natalija Lisak, Anita Žmegač
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Razvoj suradničkih odnosa u razredu kroz radionice s učenicima
Cilj ovog rada je opis procesa poticanja razvoja suradničkih odnosa putem radionica s učenicima u razredu. Istraživačka pitanja su: Kakav je međusobni odnos dječaka i djevojčica u razredu? Koliko se učenici
međusobno uvažavaju?
Metodologija istraživanja je kvalitativna, a metode prikupljanja podataka su video zapisi radionica i radni zadatci s radionica. Sudionici istraživanja su učenici šestog razreda osnovne škole, s kojima se provodio
program kroz tri mjeseca rada. Ukupno je održano 11 radionica. U analizi smo došli do tri kategorije: odnos
dječaka i djevojčica, međusobno uvažavanje i intervencije voditelja radionica.
Rezultati upućuju na pasivniju ali konstruktivnu ulogu djevojčica u odnosu na dječake, koji su dominantniji, aktivniji, u početku provocirajućeg ponašanja u odnosu na djevojčice. Učenici međusobni odnos
opisuju kao neuvažavajući, a komunikaciju opisuju na način da se međusobno ne slušaju i govore u isti
glas. Tijekom procesa, intervencije voditelja bile su: formiranje manjih grupa, stvaranje natjecateljskog
konteksta i nagrade, isključivo grupni i suradnički zadaci, redefiniranje grupa kako bi se rasformirala grupa
koja najlošije surađuje. Analiza pokazuje da učenici koji imaju razvijene komunikacijske vještine suradnjom postižu bolje rezultate što ih motivira na daljnju suradnju. Jedan dio učenika nije dobro surađivao.
Tijekom vremena, potaknuti stalnim zajedničkim zadacima, počeli su surađivati i potom postizati uspjehe.
Bez obzira na prve tri navedene intervencije neki učenici nisu surađivali s ostatkom grupe, zbog čega je
primijenjena četvrta intervencija. Na kraju se članovi unutar skupina međusobno uvažavaju tijekom rada
na zajedničkim zadacima.
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Provođenje ovih radionica doprinijelo je razvoju komunikacijskih vještina učenika. Stvaranje suradničkog
konteksta i inzistiranje na zajedničkim zadacima dovelo je u međusoban odnos djecu koja spontano ne bi
bila u interakciji. Time se otvara mogućnost razvoja prihvaćanja različitosti među djecom, što je vrijednost
koja je nedovoljno zastupljena u školskom kontekstu. Suradničko učenje sve se više ističe kao dobar način
učenja kako obrazovnih tako i odgojnih sadržaja.
Development of collaborative relationships in the classroom
through the workshops with students
The aim of this study is to describe the process of encouraging the development of collaborative relationships through workshops with students in the classroom. The research questions are: What kind of relationship
exists is in the classroom between boys and girls? How can students respect each other?
The research methodology was qualitative, and data collection methods were videos of workshops and
workshop tasks. Participants were students of sixth graders, with whom the program was implemented
through three months of work, through the 11 workshops. In the analysis we came to three categories: the
relationship between boys and girls, mutual respect and intervention of trainers.
The results point to a passive but a constructive role of girls compared to boys, who were dominant, active, initially provoking behavior than girls. Students describe the relationship as mutually not respected and
communication describes a way to not listen to each other and speak at the same time. The intervention of
leaders was: the formation of small groups, creating a competitive context and rewards, exclusive group and
collaborative tasks, redefining the group to disband the group that works worst. Analysis shows that students
who have better developed communication skills get better collaboration results what motivates them to
further cooperation. One of the students was not well worked. Over time, encouraged by permanent joint
tasks they began to cooperate and achieve success. Notwithstanding the first three interventions listed some
students still have not cooperated with the rest of the group, which was the reason for the fourth intervention.
At the end, the group members mutually respect each other while working on common tasks.
Conducting these workshops contributed the development of pupils’ communication skills. Creating a
collaborative context and insisting on common tasks resulting in the interrelationship between children, who
did not spontaneously interact. This opens the possibility of developing the acceptance of diversity among
children, which is a value that is underrepresented in the school context. Cooperative learning is increasingly
stands out as a good way to learn for educational and correctional facilities.
Prezentacija 2/Presentation 2
Rea Fulgosi Masnjak, Ljiljana Igrić, Natalija Lisak
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Neke roditeljske kompetencije kao poticaj suradničkih odnosa u razredu
Strategija hrvatskog školstva usmjerena je prema razvoju inkluzivne škole. Pod inkluzivnom školom
smatra se škola koja osigurava punopravno sudjelovanje učenika u akademskim i socijalnim aktivnostima
(Lipsky & Gartner, 1996). Jedna od ključnih karakteristika inkluzivne škole je osjećaj pripadanja i prihvaćenosti svih učenika. Vršnjačka podrška i podrška ostalih članova školske zajednice, kao i roditelja, doprinosi
inkluzivnoj kulturi škole (Stainback & Stainback, 1990).
Kako bi roditelji mogli biti aktivni sudionici razvoja inkluzivne škole potrebno je istražiti neke roditeljske
kompetencije. Cilj istraživanja je putem fokus grupnog intervjua dobiti uvid koliko dobro roditelji poznaju
svoje dijete, koriste prikladne odgojne postupke te prepoznaju i potiču dobre interakcije vlastitog djeteta.
Podaci su prikupljani i analizirani kvaliativnom metodologijom, koristeći program NVivo za kvalitativnu
analizu. Sudionici istraživanja bili su majke i očevi učenika osnovne škole, n=8. Petero njih roditelji su tipične
djece, dok su troje njih roditelji djece s teškoćama. Kroz tri mjeseca provedbe programa s učenicima, njihovi
roditelji bili su uključeni u dvije fokus grupe.
Rezultati pokazuju da roditelji pridaju veliku važnost komunikaciji s djecom, no njihovi postupci prema djeci ne služe uvijek kao dobar model ponašanja te je upitan njihov aktivan doprinos poticanju dobre
interakcije njihovog djeteta u školi.
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Premda je inkluzivna škola cilj hrvatskog sustava obrazovanja nedovoljno se poklanja pažnja osnaživanju
roditelja i suradnji s školom. Primjenom fokus grupe i osvještavanjem roditelja o vlasititim kompetencija
ostvaren je doprinos aktivnom uključivanju u razvoj inkluzivne kulture u škole.
Some parental competencies as an encouragement of
collaborative relationships in the classroom
The Croatian education strategy is aimed toward the development of inclusive school. Inclusive school
ensures full participation of all students in academic and social activities. One of the main features of inclusive
school is the sense of belongings and acceptance of all students.
Peer support as well as the support of other members of the school community and parents, contributes
the inclusive culture in school. In order to make parents active participants in the development of inclusive
schools it is necessary to explore some of their competences. The aim of this investigation was to gain an
insight how well parents know their own children, use appropriate educational approach, recognize and
support their own child’s effective interactions, through the focus group interview.
Data were collected and analyzed qualitatively by using NVivo program. Participants were mothers or
fathers of regular primary school students, n=8. Five of them were parents of typical students, while three
were parents of children with disabilities. During the three months period of intervention program with
students, their parents were participating in focus groups.
Obtained results showed that parents emphasize the importance of communication with their own child
but their upbringing skills are not always a good behavior model. Their active contribution in facilitating
their own child’s school interaction is often questionable. Although, the inclusive school is the aim of the
Croatian educational system, not enough attention is paid toward parents’ empowerment in collaboration
with school. Through the focus group approach emphasizing parents’ awareness about own competences
and their contribution to active role in the inclusive culture of school was accomplished.
Prezentacija 3/Presentation 3
Zrinjka Stančić, Zdenka Pantić, Rea Fulgosi Masnjak, Višnja Vidalina, Barbara Kušter,
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Tolerancija različitosti iz percepcije učitelja
Uzevši u obzir saznanja iz utemeljene teorije proizlazi da se proces obrazovne inkluzije može unaprijediti
kvalitetnijom dodiplomskom i diplomskom edukacijom učitelja, razvojem programa cjeloživotnog učenja
te osiguravanjem primjerene edukacijsko-rehabilitacijske potpore. Iskustva hrvatske prakse potvrđuju da se
u trenutačnoj fazi razvoja modela potpore rezultati postižu značajno brže kada se potpora osigurava putem
utemeljene i organizirane edukacije i intervencije. Cilj rada je prezentirati programske aktivnosti provedene
u vremenu od tri mjeseca po jedan školski sat tjedno u prostoru eksperimentalne škole i uz iskusne stručnjake u području uključivanja i integrativne gestalt terapije. S učiteljima su se prorađivali sadržaji kroz rad
na sebi i stjecanje novih vještina za rad u inkluzivnim uvjetima. U radu s učiteljima ostvareno je nekoliko
iskustvenih radionica: pripadanje grupi, samopoimanje: snage i slabosti, emocije i prepoznavanje emocija,
emocije: ljutnja i ponašanje, komunikacija: neverbalna, komunikacija: dvostruke poruke, različitosti, različitosti i potrebe te potrebe i podrška. U istraživanju je sudjelovalo sveukupno osam sudionika, oba spola,
šest predmetnih učitelja i dva stručna suradnika. Riječ je o učiteljima i stručnim suradnicima koji poučavaju
ili pružaju potporu učenicima šestih razreda. Prije samih radionica sa svakim je učiteljem obavljen uvodni
razgovor o svrsi i cilju, načinu rada, ulogama voditelja i sudionika, mogućnostima odustajanja u bilo kojoj
fazi te zaštiti anonimnosti. Radionice su snimane audiozapisom, doslovno prepisivane. Nakon toga slijedila
je kvalitativna analiza teksta s ciljem sažimanja, strukturiranja i tumačenja empirijske građe konkretnim
izjavama sudionika.
Tolerance of differences from the teachers’ perception
The findings of the grounded theory shows that the process of educational inclusion can be improved
through quality undergraduate and graduate teacher education, development of lifelong learning programs
and by providing appropriate educational and rehabilitative support in schools. Experiences of Croatian
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practice confirm that in the current stage of support model development better results can be significantly
faster achieved if support is provided through established and organized education and intervention. The
aim of this paper is to present the program activities conducted in the period of three months, in duration
of 45 minutes weekly in experimental schools by the experts in the field of inclusion and integrative gestalt
therapy. Through program activities teacher worked on themselves and acquired new skills to work in inclusive
conditions. Several experiential workshops were realized with teachers: belonging to a group, self-concept:
strengths and weaknesses, emotions and recognizing emotions, emotions: anger and behavior, communication: nonverbal, communication: duplicate messages, diversity, diversity and needs and the needs and support.
The number of participants in this study was eight of them, both sexes, six of them were subject teachers
and two of them were experts. There are teachers and experts who teach or provide support for sixth grade
students. Before the beginning of workshops each teacher has been familiar with the purpose and the goal of
the study, the roles of leaders and participants, the opportunity to give up at any stage and the protection of
anonymity. The workshops were audio taped and transcribed. After that through the qualitative analysis of
data the transcribed material was summarized, structured and interpreted using the participant statements.
Prezentacija 4/Presentation 4
Ana Wagner Jakab¹, Daniela Cvitković¹, Davorka Dragojević²
¹Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
²Osnovna škola Ivana Cankara, Zagreb, Hrvatska
Elementary School “Ivan Cankar”, Zagreb, Croatia
Prikaz i evaluacija programa poticanja tolerancije u redovnom
razredu osnovne škole
Cilj ovog rada je prikazati primjer programa poticanja tolerancije u jednom 6. razredu osnovne škole u
Zagrebu. Program se provodio jednom tjedno kroz 8 radionica na 8 različitih ali povezanih tema. Teme su se
odnosile na doživljaj slike o sebi, slike o svojem razredu i svojem mjestu u njemu, emocije i ponašanje, bijes i
konflikte, timski rad i suradnju, različitost i komunikaciju. Radionice su snimane audio-vizualnim zapisom i
praćene pisanim materijalima učenika kao i njihovim crtežima. Pratila se dinamika kojom se djeca spontano
međusobno grupiraju unutar razreda kao i položaj djece s teškoćama unutar tih skupina. S ciljem evaluacije
samog programa provedena je, snimana i analizirana fokus grupa djece i njihovih pisanih evaluacija. U skladu
sa suvremenim, inkluzivnim društvom u kojem je važno osvijestiti i prihvatiti vlastite i tuđe sličnosti i razlike,
granice i otpore može se zaključiti da bi bilo važno da se i u okviru rada u školi takve teme s učenicima obrađuju
jer se i same interakcije s vršnjacima u najvećoj mjeri u školi i događaju. Ovdje je prikazan jedan primjer takvog
rada, a s obzirom na evaluaciju same djece čini se da bi bilo vrijedno takav model razvijati i primjenjivati i dalje.
Presentation and evaluation of the programs for encouraging
tolerance in the regular elementary school classroom
The aim of this presentation is to show one example of encouraging tolerance through workshops. There
were 8 workshops with 8 different but also related topics conducted in 6th grade of one elementary school
in Zagreb. Topics were: self-image, class-image, emotions and behavior, anger and conflict, team work and
cooperation, differences and communication. The workshops were taped with audio-visual camera and accompanied by written materials of students and their drawings. Dynamics by which the children spontaneously
grouped together within the class and status of children with disabilities within these groups was followed
up. In order to evaluate the program focus groups of children was carried out, recorded and analyzed as
well as written evaluations from the students.
Such program and topics are in accordance with the modern, inclusive society in which it is important to
become aware of similarities and differences, boundaries and resistances in ourselves and others and accept
them. Since interactions with peers mostly take place in school it would be useful to work with children
on topics that are not only academic but also preparation for life in a human, tolerant way. This is just one
example and attempt of working with students on topics related with tolerance but in conclusion students’
evaluation showed that children think that such activities should be implemented more in the schools.
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Voditeljica simpozija/Symposium chair: Irma Kovčo Vukadin
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation
Sciences, Croatia
E-mail: [email protected]
S-16
NASILJE U HRVATSKOM ZATVORSKOM SUSTAVU
Reforme hrvatskog kaznenog zakonodavstva u prošlom desetljeću karakterizira represivna orijentacija
koja se reflektira u povećanju izricanja bezuvjetnih kazni zatvora. Taj trend nije bio praćen povećanjem zatvorskih kapaciteta (prostornih i kadrovskih) što je dovelo do situacije prekapacitiranosti hrvatskog penalnog
sustava, na što već godinama upozoravaju Središnji ured Uprave za zatvorski sustav, pučki pravobranitelj,
Europski odbor za sprječavanje mučenja i neljudskog ili ponižavajućeg postupanja ili kažnjavanja (CPT) te
presude Europskog suda za ljudska prava. Prekapacitiranost u svakodnevnom funkcioniranju zatvorskog sustava može kreirati različite frustracije (kako za zatvorenike, tako i za osoblje), koje mogu rezultirati različitim
oblicima nasilnog ponašanja. U tom kontekstu je cilj ovog simpozija analiza incidencije i strukture nasilnog
ponašanja te mogućih načina sprječavanja nasilnog ponašanja u hrvatskom penalnom sustavu. Uvodno se
konstatiraju specifičnosti provođenja istraživanja u zatvorskim sustavima. U drugom radu se prezentiraju
rezultati kvantitativnog istraživanja provedenog na uzorku zatvorenika, pravosudne policije i ostalog osoblja
koje je u svakodnevnom kontaktu sa zatvorenicima. Posljednji rad u okviru ovog simpozija daje pregled i
analizu programa tretmana za počinitelje nasilnih delikata i programa za povećanje kompetencija za rad s
nasilnim počiniteljima, s prikazom programa koji se provode u hrvatskom penalnom sustavu.
VIOLENCE IN CROATIAN PRISON SYSTEM
Croatian criminal legislation reforms in the last decade were characterized by repressive orientation
which was reflected in increased pronouncement of unsuspended prison sentence. That trend wasn’t followed with increased prison capacities (physical or personnel) which consequently led to overcrowding of
Croatian prison system. Head Office of the Prison administration, ombdusman, European committee for the
prevention of torture and decisions of the European Court of human rights are warning about overcrowding
situation for years. On a daily basis of prison functioning, overcrowding can lead to different frustrations
(both for prisoners and for the prison staff) which can result in different forms of violent behaviour. In that
context, the aim of this symposia is an analysis of incidence and structure of violent behaviour and possible
ways for prevention of violent behaviour in Croatian prison system. Introductory paper notes the specificities
of doing prison research. The second paper presents results of quantitative research conducted on a sample
of prisoners, correctional officers, and other staff in daily contact with prisoners. The last paper within this
symposia gives an overview and analysis of treatment programs for violent offenders and programs for enhancing staff competencies in working with violent offenders. It also gives an overiew of existing treatment
programs in Croatian prison system.
Prezentacija 1/Presentation 1
Irma Kovčo Vukadin¹, Blanka Šuljak²
¹Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
²Središnji ured Uprave za zatvorski sustav,Ministarstvo Pravosuđa, Zagreb, Hrvatska
Head Office Prison Administration, Ministry of Justice, Zagreb, Croatia
Provođenje istraživanja u zatvorskom okruženju – istraživački izazovi
Zatvori su značajne institucije za kriminologe i penologe koji već desetljećima provode istraživanja zatvorskog života, funkcioniranja zatvora kao „totalnih“ institucija, specifičnih skupina zatvorske populacije
ili specifičnih ponašanja u zatvorima. U istraživačkom smislu, osmišljavanje i provođenje istraživanja u
kaznenim tijelima, bez obzira na planirani uzorak (osoblje ili zatvorenici), podrazumijeva dodatnu pažljivost.
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Istraživački izazovi kreću već od definiranja predmeta istraživanja i dobivanja dozvole od relevantnih
tijela. U tom stadiju je vidljivo često spominjano nerazumijevanje između znanstvenika i praktičara. Sama
tema može biti izvor zabrinutosti za zatvorsku upravu radi pretpostavljenih rezultata i mogućih implikacija
za ocjenu zatvorskog sustava, što onda može utjecati na samo davanje dozvole za provođenje istraživanja.
Drugi stadij istraživačkih izazova se odnosi na samo provođenje istraživanja koje već u fazi planiranja
podrazumijeva poznavanje funkcioniranja zatvora na svakodnevnoj osnovi. Svaka istraživačka metoda
nosi svoje specifičnosti u smislu konkretne izvedbe u aktulanim okolnostima zatvorskog sustava. Posljednji
stadij istraživačkih izazova predstavlja sama interpretacija rezultata i komunikacija dobivenih rezultata sa
zatvorskom upravom.
Cilj ovog rada je pregled aktualnih međunarodnih spoznaja o metodološkim specifičnostima planiranja
i provođenja istraživanja u zatvorima.
Doing research in prison setting – researchers’ challenges
Prisons are important research spots for criminologists and penologists have done, for decades, many
researches on prison life, prison functioning as „total“ institutions, specific groups of prison population or
specific behaviours in prison. Planning and doing research in prison, regardless to the sample (prison staff
or prisoners), requires thoughtfulness.
Research challenges start with definition of research topic and obtaining the permission from relevant
bodies. Often cited misunderstanding between scientists and practitioners is evident in this phase. Research
topic can concern prison administration because of assumed results and possible applications for estimation
of the prison system, which can influence the decision about issuing permission for the research.
The second phase of research challenges relies to conducting the research which implies (in the planning phase of the research) knowledge on functioning of the prison on a daily basis. Every research method
has its own specificity in terms of its implementation in actual circumstances of the prison system. The last
phase of the research challenges is result interpretation and communication of the results with the prison
administration.
The aim of this paper is an overview of international experience-based knowledge on specificities in
planning and doing research in prisons.
Prezentacija 2/Presentation 2
Irma Kovčo Vukadin¹, Martina Lotar¹, Martina Barić²
¹Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
²Središnji ured Uprave za zatvorski sustav, Ministarstvo Pravosuđa, Zagreb, Hrvatska
Head Office Prison Administration, Ministry of Justice, Zagreb, Croatia
Nasilje u hrvatskom zatvorskom sustavu: rezultati kvantitativnog istraživanja
Zaoštravanje kaznene politike u proteklom desetljeću kroz pooštravanje sankcija i povisivanje minimuma zakonom zapriječenih kazni je dovelo do značajnog broja izricanja bezuvjetnih kazni zatvora i njihovog
izvršavanja. Rast u osudama i povećanju zatvorske populacije je naročito vidljiv od 2004. godine. Hrvatski
penalni sustav je već godinama prekapacitiran. Povećanje broja zatvorenika nije u istom periodu praćeno i
povećanjem broja osoblja, posebice pravosudne policije, niti povećanjem posebnih tretmanskih programa.
Prenapučenost zatvorskih kapaciteta dovodi do nužne reorganizacije svakodnevnog funkcioniranja zatvora
što može prouzročiti brojne frustracije, kako za zatvorenike, tako i za osoblje. Te frustracije mogu rezultirati
različitih oblicima nasilnog ponašanja između zatvorenika te u odnosima između zatvorenika i osoblja (i
obrnuto). Obzirom na navedenu situaciju prenapučenosti hrvatskog zatvorskog sustava, cilj istraživanja je
utvrđivanje incidencije i strukture nasilnog ponašanja u hrvatskim penalnim ustanovama (kaznionice i
zatvori) i utvrđivanje korelata tog nasilja. Za potrebe istraživanja su kreirana 3 anketna lista (za zatvorenike,
pravosudnu policiju i ostalo osoblje koje je u svakodnevnom kontaktu sa zatvorenicima), a anketiranje je
provedeno koncem 2011. i početkom 2012. godine. U radu se analizira incidencija nasilne viktimizacije za
navedena 3 subuzorka – zatvorenike (N=415), pravosudnu policiju (N=260) i ostalo osoblje (N=200) te se
utvrđuju razlike u incidenciji nasilne viktimizacije obzirom na spol i dob ispitanika.
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Violence in Croatian prison system: results of quantitative research
Harsher crime policy in the last decade in terms of more severe criminal sanctions and raising criminal
sanctions’ legal minimum resulted in raise of unconditional prison sentences and their execution. Increased
prison convictions and consequently prison population is visible since 2004. Croatian prison system is
overcrowded for years. Increased number of prisoners wasn’t accompanied with increased number of staff,
especially security officers, or special treatment programmes. Daily prison functioning has to be reorganized
due to overcrowding which can cause numerous frustrations, for prisoners and for the staff as well. These
frustration can result in different forms of violent behaviour between prisoners and between prisoners and
prison staff (and vice versa). Given the aforementioned overcrowding in Croatian prison system, the purpose of this research is estimation of the incidence and structure of violent behaviour in Croatian prison
system (prisons and jails) and identifying the correlates of that violence. Three questionnaires were created
(for prisoners, security officers and other staff in daily contact with prisoners). Questionnaires were applied
in late 2011 and early 2012. This paper brings an analysis of violent victimization incidence for the three
subsamples – prisoners (N=415), security officers (N=260) and other staff (N=200) and determination of
differences regarding the participants’ gender and age.
Prezentacija 3/Presentation 3
Anita Jandrić Nišević¹, Zoran Vlaisavljević², Damir Žeželj³
¹Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
²Ministarstvo Pravosuđa, Uprava za zatvorski sustav, Kaznionica u Lepoglavi
Lepoglava Penitentiary, Prison Administration, Ministry of Justice, Croatia
³Središnji ured Uprave za zatvorski sustav, Ministarstvo Pravosuđa, Zagreb, Hrvatska
Ministry of Justice, Head Office Prison Administration, Zagreb, Croatia
Programi redukcije nasilnog ponašanja u penalnim ustanovama
Fenomen nasilja u penalnim ustanovama izaziva veliku pozornost suvremene, znanstvene, stručne i
društvene javnosti te predstavlja temu koja otvara niz različitih pitanja. Jedno od pitanja je svakako vezano
za prevenciju i tretmanske aktivnosti koje se poduzimaju u penalnim ustanovama u svrhu suzbijanja takvog
ponašanja. S obzirom na rezultate brojnih istraživanja kojima je utvrđeno da počinitelje nasilnih kaznenih
djela karakterizira visok stupanj interpersonalne nasilnosti u odnosu na ostale počinitelje kaznenih djela,
od posebne je važnosti kreirati programe tretmana za takvu skupinu počinitelja. U posljednjih 25 godina
programi tretmana su od nisko intenzivnih izrasli u veoma intenzivne kognitivno-bihevioralne programe
koji se bave mnogobrojnim kriminogenim potrebama počinitelja kaznenih djela te na taj način pokazuju
visoku stopu uspješnosti. Rezultati brojnih metaanaliza pokazali su učinkovitima programe upravljanja
ljutnjom, programe kognitivnih vještina te kognitivne samoprocjene za ovu skupinu počinitelja. Prilikom
kreiranja efektivne strategije suzbijanja nasilnog ponašanja u penalnim ustanovama vrlo je važno imati u
vidu i osoblje koje u takvim ustanovama radi. Naime, osoblje penalnih ustanova čini vrlo važan segment u
ukupnom funkcioniranju ustanove te je bitno kreirati programe koji za cilj imaju senzibilizaciju i povećanje
kompetencija osoblja u cilju suzbijanja i smanjivanja nasilnog ponašanja u penalnim ustanovama. U tu svrhu
je Uprava za zatvorski sustav Ministarstva pravosuđa započela s provedbom projekta „Tretman zatvorenika
počinitelja kaznenih djela s elementima nasilja“ koji je obuhvatio tri osnovne skupine aktivnosti: osposobljavanje službenika tretmana kaznionica i zatvora te djelatnika centara za socijalnu skrb kao budućih ovlaštenih trenera iz područja „Treninga kontrole agresivnog ponašanja“ – ART (eng. Aggression Replacement
Training); osposobljavanje službenika osiguranja kao budućih ovlaštenih trenera iz područja komunikacije
i ovladavanje agresijom, te izradu smjernica i akcijskog plana za sustav usklađenog postupanja sa svrhom
prevencije nasilja u zatvorima i kaznionicama te smanjivanja povratništva vezanog uz nasilne delikte. Cilj
ovoga rada je dati pregled i analizu relevantne znanstvene literature s područja evaluacije programa tretmana
za počinitelje nasilnih delikata u zatvorskom sustavu te pregled programa usmjerenih na osoblje penalnih
ustanova koji za cilj imaju povećanje kompetencija za rad s nasilnim počiniteljima, a u svrhu redukcije nasilja
u penalnim ustanovama. Poseban naglasak bit će stavljen na napore zatvorskog sustava Republike Hrvatske
u suzbijanju nasilja u hrvatskim zatvorima i kaznionicama.
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Violence prevention programs in prison system
The phenomenon of violence in correctional institutions causes a great attention to the modern, scientific,
professional and public opinion representing a theme that opens up a number of different issues. One of
the questions is certainly related to the prevention and treatment activities undertaken in the penal institutions to suppress such behavior. Given the results of numerous studies which concluded that, compared to
other offenders, perpetrators of violent crimes are characterized by a high degree of interpersonal violence;
it is of particular importance to create treatment programs for this group of offenders. In the past 25 years,
correctional treatment programs have grown from low-intensive to highly intensive cognitive-behavioral
programs who address a substantial number of offenders’ criminogenic needs showing high success rate.
Results of numerous meta-analyses recognized anger management programs, programs of cognitive skills
and cognitive self-assessment to be most effective for this group of offenders. When creating an effective
strategy for prevention of violent behavior in correctional institutions, it is very important to bear in mind
the staff working in such institutions since they are a very important segment of the overall functioning of
these institutions. Therefore, it is essential to create programs that aim to increase awareness and competence
of the staff in order to control and reduce violent behavior in penal institutions. For this purpose, the Prison
Administration of the Ministry of Justice began with the implementation of the Program “Treatment of
Violent Offenders in Croatian Prisons and Penitentiaries “. Program included three main groups of activities:
Providing Aggression Replacement Training (ART) for treatment staff: training and licensing intervention
coaches and licensing master trainers; Implementing the training on aggression reduction for security staff
by “train the trainer” method provided nucleus of trained security officers; Developing a guidelines and
action plan for a coordinated response system for prevention of prison violence. The aim of this paper is
to review and analyze the relevant scientific literature in the field of evaluation of treatment programs for
violent offenders in the prison system and to give review of programs whose objective is to increase the
correctional institution staff ’s competence to deal with violent offenders and violence in penal institutions.
Special emphasis will be placed on the efforts of the Croatian prison system in combating violence in Croatian
prisons and penitentiaries.
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Voditeljica simpozija/Symposium chair: Marta Ljubešić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation
Sciences, Croatia
E-mail: [email protected]
S-17
RANA KOMUNIKACIJA: PROCJENA I INTERVENCIJA
Simpozij donosi različita pitanja iz područja rane komunikacije važna u identifikaciji poremećaja kao i u
organizaciji intervencije. Teškoće u području združene pažnje i teorije uma nalaze se u različitim kliničkim
stanjima, ali istraživanja pokazuju da su one osobito važne kod komunikacijskih teškoća. Ti podaci ukazuju
na važnost procjene teorije uma u ranoj dijagnostici i postavljaju pitanje odabira adekvatne metode. Ovo će
se pitanje analizirati u prezentaciji od Kotrle i Šakić koje raspravljaju o različitim metodama procjene kao i
o razvojnim promjenama u združenoj pažnji i teoriji uma u odnosu prema jezičnom razvoju. U prezentaciji
od Cepanec i Šimleša analiziraju se i evaluiraju roditeljska izvješća o ranom jeziku i komunikaciji s fokusom
na prvoj pojavi klinički relevantnih razvojnih miljokaza. Rano otkrivanje i procjena u području rane komunikacije trebaju biti povezani s organizacijom intervencije. U simpoziju će se prezentirati dva nova oblika
potpore. Ivšac Pavliša i sur., u svojoj prezentaciji raspravljaju o potpomognutoj komunikaciji kao prvom
odabiru među komunikacijskim metodama za mlađu djecu koja ne govore i prikazuju nekoliko primjera iz
kliničkog rada. Ovaj se rad provodi u okviru projekta “ICT sustavi za osobe s kompleksnim komunikacijskim potrebama” kojeg podupire Fond za razvoj Sveučilišta u Zagrebu. Tijekom ranih godina roditelji često
imaju trajnu potrebu za informacijama ili za pronalaskom odgovarajućih usluga za svoje dijete ukoliko su
zabrinuti za njegov razvojni ishod. Obilježja komunikacije i jezika su na vrhu roditeljskog zanimanja. Stoga
će u prezentaciji Ljubešić i Lulić biti prikazan novi oblik podupiranja roditelja putem interneta.
EARLY COMMUNICATION: ASSESSMENT AND INTERVENTION
This symposium is going to bring together different issues regarding early communication important
for identification of disorders and for organizing intervention as well. Joint attention and theory of mind
difficulties are observed in different clinical conditions, but research show that they are especially important
in communication problems. This evidence points to the importance of theory of mind assessment in early
diagnostic procedures and raises questions about the selection of adequate assessment method. This topic
will be analyzed in the presentation of Kotrla and Šakić who discuss different methods of assessment and
also developmental changes in joint attention and theory of mind in relation with language development.
In the presentation of Cepanec and Šimlesa parent reports on early language and communication, with
focus on the initial appearance of clinically relevant developmental milestones are analyzed and evaluated.
Early detection and assessment in the field of early communication should be connected with the organization of intervention. In the symposium two new different type of support will be presented. In the
presentation of Ivšac Pavliša et al augmentative and alternative communication as the first choice communication method with young children who cannot speak will be discussed and some examples from the clinical
work will be shown. This work was carried out within the project “ICT systems for Persons with Complex
Communication Needs”, supported by University of Zagreb Development Fund.
During the early years of their children parents often have continuing needs to obtain information
or to identify services for their child if they are worried about a developmental outcome of the child.
Communication features and language development are on the top of parental interests. So, in the presentation of Ljubesic and Lulic a new way of supporting parents via Internet will be presented.
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Prezentacija 1/Presentation 1
Marina Kotrla Topić, Marija Šakić
Institut društvenih znanosti Ivo Pilar, Zagreb, Hrvatska
Institute of Social Sciences “Ivo Pilar”, Zagreb, Croatia
Teorija uma u dojenačkoj i predškolskoj dobi: razvojne promjene i odnos
s jezičnim razvojem
Istraživanja pokazuju da se poteškoće u združenoj pažnji i teoriji uma zamjećuju u različitim kliničkim
stanjima, posebice onima koje obilježavaju problemi u komunikaciji. Takvi nalazi ukazuju na važnost ispitivanja teorije uma u okviru rane dijagnostike i otvaraju pitanje odabira adekvatne metode procjene.
U radu se razmatraju različiti pristupi procjeni teorije uma te se prikazuju rezultati koje na mjerama
združene pažnje i teorije uma postižu hrvatska djeca dojenačke i predškolske dobi. Osim toga, ispituje se i
povezanost združene pažnje i teorije uma s djetetovim jezičnim sposobnostima.
Prikazani su rezultati prikupljeni u dvama istraživanjima. U prvom je istraživanju sudjelovalo 24 djece
u dobi od godinu i pol, 30 u dobi od dvije te 30 u dobi od dvije i pol godine. U ispitivanju je primijenjena
Ljestvica rane socijalne komunikacije (Mundy i sur., 2003) i Komunikacijska razvojna ljestvica – Koralje
(Kovačević i sur., 2005). U drugom je istraživanju sudjelovalo 35 djece u dobi od 3 godine, 31 u dobi od
4 godine te 28 u dobi od 5 godina. Primijenjena je Ljestvica teorije uma (Wellman i Liu, 2004). U oba su
istraživanja primijenjene i Reynell razvojne ljestvice govora (Reynell i Huntley, 1987).
U radu su prikazani prosječni rezultati djece različite dobi na mjerama Iniciranja uspostavljanja združene
pažnje (IUZP), Odgovaranja na poticaj za uspostavljanje združene pažnje (OPUZP) te na Ljestvici teorije
uma i ispitane su dobne promjene na tim mjerama. Pokazalo se da je uradak na mjerama OPUZP-a i na
Ljestvici teorije uma značajno pozitivno povezan s uratkom na mjerama jezičnog razvoja.
Rezultati omogućuju razmatranje dobnih promjena u teoriji uma u hrvatske djece urednog razvoja te
obrasca povezanosti mjera teorije uma s mjerama jezičnog razvoja kod djece različite dobi.
Theory of mind in infancy and preschool age: developmental
changes and relation to language development
Research shows that impairments in joint attention and theory of mind are observed in different clinical
conditions, especially those characterized by communication difficulties. This evidence points to the importance of theory of mind assessment in early diagnostic procedures and raises questions about the selection
of adequate method of assessment.
In this paper, different approaches to theory of mind assessment are explored and results of Croatian
children on measures of joint attention and theory of mind in infancy and preschool age are presented.
Furthermore, the correlations of joint attention and theory of mind with language abilities are examined.
The results collected in two studies are presented in the paper. Participants in the first study were 24
children aged one and a half, 30 children aged two, and 30 children aged two and a half years. Early Social
Communication Scales (Mundy et al., 2003) and Croatian adaptation of the MacArthur Communicative
Development Inventories (Kovačević et al., 2005) were administered. Participants in the second study were
35 children aged three, 31 children aged four, and 28 children aged five years. The Theory of Mind Scale
was administered (Wellman & Liu, 2004). The Reynell Developmental Language scales were administered
in both studies (Reynell and Huntley, 1987).
The average scores achieved by children of different age on the measures of Initiating joint attention (IJA),
Responding to joint attention (RJA) and Theory of Mind Scale are presented, and age differences on these
measures are examined. The results on the RJA and theory of mind measures were significantly positively
correlated with results on language development measures.
The results present basis for considering the age related changes in theory of mind among normally
developing Croatian children, as well as for exploring the pattern of relations between theory of mind and
language development measures among children of different age.
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8th International Scientific Conference Research in Education and Rehabilitation Sciences
Prezentacija 2/Presentation 2
Maja Cepanec, Sanja Šimleša
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Roditelji u procesu procjene rane komunikacije: partneri ili pristrani promatrači?
Cilj ovog istraživanja je analiza i kritički osvrt na roditeljska izvješća o ranoj komunikaciji, uz poseban
naglasak na vrijeme pojavljivanja dijagnostički važnih razvojnih pokazatelja.
Analizirani su odgovori 1400 roditelja na CSBS DP ljestvici za procjenu ranog komunikacijskog i simboličkog ponašanja i odgovori 627 roditelja na Komunikacijskim razvojnim ljestvicama (Koralje). Ti su podaci
uspoređeni s podacima o pojavi komunikacijskih ponašanja u laboratorijskim istraživanjima, uzimajući
u obzir varijabilnost u populaciji djece urednog razvoja. Na dodatnom uzorku od 211 roditeljskih parova
analizirane su razlike između majki i očeva u procjeni rane komunikacije.
Vrijeme pojave klinički važnih razvojnih pokazatelja u roditeljskim izvještajima u velikoj se mjeri podudaraju s podacima dobivenim u laboratorijskim istraživanjima. Ipak, važno je uočiti da manji postotak
roditelja opisuje pojavu nekih ponašanja u ranijoj dobi no što su opisana u literaturi. Tako roditelji počinju
izvještavati o pojavi intencijske komunikacije, uporabi geste pokazivanja i uporabi prvih riječi u dobi od
6 mjeseci, slaganju riječi u dobi od 7 mjeseci, te pojavi igre pretvaranja u dobi od 9 mjeseci. Jednako tako,
uočavaju se i razlike između majki i očeva u opisivanju nekih obilježja rane komunikacije, posebice u odnosu
na čestice u komunikacijskim ljestvicama.
Roditelji su uglavnom pouzdani partneri u postupku procjene ranog komunikacijskog i jezičnog razvoja.
No, važno je uvijek imati na umu da neki roditelji precjenjuju sposobnosti svoje djece, te da ponekad postoje
značajne razlike u izvještajima majka i očeva. Iz tih razloga uputno je promisliti o jasnoći i konkretnosti
pitanja koja se postavljaju roditeljima, kao i potaknuti uključivanje oba roditelja u postupak procjene.
Parents in the assessment of early communication: partners or biased observers?
The aim of this study was to analyze and evaluate parent reports on early language and communication,
with focus on the initial appearance of clinically relevant developmental milestones.
We analyzed reports of 1400 parents on CSBS DB Infant-Toddlers Checklist and reports of 627 parents on
Koralje (Croatian version of MacArthur-Bates Communicative Development Inventories). The data derived
from parent reports were compared with the data on the emergence of communicative behavior obtained
in laboratory settings, taking into account the variability in typically developing children. Additional 422
parent reports (211 mother-father dyads) were used to analyze the differences between reports of mothers
and fathers.
There is high accordance between the timing of first appearance of clinically relevant developmental
milestones in parent reports and that reported in laboratory settings. However, it should be pointed out that,
in comparison to data reported in laboratory settings, some parents report significantly earlier emergence of
certain milestones. For example, parents report intentional communication, pointing gesture and first words
already at the age of 6 months, words combinations at the age of 7 months and pretend game at the age of
9 months. We also noted certain differences between reports of mothers and fathers, especially with respect
to items in communication checklists.
Parents are generally considered to be reliable partners in the process of early communication and
language assessment. However, it is important to realize that some parents overestimate abilities of their
infants and/or toddlers and that reports of mothers and fathers may differ substantially. Thus, it is important to improve the clarity and straightforwardness of questions posed by professionals, as well as to secure
involvement of both fathers and mothers in the assessment process.
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Prezentacija 3/Presentation 3
Jasmina Ivšac Pavliša¹, Marta Ljubešić¹, Janja Klasić², Željka Car³, Marin Vuković³
¹Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
²Hrvatska udruga za ranu intervenciju u djetinjstvu, Zagreb, Hrvatska,
Croatian Association for Early Childhood Intervention, Zagreb, Croatia
³Sveučilište u Zagrebu, Fakultet elektrotehnike i računarstva, Hrvatska
University of Zagreb, Faculty of Electrical Engineering and Computing, Croatia
Potpomognuta komunikacija u ranoj intervenciji
Iako se područje potpomognute komunikacije razvija od pedesetih godina prošlog stoljeća, u praktičnome
radu se nerijetko susreću mitovi i zablude o njezinoj uporabi. Potencijal za uporabu potpomognute komunikacije kod mlađe djece još nije u potpunosti ostvaren te se potpomognuta komunikacija smatra jednom
od “izranjajućih” metoda. Sve su brojniji dokaz da potpomognuta komunikacija potiče razvoj komunikacije
i jezika te da promiče komunikaciju za obitelj u u cjelini. U Hrvatskoj pojedini stručnjaci koriste metode
potpomognute komunikacije, ali gotovo da nema dokaza ili publikacija na tu temu kao niti sustavnog rada
na razvoju tehnologije u području potpomognute komunikacije. Međutim, suradnja između stručnjaka iz
područja edukacijsko-rehabilitacijskih znanosti i logopedije zajedno s ICT stručnjacima u okviru projekta ICT
sustavi za osobe sa složenim komunikacijskim potrebama koju podupire Fond za razvoj Sveučilišta u Zagrebu
otvara nove mogućnosti. Aplikacija Komunikator je razvijena za Apple iPad. U Komunikatoru se koriste tri
različite nekomercijalne galerije simbola u različitim veličinama. Pilot verzija aplikacije je primijenjena kod
15 djece s teškoćama u području socijalne komunikacije. Sva djeca su uključena u program stručne potpore
u obitelji (raspon kronološke dobi 2-5 godina). Djeca su se nalazila u razdoblju predjezične predintencijske
komunikacije. Komunikator je korišten s ciljem poticanja njihove funkcionalne komunikacije. Kontinuirana
suradnja između ICT stručnjaka i logopeda je bila nužna kako bi se poboljšala inicijalna verzija aplikacije. U
radu će se predstaviti razvoj aplikacije kao i prvi rezultati njezine uporabe. Rezultati su pokazali da se potpora
za svako pojedino dijete mora organizirati individualno prema njegovim potrebama (npr. podesiti uporabu
iPad-a u slučaju motoričkih teškoća) te da su pojedina djeca počela koristiti Komunikator kao sredstvo za
traženje predmeta ili aktivnosti.
Alternative and augmentative communication in early intervention
Although the field of the alternative and augmentative communication (AAC) has been developing since
the 1950-s, the myths about its use are still present. The potential for implementing AAC at an early age has
not been fully realized and AAC is considered as one of the emerging methods. The evidence that the use of
AAC facilitates communication and language and promotes the communication for the family is growing.
In Croatia, many professionals use AAC, but there is little evidence-based data about it and no systematic
effort focused on the development of AAC in terms of technology. But, the collaboration of professionals
from the field of education and rehabilitation sciences and speech and language pathology with ICT professionals within the project ICT systems for Persons with Complex Communication Needs supported by the
University of Zagreb Development Fund sets a new pace for developing AAC. The application Communicator
has been developed for the Apple iPad. The Communicator uses three different noncommercial galleries of
symbols in different sizes. The pilot version of the application has been used with 15 children with problems
in social communication. All were included in the home support program (age 2-5 years). They were all in
the preverbal stage of communication and mostly at preintentional level. The Communicator was used with
the goal to trigger their functional communication. The continuous collaboration between the ICT professionals and speech and language pathologists was necessary for making improvements of the application. The
development of the application will be presented as well as first results of its use. The results showed that, the
support for each child has to be defined individually (f.e. adjust the use of the iPad in case of motor problems)
and that some of the children started to use the Communicator as a tool for asking for an object/activity.
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Prezentacija 4/Presentation 4
Marta Ljubešić¹, Sonja Lulić²
¹Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
²Poliklinika za rehabilitaciju slušanja i govora SUVAG, Zagreb, Hrvatska
Polyclinic for Speech and Hearing Rehabilitation SUVAG, Zagreb, Croatia
Može li se logopedska intervencija pružati kao web-podrška?
Tijekom rane dobi roditelji često imaju potrebu za informacijama kao i za pronalaženjem usluga za
svoje dijete ako su zabrinuti za njegov razvojni ishod. U novije je vrijeme interneta postao dodatni glavni
izvor informacija i sve više i više zabrinuti roditelji su se okrenuli prema web-u u potrazi za informacijama
o zdravlju i djetetovom razvoju. E-informacijski i referalni centar za ranu intervenciju u djetinjstvu organiziran je s ciljem da odgovori na roditeljsku potrebu da istražuju nove informacije o djetetovom stanju u
privatnosti i anonimnosti. Korištenjem usluge “Roditelj pita stručnjake” (dio E-informacijskog i referalnog
centra za ranu intervenciju u djetinjstvu) roditelji mogu dobiti personaliziran i podržavajući odgovor u
odnosu na predmet svoje zabrinutosti.
U radu se analiziraju roditeljska pitanja koja su tijekom 15 mjeseci bila upućena na E-centar s obzirom
na glavni sadržaj pitanja, dob djeteta i područje u kojem obitelj živi. Osim analize pitanja koja su roditelji
postavili, analizirali smo i način na koji su odgovori pisani te kako su roditelji procijenili dobivene odgovore.
Najveći broj pitanja koja su roditelji postavili bio je iz područja logopedije. Obilježja komunikacije i razvoj jezika bili su na vrhu roditeljskih interesa. Pokazalo se da web ima potencijal da bude vrijedno sredstvo
za osnaživanje roditeljskih znanja i osjećaja kompetencije ali samo pod definiranim okolnostima koje se
raspravljaju u radu.
May speech and language intervention be provided as a web-based support?
During the early years of their children parents often have continuing needs to obtain information or
to identify services for their child if they are worried about a developmental outcome of the child. Recently,
the web has become an additional major source for obtaining information and more and more concerned
parents are turning to the web for health and child development related knowledge. E- Information and
Referral Centre on Early Childhood Intervention was organized with the goal to meet the parental need to
investigate current and emerging information about their child’s condition in privacy and anonymity. Using
the service “Parent ask professionals” (a part of the E- Information and Referral Centre on Early Childhood
Intervention) parents can get a personalized and supportive answer for the topic if their concern.
In the paper we have analyzed parental questions sent to E- Information and Referral Centre on Early
Childhood Intervention through 15 months regarding the main topic of the question, age of the child and
the area of living of the family. Besides the analyses of questions parents asked, we analyzed the way answers
were written, and how parents evaluated answers they had received.
The professional domain with the most frequent questions was speech and language pathology.
Communication features and language development were on the top of parental interests. The conclusion is
that Web has the potential to be a valuable means of enhancing parents’ knowledge and feeling of competence
but only under defined circumstances which are discussed in the paper.
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S-18
Voditeljica simpozija/Symposium chair: Ivana Maurović
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation
Sciences, Croatia
E-mail: [email protected]
IZAZOVI ISTRAŽIVANJA OTPORNOSTI KOD DJECE I MLADIH
Tradicionalno su se istraživanja u socijalnim i ponašajnim znanostima temeljila na medicinskom, odnosno
modelu deficita, pomoću kojeg se nastojalo utvrditi rizike i slabosti pojedinca. Stoga i ne čudi kako je poznato
mnogo više o tome što uzrokuje patologiju kod djece i mladih u riziku od toga zašto i kako neki mladi u riziku dobro funkcioniraju (Zimmerman i sur. 1999). U posljednjih četrdesetak godina sve veći broj istraživača
orijentirao se na istraživanje snaga, odnosno otpornosti ove populacije. Od početne usmjerenosti na „neranjivu“
djecu, odnosno crte ličnosti kod otporne djece, istraživači su naknadno prepoznavali kako mnogi utjecaji koji
pridonose otpornosti pojedinca djeluju izvana. To je dovelo do istraživanja čimbenika otpornosti na individualnoj, obiteljskoj i razini zajednice, te najnovije – na razini kulture. Dakle, izučavanje otpornosti temelji se na
ekološkom modelu (Bronferbrenner, 1979), odnosno vodi se računa o utjecajima šireg, odnosno užeg okruženja
djece i mladih. U skaldu s tim, u ovom simpoziju, kojemu je svrha otvoriti pitanja i ponuditi neke smjernice
vezane uz izazove istraživanja otpornosti kod djece i mladih u riziku, izlaganja će biti predstavljena poštujući
ekološku logiku, odnosno nakon uvodnog izlaganja u kojem se razjašnjavaju poteškoće konceptualiziranja
i operacionaliziranja otpornosti, bit će predstavljeni izazovi istraživanja otpornosti u različitim kulturama i
kontekstima, otpornost lokalne zajednice, te djece i mladih u riziku. Specifičnije, u simpoziju će biti predstavljeno istraživanje otpornosti u 11 različitih zemalja, akcijsko istraživanje kojemu je cilj bilo jačanje otpornosti
kod djece smještene u dječji dom u Sjevernoj Irskoj te istraživanje otpornosti lokalne zajednice u Hrvatskoj.
CHALLENGES IN RESEARCHING RESILIENCE OF CHILDREN AND YOUTH
Traditionally, researches in social and behavioural sciences were based on a medical or deficit model, whose
aim was to identify risks and weaknesses of the individual. Therefore it is not surprising that there is a greater
knowledge on what causes pathology in children and youth at risk than why and how some of them are functioning well (Zimmerman et al., 1999). In the last forty years, an increasing number of researches have focused on
studying strength and resilience in children and youth at risk. From the initial orientation on the “invulnerable”
children or personality traits of resilient children, researches have subsequently recognized that many influences
that contribute to resilience are those external to the individual. This has led to studying resilience factors at
individual, family, community, and lately at a cultural level. Thus, the resilience research is based on ecological
model (Bronferbrenner, 1979) that takes into account the impact of wider and narrower environment of children
and youth. In accordance to that, in this symposium, which aims to raise questions and offer some guidance on
the challenges in researching resilience of children and youth at risk, presentations will follow respecting the
ecological logic; after opening presentation which clarifies difficulties in conceptualizing and operationalizing
resilience, challenges of researching resilience in different cultures, communities, and with specific population
will be presented. More specifically, the symposium will consists of presentation of resilience research in 11
different countries, action research which aimed at strengthening the resilience of children in Children’s home
in Northern Ireland and results from pilot study of resilience of adolescent in residential care in Croatia.
Prezentacija 1/Presentation 1
Ivana Maurović
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Poteškoće konceptualiziranja i operacionaliziranja fenomena otpornosti
Iako je otpornost koncept koji se istražuje posljednjih četrdesetak godina, s posebnim intenzitetom u
zadnjem desetljeću, brojne su nejasnoće i neujednačenosti vezano uz to što konkretno ovaj termin podrazumijeva. Polazište u razjašnjavanju, odnosno prostor slaganja i preklapanja u razumijevanju ovog koncepta
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među istraživačima odnosi se na dva aspekta koji su dio svih definicija otpornosti: (1) identificirani rizik
ili izazov s kojim se pojedinac suočava, te (2) mjera pozitivnog ishoda (Luthar, Cicchetti i Becker, 2000).
Nejasnoće su brojne, a odnose se na poimanje otpornosti kao crte ličnosti, dinamičkog procesa, odnosno
kao ishoda, definiranja konstrukata koji ju sačinjavaju (poput izazova/rizika, stresora, rizičnih i zaštitnih
čimbenika, dobrih ishoda i sl.), mjerenja navedenih konstrukata, socijalnog i kulturnog konteksta u kojem
se otpornost pojavljuje i u kojem je istraživana, vrijednosti istraživača i multidimenzionalnosti ovog koncepta. Navedene nejasnoće dovele su do upotrebe nekonzistentnog seta varijabli u istraživanjima, što je
ovaj koncept čini otvorenim za kritike o opravdanosti njegovog izučavanja. Jedan od argumenata koji ide u
prilog tezi da je riječ o jedinstvenom konstruktu kojeg vrijedi istraživati jest taj da su određene različitosti
u pristupanju i mjerenju bilo kojeg znanstvenog konstrukta dobre kako i se proširilo njegovo razumijevanje
(Luthar, 1996). U skladu s tim, pregled mlade, ali sve bogatije literature (Cicchetti i Garmezy, 1993, Luthar i
Ziegler, 1991, Masten i sur., 1990, Maten i Coatshworth, 1995, 1998 Rutter, 1990, Werner, 1990,1995) ukazuje
na sinkronizirane nalaze vezano uz korelate otpornosti, poput učinkovite škole, povezanosti s kompetentnim, prosocijalnim odraslima u široj zajednici i sl. Pored navedenih obećavajućih rezultata, istraživači na
ovom području naglašavaju kako je nužno ulaganje truda i međusobno pregovaranje kako bi se postigao
konsenzus oko ključnih pojmova unutar koncepta otpornosti i time zadržao /poboljšalo njegovu vitalnost
i utjecaj (Rolf i Johnson, 1990; Rutter, 1990). Upravo će ova prezentacija te simpozij, imati za cilj otvoriti i
prodiskutirati navedena pitanja.
Difficulties in conceptualisation and operationalisation the phenomenon of resilience
Although resilience is a concept that has been explored for the last forty years, with particular intensity
in the last decade, there are number of ambiguities and inconsistencies regarding what specifically this term
implies. The starting point of clarification and area of overlapping and agreement in understanding of this
concept among the researches refers to two aspects that are part of most definition of resilience: (1) identified
risk or challenge that an individual faces, (2) measures of positive outcome (Luthar, Cicchetti, Becker, 2000).
Ambiguities are numerous, and relate to the conceptualizing resilience as a personality trait, dynamic process,
or an outcome, defining constructs that constitute it (such as the challenges/risks, stress, risk and protective
factors, good outcome etc.), measuring those constructs, taking into account social and cultural context in
which resilience is studied, values of researcher and multidimensionality of this concept.
These uncertainties have led to usage of inconsistent set of variables in the research, which opens an area
for criticism of the feasibility in studying resilience. One argument supporting the thesis that it is a unique
construct worth exploring is that specific differences in access and measurement of any scientific construct
are good in order to expand its understanding (Luthar, 1996). Accordingly, review of the young but rich literature (Cicchetti and Garmezy, 1993, Luthar and Ziegler, 1991, Masten at all., 1990, Maten and Coatshworth,
1995, 1998; Rutter, 1990, Werner, 1990, 1995) indicates synchronized results regarding correlates of resilience,
such as effective school, good relationship with competent, prosocial adult in community etc. In addition to
those promising results, researches in this field emphasize the necessity of mutual effort and negotiation in
order to reach consensus on key terms within the concept of resilience and thereby maintain/improve its
vitality and influence (Rolf and Johnson, 1990, Rutter, 1990). Accordingly, this presentation and symposium
are going to open and discuss mentioned questions.
Prezentacija 2/Presentation 2
Linda Liebenberg
Resilience Research Centre, Halifax
Canada
Istraživanje u različitim kulturama i kontekstima: razvoj
instrumenta za mjerenje otpornosti djece i mladih
Međunarodni projekt za istraživanje otpornosti (International Resilience Project) sastojao se od tima
istraživača iz 11 zemalja koji su zajedno radili kako bi razvili kulturno i kontekstualno relevatan instrument
za mjerenje otpornosti mladih (Child and Youth Resilience Meaasure, CYRM- 28). Tim je koristio kombinirani metodološki pristup koji je pomogao u razumijevanju kako zajedničkih, tako i jedinstvenih aspekata
otpornosti u različitim kulturama. Kao dio simpozija „Izazovi u istraživanju otpornosti kod djece i mladih“,
ovo izlaganje dat će pregled suprotstavljenih vrijednosti koje su utjecale na dizajn i provedbu istraživanja.
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Specifičnije, veliki izazov predstavljale su dvije suprotstavljene potrebe: s jedne strane potreba za standardizacijom (tj. upotrebom identične procedure kako bi se smanjila metodološka različitost i povećala heterogenost),
a s druge potreba za ekološkom valjanošću i kontekstualnom relevantnošću (tj. nastojanja da ponašanja koja
su opažena i zabilježena u istraživanju odražavaju ponašanja koja se uistinu pojavljuju u stvarnom životu).
Ovim izlaganjem, predstavit će se i načini na koji je tim odgovarao na spomenute izazove kako bi uspješno
razvio kulturno senzitivan instrument za mjerenje otpornosti, s dobrom sadržajnom valjanošću na različitim
lokacijama istraživanja.
Komparacijske analize dobivenih rezultata pomoću kvantitativnog istraživanja s 1451 mladih te kvalitativnih intervjua s njih 89 mladih, pokazale su kako je CYRM-28 kulturno senzitivan instrument za mjerenje
otpornosti. Kroz izlaganje diskutirat će se i o implikacijama kombiniranog pristupa za razvoj instrumenta
primjerenog za kros kulturalna istraživanja.
Research across cultures and contexts: development
of the Child and Youth Resilience Measure
The International Resilience Project comprised a team of investigators in 11 countries who worked
collaboratively to develop a culturally and contextually relevant measure of youth resilience, the Child and
Youth Resilience Measure (CYRM-28). The team used a mixed methods design that facilitated understanding
of both common and unique aspects of resilience across cultures. As part of the “Challenges in researching
resilience” symposium, this presentation will review the competing values or tensions that impacted the
design and conduct of the study. Specifically, the team was challenged by the need for standardization (i.e.,
using the same procedures to reduce method variance and increase heterogeneity) versus the need and desire
for ecological validity or contextual relevance (i.e., extent to the behaviors observed and recorded in a study
reflect the actual behaviors that actually occur in the real world settings). The presentation will also reflect
on how the team negotiated these challenges so as to successfully develop a culturally sensitive measure of
resilience, with good content-related validity across research sites. Crossover comparison analyses of the findings from the quantitative administration of the pilot measure with 1,451 youth and qualitative interviews
with 89 youth support the CYRM-28 as a culturally sensitive measure of youth resilience. The implications
of this mixed methods approach to the development of measures for cross-cultural research are discussed.
Prezentacija 3/Presentation 3
Arijana Mataga Tintor
Grad Velika Gorica, Hrvatska
City of Velika Gorica, Hrvatska
Izazovi istraživanja otpornosti lokalne zajednice
U ovom izlaganju bit će predstavljeno iskustvo istraživanja otpornosti lokalne zajednice čija je ideja bila
povezivanje koncepta ostvarivanja prava djeteta i koncepta otpornosti lokalne zajednice. Svrha istraživanja
bila je usmjerena stavljanju procjene ostvarivanja prava djeteta u funkciju razvoja otpornosti lokalne zajednice, a jedan od ciljeva utvrđivanje povezanosti ostvarivanja prava djeteta s nekim elementima otpornosti
specifične lokalne zajednice.
Pregled stručne literature, promišljanja o sustavu koji čini lokalnu zajednicu, ideje, razmatranja i istraživanja otpornosti kao relativno novijeg pojma koji intrigira istraživače na području odgojnih znanosti,
utjecali su na radno istraživački koncept otpornosti lokalne zajednice koji se definira kroz doživljaj lokalne
zajednice iz perspektive djece, njihovih roditelja i učitelja u kontekstu ostvarivanja prava djeteta na lokalnoj
razini, na kojoj se događa neposredni utjecaj na razvoj i odrastanje djece.
Istraživanje je uključilo kombinaciju kvantitativne i kvalitativne metodologije pri čemu su kvantitativni podaci poslužili kao temelj za provjeru postavljenih hipoteza, dok su kvalitativni podaci bili u funkciji
razumijevanja koncepata prava djeteta i otpornosti iz perspektive sudionika istraživanja. U kvantitativnom
dijelu istraživanja sudjelovalo je 1087 djece, roditelja i učitelja, a kvalitativno istraživanje je provedeno u 7
fokusnih grupa.
Pokušaj utvrđivanja tumačenja otpornosti iz tzv. „laičke“ perspektive doveo je do zanimljivih spoznaja
koje se odnose na razumijevanje otpornosti. Objedinjavajući saznanja dobivena istraživanjem kao i neke
dileme koje se pojavljuju pri definiranju pojma otpornosti, može se reći da otpornost kao fenomen postizanja
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zdravlja u okruženju nije sasvim jasno percipiran iz perspektive jednog dijela roditelja i učitelja, a posebno
djece. Može se zaključiti da je rasprava o otpornosti otvorila novu dimenziju tumačenja otpornosti iz „laičke“
perspektive. Iako razumijevanje pojma otpornosti iz tzv. „laičke perspektive“ ne mora biti primarna misija
i cilj stručnjaka i istraživača ovog područja, ipak se otvara pitanje međusobnog sporazumijevanja kada se
radi o teorijskom i praktičnom diskursu.
Challenges in researching local community resilience
In this presentation, experience of researching resilience of local community, whose idea was to connect
the concept of rights of a child with the resilience of local community will be shown. Aim of research was to
put assessment of rights of the child in the function of local community resilience, and one of the goals was
to determine the relationship of child rights with some elements of resilience of specific local community.
Review of literature, thinking about the system that makes local community, ideas, discussion and exploration of resilience as a relatively new concept that intrigues researches in the area of educational sciences,
influenced the working concept of resilience research. This concept is defined trough the child, parents and
teachers perspective on local community, in the context of realization of child rights at the local level that
has a direct influence on the development and upbringing of children.
Research included mix method design, with quantitative date used as the basis for testing the hypothesis,
while qualitative were in function of understanding concepts of child rights and resilience from the perspective of research participants. Quantitative part of a study included 1087 children and qualitative was conducted
with 7 focus groups. Attempts to determine the interpretation of resilience by so-called „lay“ perspective has
led to interesting insight according to the understanding of resilience. Putting together research results, as
well as some dilemmas that arise in defining the concept of resilience, it can be said that the phenomenon
on resilience as achieving health in the environment is not clearly perceived from the perspective of some
parents and teachers, and especially children. It can be concluded that the discussion on resilience has opened
a new dimension to the interpretation of resilience from the „lay“ perspective. Although understanding of
resilience concept may not be the primary goal and mission of specialists and researches in this area, there
is a need for mutual understanding when it comes to the theoretical and practical discourse.
Prezentacija 4/Presentation 4
Stan Houston
Queen’s University, Belfast, Ireland
Izgradnja otpornosti mladih smještenih u dječji dom: rezultati akcijskog istraživanja
Ovom prezentacijom predstavljaju se rezultati akcijskog istraživanja kojemu je cilj bio izgradnja otpornosti
kod mladih smještenih u dječji dom. Prikazat će se nastojanja socijalnih radnika u osnaživanju otpornosti
kod mladih kroz sukcesivne krugove refleksije i akcije. Specifično, ciljevi istraživanja odnose se na stjecanje
uvida u percepciju tih stručnjaka vezano uz: 1) pristupe koji su pomogli izgraditi otpornost kod mladih, 2)
pozadinu, odnosno kontekstualne čimbenike koji su podržavali odnosno otežavali intervencije. Odabrana
metoda je akcijsko istraživanje zbog svoje eksplorativne naravi i učinkovitosti u poboljšanju intervencija
unutar sustava socijalne skrbi (Winter i Munn-Giddings 2001). Sudionici istraživanja bili su stručnjaci i korisnici jednog dječjeg doma u Sjevernoj Irskoj, konkretno, osam stručnih radnika i pet mladih osoba, što je u
skladu sa svrhovitim uzorkovanjem, s obzirom na dostupnost sudionika i usklađenosti uzorka s navedenim
ciljevima. Kao konceptualni okvir, koji je vodio socijalne radnike u procesima refleksije i akcije, poslužio
je Danijelov i Wasselov model od šest područja u izgradnji otpornosti mladih. Rezultati pokazuju kako su
sudionici djelovali kreativno kako bi iskoristili sva raspoloživa sredstava, bilo formalna ili neformalna.
Building resilience in a children’s home: results from an action research project
This presentation reports on the findings of an action research project aimed at building resilience in
young people in a residential children’s home. It will explore residential social workers’ attempts to build resilience in young people through successive cycles of reflection and action. It was supported by the
following objectives, which were, namely, to ascertain these workers’ perceptions of: 1) the approaches that
helped to build resilience in the young people; and 2) the background, contextual factors that enabled or
constrained their interventions. The chosen method was action research because of its exploratory nature
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and effectiveness in enhancing interventions within social care settings (Winter &Munn-Giddings 2001).
One home in Northern Ireland, with a cohort of eight professional staff and five young people- was targeted
in line with a purposive sample by virtue of its accessibility and fit with the objectives enumerated above.
Daniel and Wassell’s six domains for promoting resilience in young people were adopted as a conceptual
framework to guide the residential social workers as they engaged in successive cycles of reflection and
action. The findings showed that the participants acted creatively to use resources and tools both within
the system of State-mandated parenting and the informal, meaning-orientated world of the young people.
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Voditelji simpozija/Symposium chairs: Milivoj Kramarić¹,
Snježana Sekušak-Galešev²
¹Sveučilište u Zagrebu, Klinika za psihijatriju, Hrvatska
University of Zagreb, University Psychiatry Clinic, Croatia
E-mail: [email protected]
²Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
E-mail: [email protected]
S-19
MENTALNO ZDRAVLJE OSOBA S INTELEKTUALNIM TEŠKOĆAMA I AUTIZMOM
Simpozij se sastoji od radova koji pokrivaju područje epidemioloških analiza stanja mentalnog zdravlja u
osoba s intelektualnim teškoćama u Makedoniji i Crnoj Gori te radova koji se bave suvremenim pristupima
u dijagnostici problema mentalnog zdravlja kod djece s poremećajima iz autističnog spektra i intelektualnim
teškoćama te povezanosti problema mentalnog zdravlja i kvalitete života kod odraslih osoba s intelektualnim
teškoćama.
Rezultati epidemioloških istraživanja sukladni su sa podacima iz literature. Epidemiološki podaci iz Crne
Gore (Kotor) pokazali su da se u ispitivanom uzorku odraslih osoba s intelektualnim teškoćama u najvećem
broju javljaju problemi ponašanja - auto i heteroagresivnost (kod više od 50%ispitanika), psihotični poremećaji ( kod 20,9% ispitanika) te pervazivni razvojni poremećaji (kod 4,9% ispitanika). Autori zaključuju
da prisutnost intelektualnih teškoća predstavlja važan faktor rizika za pojavu psihijatrijskog komorbiditeta
u analiziranoj skupini pacijenata.
Epidemiološka studija provedena u svim psihijatrijskim ustanovama i Centrima za mentalno zdravlje
u Skopju, Makedonija, je pokazala da u promatranim ustanovama ima više muških osoba s intelektualnim
teškoćama nego ženskih. Dob pacijenata varira između 16 i 18 godina. Nadalje, više je ženskih pacijenata s
poremećajem pažnje, a više muških pacijenata s hiperaktivnošću. Najveći broj osoba s intelektualnim poteškoćama smještenih na psihijatrijske odjele imao je više od dvije hospitalizacije.
Globalno slaganje s podacima iz literature pokazuje i istraživanje povezanosti mentalnog zdravlja i kvalitete života, no u ispitivanom uzorku postoje određene specifičnosti koje ukazuju na potrebu mijenjanja
dijagnostičkog pristupa i tretmana psihičkih poremećaja i poremećaja ponašanja u ispitivanom uzorku odraslih osoba s intelektualnim teškoćama (u gradu Zagrebu i Zagrebačkoj županiji). U istraživanju na uzorcima
djece s poremećajima iz autističnog spektra i intelektualnim teškoćama utvrditi će se komponente mentalnog
zdravlja koje su indikatori mehanizma nastajanja psihopatoloških stanja kod navedenih skupina ispitanika.
MENTAL HEALTH OF PERSONS WITH INTELLECTUAL DISABILITIES AND AUTISM
The symposium consists of papers covering a range of epidemiological analysis of mental health in people
with intellectual disabilities in Macedonia and Montenegro, as well as papers that deal with contemporary
approaches in the diagnosis of mental health problems in children with autistic spectrum disorders and intellectual disabilities and connection of mental health problems and quality of life in adults with intellectual
disabilities. The results of epidemiological studies are consistent with data from the literature.
Epidemiological data from Montenegro (Kotor) showed that in the sample of adults with intellectual
disabilities in most are reported behavior problems - auto and hetero aggression (with more than 50% of
respondents), psychotic disorders (20.9% of respondents) and pervasive developmental disorders (4.9% of
respondents). The authors conclude that the presence of intellectual disability is an important risk factor for
the occurrence of psychiatric comorbidity in the analyzed group of patients.
Epidemiological studies conducted in all psychiatric hospitals and centers for mental health in Skopje,
Macedonia, have been shown that there are more males with intellectual disabilities than women. Age of
patients varied between 16 and 18 years. In addition, more female patients are with ADHD, and more male
patients with hyperactivity. The greatest number of people with intellectual disabilities placed in psychiatric
wards had more than two hospitalizations.
Global agreement with literature data is found in research which shows connection between mental health
and quality of life, but there are certain specifics that indicate the need for changing the diagnostic approach
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and treatment of mental and behavioral disorders in a sample of adults with intellectual disabilities (in Zagreb
County and City of Zagreb). A study on samples from children with autistic spectrum disorders and intellectual disabilities will determine the components which are mental health indicators for the mechanism of
psychopathological conditions in these groups of respondents.
Prezentacija 1/Presentation 1
Jovo Djedović¹, Zorica Barać-Otašević², Kristina Bećir1, Radmila Perišić¹, Milica Vukotić¹,
Aleksandar Tomčuk¹
¹Specijalna bolnica za psihijatriju, Kotor, Crna Gora
Special Psychiatric Hospital, Kotor, Montenegro
²Psihijatrijska klinika, Klinički Centar Crne Gore, Podgorica
Psychiatric Clinic, Clinic Center Of Montenegro, Podgorica
Psihički poremećaji kod osoba s intelektualnim teškoćama
smještenih u instituciju - iskustva iz Crne Gore
Različite vrste tretmana i rehabilitacije osoba s intelektualnim teškoćama smještenim u ustanove pružaju
se kad obitelj ne može voditi stalnu brigu o tim osobama ili kada se radi o komorbiditetu s težim, terapijski
rezistentnim vrstama psihičkih poremećaja. Postoje dvije ustanove u javno zdravstvenom sustava Crne Gore
u kojima je moguća hospitalizacija : Specijalna bolnica za psihijatriju u Kotoru i Zavod “Komanski most” u
Podgorici (orijentiran samo na osobe s intelektualnim teškoćama).
Glavni cilj istraživanja je bio analizirati učestalost i vrstu komorbiditeta psihičkih poremećaja kod osoba s
intelektualnim poteškoćama u navedenim ustanovama. Osim toga, istraživanjem su obuhvaćeni primijenjeni
terapijski pristupi, uvjeti boravka i stručni profil zaposlenika.
Kako bi se dobili podaci o komorbiditetu, provedena je retrogradna analiza medicinske dokumentacije
u ukupnom uzorku od 162 pacijenata koji su ocijenjeni kao osobe s intelektualnim teškoćama, a podaci su
prikupljeni na sljedeće tri skupine pacijenata:
1. pacijenti hospitalizirani na intenzivnim odjelima Specijalne bolnice za psihijatriju u Kotoru tijekom
2011. ( 17 pacijenata - 3,34% od ukupnog broja hospitalizacija );
2. pacijenti na dugoročnom liječenju na odjelima za kronične bolesti Specijalne bolnice za psihijatriju
u Kotoru ( 14 pacijenata - 10,8% od ukupnog broja zaprimljenih );
3. štićenici Zavoda “Komanski most”- podaci iz prosinca 2010 - sveukupno 131 štićenik
Nakon uobičajene analize sve tri skupine najčešće su zabilježene sljedeće vrste psihičkih poremećaja:
1. Problemi ponašanja - auto i heteroagresivnost - kod više od 50% pacijenata iz ovoga uzorka;
2. Psihotični poremećaji - kod 20,9% populacije u uzorku;
3. Pervazivni razvojni poremećaji, kod 4,9% pacijenata.
Prisutnost intelektualnih teškoća predstavlja važan faktor rizika za pojavu psihijatrijskog komorbiditeta u analiziranoj skupini pacijenata. To je ujedno i rezultat dobiven u brojnim drugim međunarodnim
istraživanjima.
Psychiatric disorders among institutionalised intellectual
disabled patients – experiences in Montenegro
Different types of institutional treatment and rehabilitation of patients with intellectual disabilities
are inevitable consequence of the circumstances in which family cannot take constant care of these
persons or in case of comorbidity with more difficult, therapy-resistant types of mental disorders. There
are two institutions from the public health service in Montenegro that deal with this kind of hospitalization: Special Psychiatric Hospital in Kotor and Institute ‘Komanski most’ in Podgorica (orientated only
to these patients).
The main goal of our survey is to analyze prevalence and the type of comorbidity with psychic disorders
for patients with intellectual disabilities from the institutions mentioned above. In addition, modalities of
the therapies used, conditions of staying and employees’ profiles, have also been researched.
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In order to receive data about comorbidity, retrograde analysis of the medical documentation in the
overall sample of 162 patients who are diagnosed with intellectual disabilities and gathered from the three
clusters, has been done:
1. patients hospitalized on acute departments of the Special Psychiatric Hospital in Kotor during 2011
(17 patients-3.34% from the total number of hospitalizations);
2. patients on a long-termed treatment on chronicle departments of the Special Psychiatric Hospital in
Kotor (14 patients-10.8% of the total number of admissions);
3. beneficiaries of the Institute ‘Komanski most’- data from December 2010 - all in all 131 beneficiary).
From the common analyses of all three groups from the samples mentioned, the following types of
psychic disorders are mostly recorded:
1. Problem behavior- Auto and hetero-aggressiveness- with more than 50% of patients in the sample;
2. Psychotic disorders- with 20.9% of population in the sample;
3. Pervasive development disorders-with 4.9% of patients.
The presence of primary intellectual deficiency represents an important risk factor which can cause the
appearance of psychiatric comorbidity in the tested group of patients. This is also a result that was gained
through numerous other international researches.
Prezentacija 2/Presentation 2
Goran Ajdinski¹, Acka Tuševska², Aleksandra Karovska³, Angelika Keškinova³, Ljiljana Trpčevska³
¹Sveučilište Sv. Kiril i Medotije, Filozofski fakultet, Skopje, Republika Makedonija
University “Ss. Kiril and Metodij, Faculty of Philosophy, Republic of Macedonia
²Psihijatrijska bolnica „Skopje“, Skopje, Republika Makedonija
Psychiatric Hospital - Skopje, Skopje, Republic of Macedonia
³Filozofski Fakultet Sveučilišta Sv. Kiril I Medotije, Skopje, Republika Makedonija
Faculty of Philosophy, University “Ss. Kiril and Metodij“, Skopje, Republic of Macedonia
Epidemiološko istraživanje osoba s intelektualnim teškoćama
smještenih na psihijatrijskim odjelima u Skopju, Makedonija
Epidemiološka studija provedena je da pokaže stanje osoba s intelektualnim teškoćama u svim psihijatrijskim ustanovama i Centrima za mentalno zdravlje u Skopju, Makedonija. Predmet istraživanja: utvrditi broj,
spol, dob i dijagnoze osoba s intelektualnim teškoćama u odnosu na ukupni broj psihijatrijskih bolesnika
u navedenim ustanovama.
Koristili smo kvantitativnu metodu istraživanja. Za obradu prikupljenih podataka primijenili smo tehniku
student t-test korelacije kako bismo odredili statistički značaj broja pacijenata s intelektualnim teškoćama u
okviru ukupne populacije psihijatrijskih pacijenata. Koristili smo koeficijent korelacije kako bismo pokazali
korelaciju između spola i dijagnoze pacijenata.
Hipoteze istraživanja:
1. više je muškaraca s intelektualnim teškoćama smještenih na psihijatrijskim odjelima nego žena
2. najveći broj osoba s intelektualnim teškoćama smještenih na psihijatrijske odjele je u dobi između
12-15 godina
3. dijagnoza poremećaja pažnje je češća u žena
4. dijagnoza hiperaktivnosti je češća u muškaraca
5. osobe s intelektualnim poteškoćama smještene na psihijatrijskim odjelima imaju više od dvije hospitalizacije u trajanju duljem od mjesec dana
Istraživanje je pokazalo da u promatranim ustanovama ima više muških osoba s intelektualnim teškoćama nego ženskih. Hipoteza o dobi nije potvrđena. Otkrili smo da dob pacijenata varira između 16 i 18
godina. Nadalje, više je ženskih pacijenata s poremećajem pažnje, a više muških pacijenata s hiperaktivnošću.
Posljednja hipoteza također je potvrđena - najveći broj osoba s intelektualnim poteškoćama smještenih na
psihijatrijske odjele imao je više od dvije hospitalizacije. Postoji velik broj osoba s intelektualnim teškoćama
smještenih na psihijatrijske odjele, ali ukupan broj osoba s intelektualnim teškoćama je i znatno veći (prema
statističkim podacima u drugim zemljama).
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Epidemiological study for the situation of psychiatric patients with
intellectual disabilities in Skopje, Republic of Macedonia
This epidemiological study was conducted with the goal to show the situation of the persons with intellectual disability in all psychiatric institutions and centers for mental health in Skopje, Macedonia. Research
subject: to determine number, sex, age and diagnosis of persons with intellectual impairment within the total
number of psychiatric patients in the above mentioned institutions.
Methodology: We used quantitative methodology. To process the gathered information we used the
technique student t-test of correlation to show a statistical significance of the number of patients with intellectual disability within the general population of psychiatric patients. We used the quotient of correlation
to show correlation between sex and diagnosis of the patients.
Research hypotheses:
1. Male psychiatric patients with intellectual disabilities are more prevalent than female patients.
2. The highest numbers of psychiatric patients with intellectual disability are on the age between 12-15
years.
3. The diagnosis attention deficit is more common in female patients.
4. The diagnosis hyperactivity is more common in male patients.
5. Patients with intellectual disabilities have more than two hospitalizations with duration of more than
one month.
Our research showed that there are more male patients than female in these institutions. Our hypothesis
regarding the age was not confirmed. We found that their age varies between the age of 16 and 18 years.
We found more female patients with attention deficit and more male patients with hyperactivity. The last
hypothesis was also confirmed, and the largest number of psychiatric patients with intellectual disabilities
had more than two hospitalizations. There are a significant number of psychiatric patients with intellectual
disabilities but we believe that the number of these patients is much higher (in reference to statistical data
in other countries).
Prezentacija 3/Presentation 3
Rea Fulgosi-Masnjak¹, Dragana Mamić², Ivana Sladić Kljajić²
¹Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
²Centar za autizam, Zagreb, Hrvatska
Center for Autism, Zagreb, Croatia
Procjena nekih komponenti mentalnog zdravlja kod učenika s poremećajima
iz autističnog spektra i učenika s intelektualnim teškoćama
Visok je postotak poremećaja u ponašanju i psihičkih oboljenja u djece i mladih s poremećajima iz autističnog spektra i onih s intelektualnim teškoćama. Istraživanja navode da se psihički poremećaji u njih javljaju
4-5 puta češće nego kod u djece tipičnog razvoja. Navodi se prisutnost pridruženih poremećaja u ponašanju
i emocionalnih poremećaja uz primarni poremećaj. Zajedničko međudjelovanje bio-psiho-socijalnih čimbenika određujuće je za stanje psihičkog/mentalnog zdravlja i psihičke bolesti (Došen, 2003). Međusobna
povezanost i utjecaji ova tri aspekta nisu hijerarhijski jednosmjerni već su izjednačeni i višesmjerni, a kako
bi u konačnici bolest nastala, najčešće su aktivna sva tri aspekta.
Cilj ovog istraživanja je prikazati procjenu nekih komponenata mentalnog zdravlja u učenika s poremećajima iz autističnog spektra i učenika s intelektualnim teškoćama. Uzorak čine polaznici osnovno školskog posebnog programa iz Centra za autizam Zagreb, N= 98, od kojih N=46 ima poremećaj iz autističnog
spektra, N=52 ima intelektualne teškoće, raspona dobi od 7-21godine. Primijenjeni su mjerni instrumenti:
Vinelandska ljestvica adaptivnog ponašanja-II, (Sparrow, Balla, Cicchetti, 2005), Reissova skala za postavljanje
dualne dijagnoze kod djece, (Reiss, Valenti-Hein, 1990), Skala za razvojnu psihijatrijsku dijagnostiku (Došen,
1997), i Skala emocionalnog razvoja (Došen, 2002).
Dobiveni rezultati bit će obrađeni deskriptivnim statističkim analizama, analizom varijance, diskriminativnom i regresijskom analizom iz programskog paketa SPSS. Na temelju tako dobivenih podataka istražit će
se komponente mentalnog zdravlja kao indikatori mehanizma nastajanja psihopatoloških stanja kod djece
i mladih s intelektualnim teškoćama i poremećajima iz autističnog spektra.
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The assessment of some mental health components in pupils with
autistic spectrum disorders and pupils with intellectual disabilities
There are a high percentage of maladaptive behaviors and psychiatric disturbances in children and youth
with autistic spectrum disorders and those with intellectual disabilities. According to different studies, psychiatric disturbances are 4-5 times more frequent than in typically developing children, while maladaptive
behaviours and emotional disturbances are reported in addition to the primary disturbance. Joint influence
of bio-psycho-social factors is crucial for the state of mental health or illness (Došen, 2003). Mutual interconnection and the influence of these three aspects is multiply directed and of equal importance, while for
the illness to happen, all three aspects must be active.
The aim of this investigation is the assessment of some of the mental health components in pupils with
autistic spectrum disorders and pupils with intellectual disabilities. Participants are pupils from the Centre
for autism, Zagreb, who attend the primary school programme, N=98. N=46 of them have autistic spectrum
disorders, while N=52 have intellectual disabilities. Their age range is 7-21 years. Applied assessment instruments are: Vineland Adaptive Behavior Scale-II (Sparrow, Balla, Cicchetti, 2005), Reiss Dual Diagnosis Scale
for Children, (Reiss, Valenti-Hein, 1990), Scale for the developmental psychiatric Diagnostics (Došen, 2002),
and Emotional Development Scale (Došen, 2002).
For the analyses of obtained results apart from the descriptive statistics, the analysis of variance, discriminative and regression analysis will be used. On the basis of such data, the mental health components
which are indicators of the developing mechanism of psychopathological states in children and youth with
intellectual disabilities and autistic spectrum disorders will be investigated.
Prezentacija 4/Presentation 4
Snježana Sekušak-Galešev¹, Milivoj Kramarić², Vinkoslav Galešev³
¹Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
²Sveučilište u Zagrebu, Klinika za psihijtriju, Hrvatska
University Psychiatry Clinic, University of Zagreb, Croatia
³Centar za rehabilitaciju, Zagreb, Hrvatska
Center for Rehabilitation, Zagreb, Croatia
Problemi mentalnog zdravlja i kvaliteta života odraslih
osoba s intelektualnim teškoćama
Učestalost problema u ponašanju i psihičkih poremećaja u osoba s intelektualnim teškoćama je relativno
visoka. Rutter, 1970., Corbett,1979. i Reid, 1985; prema Došen i Day, 2001., opisali su četiri do pet puta češće
javljanje ovih poremećaja u osoba s intelektualnim teškoćama u odnosu na tipičnu populaciju. Što je stupanj
intelektualnih teškoća teži, učestalost poremećaja je znatno viša ( Rutter, 1970., Corbett, 1979., Gillberg, 1986;
prema Došen i Day 2001.) Do danas u Republici Hrvatskoj nema sustavnih istraživanja o skrbi za mentalno
zdravlje osoba s intelektualnim teškoćama općenito, a niti u odnosu na kvalitetu njihovog života. Tretman
psihičkih poremećaja je tradicionalno usmjeren, s velikim i pretjeranim udjelom psihofarmaka.
Ciljevi ovog istraživanja su:
1. Prikazati stanje mentalnog zdravlja odraslih osoba s intelektualnim teškoćama
2. Utvrditi povezanost objektivnih pokazatelja kvalitete života odraslih osoba s intelektualnim teškoćama
s pojavom i vrstom psihičkih teškoća i problema u ponašanju
Istraživanje je provedeno na dva uzorka ispitanika:
I: 90 odraslih osoba s intelektualnim teškoćama (starijih od 21 godine) smještenih izvan institucije u
Zagrebačkoj županiji i gradu Zagrebu.
II: 93 odrasle osobe s intelektualnim teškoćama (starije od 21 godine) smještene u instituciju u Zagrebačkoj
županiji i gradu Zagrebu.
Mjerne instrumente čine: Skala za razvojnu psihijatrijsku dijagnostiku (SRPD; Došen 1997), AAMD II
dio (Igrić, Fulgosi-Masnjak, 1991), Skala procjene objektivnih indikatora kvalitete življenja osoba s intelektualnim teškoćama (Teodorović, B., Bratković, D., Škrinjar, J., Kraljević, M., 1997., Bratković 2002) i Upitnik
o općim podacima izrađen za potrebe ovog istraživanja.
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Dobiveni rezultati obrađeni su deskriptivnim i inferencijalnim statističkim metodama. Rezultati su
pokazali značajnu razliku u aspektima mentalnog zdravlja i oblicima skrbi za mentalno zdravlje u odnosu
na smještaj ispitanika. Također je utvrđena statistički značajna povezanost između objektivnih pokazatelja
kvalitete života i procjene psihičkih teškoća i poremećaja u ponašanju kao pokazatelja mentalnog zdravlja
u našem uzorku ispitanika.
Mental health problems and quality of life of adults with intellectual disabilities
The frequency of behavioral and psychiatric disorders in people with intellectual disabilities is relatively
high. Rutter, 1970., Corbett, 1979. and Reid, 1985; by Dosen and Day, 2001., described the four to five times
more frequent occurrence of these disorders in people with intellectual disabilities compared to the typical
population. The higher is the degree of intellectual disability, the frequency of mental health problems is
much higher (Rutter, 1970., Corbett, 1979., Gillberg, 1986; by Dosen and Day 2001). To date, in the Republic
of Croatia there is no systematic research on mental health care for people with intellectual difficulties in
general nor in relation to the quality of their lives. Treatment of mental disorders is traditionally focused,
with a large proportion of the excessive medications.
The study was conducted on two samples of respondents:
I) Sample of 90 adults with intellectual disabilities (aged 21 years) located in the non-institutional forms
of accommodation in the County of Zagreb and Zagreb
II) Sample of 93 adults with intellectual disabilities (aged 21 years) placed in an institution in the County
of Zagreb and Zagreb
In the study were applied the following measuring instruments:
1. Developmental Scale for psychiatric diagnosis (SRPD; Dosen 1996)
2. AAMD Scale for adaptive behavior, Part II (Igric, Lj. Fulgosi-Masnjak, R., 1991)
3. Assessment of objective indicators of quality of life of people with intellectual disabilities (Teodorovic,
B., at all; 1997., Bratkovic, D., 2002)
Descriptive and inferential statistical methods were used for data analysis. The results show difference in
mental health aspects and mental health care of adults with intellectual disabilities regarding their setting.
Significant correlation between objective indicators of quality of life and assessment of mental difficulties
and behavior problems among adults with intellectual disabilities was found.
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Voditeljica simpozija/Symposium chair: Ivana Jeđud Borić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation
Sciences, Croatia
E-mail: [email protected]
S-21
POTENTIALS OF MENTORING IN PROFESSIONAL AND LIFE CONTEXT
ABSTRACT
Mentoring is present in human society since its first communities, ever since the natural need and tendency to transfer knowledge and skills and care for younger members had occurred. In some ways, mentoring
and mentoring relationship as its essence can be seen as a genuine civilization resources and capital. According
to one of the many definitions, mentoring is a formative process, in which a person with more experience
and more skills serve as a model, teaches, encourages, advises and befriends with less skilled and less experienced person in order to improve and support his personal and professional development (Anderson and
Shannon, 1988). There are two basic forms of mentoring: informal, which is manifested through friendship,
collegiality, teaching, counseling and formal, which is achieved through structured programs in which the
mentor and mentee are selected and matched through formal procedures.
The aim of this symposium is to get insight into implementation of various forms of mentoring and
research related to mentoring in different aspects: mentoring intervention for children and youth at risk,
social mentoring of adults and mentoring in the workplace.
Prezentacija 1/Presentation 1
Abu Karimu MBoka
Department of Criminal Justice, One University Circle Turlock,
California, United States of America
University-sponsored school-based mentoring programs that target atrisk youth: a glimpse of student-mentors’ experiences and challenges
This article takes a snapshot of the experiences of student-mentors in a university-sponsored schoolbased mentoring program and looks at how inadequate academic preparation and logistical and bureaucratic
challenges, if any, impact the student-mentors’ experiences and how such impediments hinder the attainment
of program goals. The program in question is a joint collaborative mentoring venture run by a local school
district and a criminal justice department at a mid-sized four year public university in the southwestern part
of the United States. The program aims to increase student-mentors’ community and civic commitments as
well as their knowledge of risk factors that generally inform delinquency, incorrigibility, and dependency and
targets K-12 pupils who are at risk of poor academic performance and of making contact with the criminal
justice system. A total of 115 university student-mentors who involuntarily served as student-mentors during the fall of 2011 were surveyed. Analysis of the qualitative and quantitative data generated shows that
while the program has the potential to benefit both mentors and protégées, the majority of student-mentors
experienced professional, logistical, and bureaucratic impediments. Results further suggest that the success
of university-sponsored school-based service learning projects that target at-risk youth may depend largely
on how well student-mentors are logistically, academically, and bureaucratically prepared as well as the
degrees of commitment by both university and local school authorities toward easing some of the obvious
difficulties student-mentors encounter. Discussions are offered for ways in which voluntary recruitment of
student-mentors, adequate academic preparation, and reduced administrative hurdles and logistical challenges may enhance personal commitments and mentoring experiences.
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Prezentacija 2/Presentation 2
Marija Komar
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Gender issues in mentoring children at risk: Perspective of
mentors included in program „Mentors in community“
The objective of this paper is to examine mentor`s perspective about their experiences of mentoring
children at risk in regarding of gender. Qualitative methodology was used in process of collecting data and
processing. Data was collected using focus groups and interviews and then processed by framework`s analysis
method. Participations in study were male and female mentors of program „Mentors in community“ which
is the part of activities in association „Blue phone“. In focus groups participated three groups of mentors:
male mentors mentoring boys, female mentors mentoring girls and female mentors mentoring boys. Results
of this study showed that mentors consider mentoring as positive activity and that they have positive attitude towards program „Mentors in community“, as well toward program`s leader. When they characterize
children they speak about risk and positive characteristics. Results of this study indicate on higher level of
risk by girls then by boys. Benefits for children from mentor`s perspective are new, positive persons and new
knowledge. Results also indicated importance of mentor`s and child`s gender. Gender of mentor impacts on
different reasons for including in program and different past experiences while child`s gender impacts on
different experiences mentoring in program. Results of this study also show that age has significant impact
on mentoring as well as individual and characteristics of the kid`s family. In focus of this study is gender`s
perspective and in regarding of that we can conclude that even though there are differences in mentoring
across gender there is also cumulative effect of gender, age and individual and characteristics of the family.
Prezentacija 3/Presentation 3
Ivana Jeđud Borić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Social mentoring from the perspective of social mentor
working in centres for social welfare
In the period from March 2010 until January 2012 within The Directorate of Social Welfare in Ministry
of Health and Social Welfare, a project entitled “Establishing Support in Social Integration and Employment
of Disadvantaged and Marginalized Groups” was conducted, as a part of IV. Component of IPA program. The
main goal was to promote social inclusion of long-term unemployed and to support their inclusion in the
labor market. One of the activities of the project was related to development of social mentoring as a specific
form of support for long-term unemployed which receive cash-benefit. Social mentoring is a form of mentoring which is oriented to improving the social status and empowering the individuals. It is² an innovative
intervention in the scope of work with long-term unemployed in Croatia. In this project, social mentoring
is defined as one-on-one relationship, where social mentors are social workers in centers for social welfare.
To serve this purpose from 21 counties in Croatia, social workers were selected and then trained in social
mentoring. Selected social workers participated in a ten-days training organized in 3 modules. Since June 2011
those social workers started with implementation of social mentoring in the centers where they are employed.
The goal of this paper is to get insight in experience of mentoring from the perspective of social mentors,
employees of social welfare centers. The research will be based on qualitative methodology and obtained
results will be used in discussion of further development and potentials of this kind of mentoring in the
social welfare system.
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Prezentacija 4/Presentation 4
Vlasta Vizek Vidović¹, Antonija Žižak²
¹Institut za društvena istraživanja, Zagreb, Hrvatska
Institute for Social Research, Zagreb, Croatia
²Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
What kind of professional support teacher mentors need?
Research shows that for the development of teacher competencies, quality support of mentors in early
stages of professional development (practical field assignments during graduate study and during internship) is very important. In above mentioned periods of professional development, theoretical knowledge and
practical skills are being integrated and the basis for future professional identity is set. The potential gains of
a successful mentoring of future teachers and novice teachers can be reflected on four levels: competencies,
motivation, emotional and career development (Clutterbuck and Lane, 2004).
Analysis of the characteristics of successful mentors indicates that teaching experience is necessary but
not sufficient condition for quality teacher mentoring. The effectiveness of mentoring support depends on
the development of specific mentoring skills and the conditions in which mentoring occurs. The main types
of support for mentors can be classified into five broad areas (with regard to the actors and the sources from
which they come): the educational authorities and educational services, higher education, schools and local
communities, educational experts and resources for independent learning.
Within the project “Professional development of teachers during their initial training and internships “
survey on perceptions of mentoring process and the role of mentors during the initial training of teachers
and during the internship, was conducted. Sample included students at the Teachers’ faculty, teachers at beginning of their internship and their mentors. The paper will discuss results concerning needs and satisfaction
of mentors related to their development in the field of mentoring. Mentors express that they receive most
support for their mentoring at the school in which they are employed and in which mentoring takes place
but they are not satisfied with the support received from the Teachers’ faculty. General need for involvement
in specific educational programs designed for mentors is also recognized.
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S-22
Voditeljica simpozija/Symposium chair: Ljubica Pribanić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation
Sciences, Croatia
E-mail: [email protected]
LANGUAGE AND DEVELOPMENT – INSIGHTS FROM SIGN LANGUAGE RESEARCH
The formal investigation of the linguistic structure of sign languages dates back a mere 50 years, to the
publication of Stokoe’s paper in 1960. That was the historical moment for recognizing sign languages as
natural languages of Deaf communities around the world. Many linguists started research various aspects
of different sign languages, including sociolinguistic, neurolinguistic, and psycholinguistic areas.
In this symposium we will discuss topics which are not yet much studied in Croatia. We will have five
presentations, one dealing with early brain development in the context of acquiring sign language, one with
sign-speech bilingualism, one with HZJ linguistics research, and others with bilingual-bicultural education
and interpreting.
One of the goals of our symposium is to become aware of sign language research going on and how
can research support practical work with hearing impaired children and their families. This symposium
will include a discussion about (re)habilitation and education possibilities as a “new tradition” based on
presented research.
Prezentacija 1/Presentation 1
Ronnie Wilbur¹, Evie Malaia²
¹Purdue University, West Lafayette, USA
²University Of Texas, Arlington, USA
What happens to the deaf brain if it doesn’t get early sign language?
Early acquisition of a natural language, signed or spoken, has been shown to fundamentally impact both
one’s ability to use the first language, and the ability to learn subsequent languages later in life (Mayberry
2007, 2009). Neural changes resulting from early exposure to linguistic stimuli are the basis for successful
language acquisition. People who acquire a natural language, spoken or signed, in the normal way possess
specialized linguistic abilities and brain functions that are missing or deficient in people whose exposure
to natural language is delayed or absent. Although neuroimaging studies show that the modality of the native language does lead to some differences in specialization of brain regions, they also demonstrate that
availability of complex linguistic input in either visual or auditory modality early in life is correlated with
engagement of specialized neural networks for linguistic tasks. Research supports the conclusions made on
the basis of behavioral studies that linguistic proficiency in both first and second languages is determined
by the age of first language acquisition but not by its modality of perception/production.
Prezentacija 2/Presentation 2
Deborah Chen Pichler
Galaudet University, Washington, DC, USA
Sign-speech bilingualism in hearing and deaf children with cochlear implants
Over the last few decades, research on sign language acquisition by Deaf children from Deaf families
has established a rough «baseline» for sign language development with strong sign input. This research has
uncovered some acquisition patterns familiar from studies of spoken language development, as well as interesting modality effects that are only observed for sign languages, greatly enriching our understanding of
language development as a whole, and providing unique insights that would not be available if we limited
ourselves to spoken languages only.
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Similarly, research on sign-speech bilingualism, or bimodal bilingualism, offers unique insights on the
mechanisms of bilingual language acquisition and use. We are studying kodas, or hearing children of Deaf
parents, who are simultaneously acquiring one sign and one spoken language in the US and Brazil. We are
collecting long-term longitudinal data from these children, as well as experimental data (via a battery of
specially-designed tests) to provide a comprehensive profile of each bilingual child’s developing competency in
Libras (Brazilian Sign Language) and Brazilian Portuguese, or ASL (American Sign Language) and American
English. These tests target morphology, phonology, syntax, discourse and pragmatics. While some are adaptations of standardized or pre-existing tests, many of the tests were newly designed specifically for this project.
We have also included an unusual group of Deaf children with cochlear implants (CIs) who are from
Deaf, signing families, and who therefore receive strong sign language input at home, in addition to spoken
language input at school, with friends, etc. Although we are still in the beginning stages of coding and analyzing this bimodal bilingual data, this talk will include a summary of early comparisons between koda children
and Deaf children with CIs so far, as well as emerging differences between their language development and
that of Deaf children without CIs.
Prezentacija 3/Presentation 3
Marina Milković
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
HZJ linguistics research – what do we know after 10 years?
The study of spoken languages rests on centuries of research. In contrast, the formal investigation of the
linguistic structure of sign languages dates back a mere 50 years, to the publication of Stokoe’s paper, “Sign
Language Structure: An Outline of the Visual Communication of the American Deaf ”, in 1960 (Emmorey
2002). Today, the American Sign Language (ASL) is one of the most investigated sign languages in the world.
About ten years ago the world of exploration Croatian Sign Language (HZJ) opened up. First of all, it was
motivated by the first „Symposium on Sign Language and Deaf Culture“ held in Zagreb, in 2001. The reason
for organizing the symposium was to contribute to the social establishment and recognition of sign language
as a natural language, a language which is equal to other languages in human society, and to establish sign
language as a part of the cultural identity of the Deaf community.
Very soon after, the linguistic research began. Up to these days, the research has resulted in a doctoral
thesis, four master theses, six graduate theses and a number of published papers, oral and poster presentations based on research findings, covering topics such as: phonological parameters, pronominal system,
verb classes and classifiers, verbal aspect, word order, questions, negative structures, topological relations,
possession and existence, telicity expression, and non-manuals.
Therefore, this paper brings together and summarizes research findings in HZJ linguistics in the last ten
years, dealing with the four traditional core areas of phonology, morphology, syntax, and semantics.
Prezentacija 4/Presentation 4
Iva Hrastinski
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Bilingual-bicultural education
Historically, deaf children have been reported to have significantly poorer oral language abilities, literacy
skills and academic achievements when compared to their hearing peers. As an attempt to alleviate these
issues, some deaf schools adopted a bilingual-bicultural educational approach, using a language base of a
natural sign language (ASL or other) to learn English (or any spoken language) as a second language and
master academic concepts. In this approach, a deaf signing child is considered a member of a linguistic
minority learning to read and write in English (Charrow & Wilbur, 1975).
Many research studies have shown that early acquisition of ASL and higher level of ASL proficiency are
strongly correlated to better reading comprehension skills. Strong and Prinz (1997) compared ASL skill
level of 155 residential school deaf children from 8-15 years of age, as measured by story comprehension
and production tasks, to their performance on the standardized reading test. The results yielded a positive
correlation between knowledge of ASL and reading skills. Furthermore, Hoffmeister’s study (2000) showed
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that deaf students with intensive exposure to ASL performed at higher level on measures of ASL knowledge
manually coded English comprehension and reading comprehension when compared to deaf students with
limited exposure to ASL. These results are comparable to the results of Padden and Ramsey (1998), who
found that ASL skills correlated positively with reading comprehension scores.
Fish, Hoffmeister, and Thrasher (2005) reported significant positive correlations between students’ ASL
proficiency and an English vocabulary measure, noting that Deaf students with Deaf parents, who had the
highest ASL skills, performed better on both the ASL and English vocabulary measures than Deaf students
with hearing parents. Finally, consistent positive relationships between ASL proficiency and English literacy
reported in the literature supports the overall rationale for Bi-Bi programs and invalidate claims that development of ASL proficiency will impede English language or literacy acquisition.
Prezentacija 5/Presentation 5
Ljubica Pribanić
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
No interpreting is better than bad interpreting - what a
deaf person expects from the interpreter?
Sign language interpreter is a communication professional that is educated and certificated for his job;
follow the ethical principles of the profession. Education and training of SL interpreters includes not only
the language knowledge (e.g. HZJ, ASL) but also the knowledge about a particular sign language (metalinguistic) and the culture of the Deaf community. Interpreter educators can work with students to enhance
their metalinguistic awareness of the linguistic decisions made throughout the interpretation process. It is
only possible if we have a good linguistic description of particular SL and research of SL interpreting process
– sociolinguistic, psycholinguistic and linguistic perspective. So, the results of the sign language linguistic
research are one of the prerequisites of an affective and good education and training of SL interpreters.
Interpretations need to be based on a linguistic and cultural understanding of the participants within an
interaction and their differing norms and values (Napier, Barker 2004). Interpreting process is not an easy
process - includes a number of cognitive processing, psycho-social skills and respect of ethical principles
(Janzen 2005).
Sign language interpreting has often been referred to as an “emerging profession”, so that is the reason that
explains the insufficient number of research in the area (Napier, Barker 2004). Referring to several research
of SL interpreters from Deaf persons perspective it can be concluded that SL interpreter should aspire to
the following model: fluent at least in two languages, good public speaker, versatile, agile, cute, interested in
all fields of human activity, flexible to the client’s needs, long term concentration; must satisfy the client in
all aspects of communication to make it effective… That is what a Deaf person expects from the interpreter.
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Voditelj simpozija/Symposium chair: Miroslav Prstačić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation
Sciences, Croatia
E-mail: [email protected]
S-23
MOTORIČKI POREMEĆAJI, KRONIČNE BOLESTI, SOFROLOGIJA
I KOMPLEMENTARNE ART TERAPIJE: NOVI PRISTUPI
Unatoč velikom tehnološkom napretku, suvremenom razvoju medicine i znanosti uopće, te raznim
doktrinama psihosocijalne i kompleksne rehabilitacije, prisutna je visoka učestalost razvojnih poremećaja,
kroničnih bolesti, malignih oboljenja, posljedica različitih traumatskih utjecaja (psihosomatskih, somatopsihičkih) kao i sve veći broj starijih osoba u općoj populaciji.
Svjetska zdravstvena organizacija (WHO) objavila je međunarodnu klasifikaciju funkcija invaliditeta i
zdravlja koja bi mogla biti polazište za bolju analizu posljedica bolesti i za praksu fizikalne i rehabilitacijske
medicine. Ovaj dokument bi mogao poslužiti i za razne discipline i profesije koje također sudjeluju u procesima edukacije, liječenja i rehabilitacije.
U svjetlu suvremenih bioetičkih, deontoloških, integrativnih i holističkih pristupa, u okviru ovog simpozija biti će prezentirani rezultati znanstvenih i kliničkih istraživanja u sljedećim područjima: rani razvojni
integracijski programi za djecu s neurorazvojnim rizikom, kao i drugi pristupi u konceptu rane razvojne
rehabilitacije; doživljaj likovnih umjetničkih djela u dijagnostici i art terapiji; kreativnost i mozak; primjena
plesnog pokreta u integrativnom programu za odrasle osobe s cerebralnom paralizom i adolescente s oštećenjem vida; komplementarna art psihoterapija i mehanizmi suočavanja u djeteta s malignim oboljenjem;
Terpsihora klinički ples i kolorigrami mandale u osoba oboljelih od raka dojke; asistivna i rehabilitacijska
tehnologija; bionički čovjek sutrašnjice; Tijelo-Um-Priroda, humana i dubinska ekologija...
Kroz rezultate prezentiranih istraživanja i novih pristupa usmjerenih na otkrivanje i podržavanje životnih potencijala i kvalitete življenja u čovjeka, vidljivo je i povezivanje spoznaja iz područja biomedicinskih,
humanističkih, društvenih i drugih znanosti kao i raznih područja umjetnosti, usmjerenih na razmatranje
različitih razina svijesti, egzistencijalnih potreba i usklađivanja odnosa Čovjeka i Prirode. U tom okviru,
sofrologija, kao i psihosocijalna onkologija te komplementarne i art terapije, prikazane su u svjetlu nove
paradigme u području rehabilitacijskih znanosti.
MOTORIC DISTURBANCIES, CHRONIC DISEASES, SOPHROLOGY
AND COMPLEMENTARY ARTS THERAPIES: NEW APPROACHES
In spite of the great technological progress, the development of modern medicine and science in general,
various psychosocial and complex rehabilitation doctrines, there is still a high incidence of developmental
disorders, chronic diseases, malignant diseases that resulted from various influences (psychosomatic, somatopsychic) as well as a rising number of senior citizens in the general population.
The World Health Organization (WHO) published an International Classification of Functioning,
Disability and Health, this could be used as a starting point for the better analysis of various diseases, as well
as in the practice of physical and rehabilitation medicine. This document could also serve many disciplines
and professions that take part in the processes of education, medical care and rehabilitation.
In light of new bioethical, deontological, integrative and holistic approaches, within this symposium
scientific and clinical research from the following topics will be presented: Early Integration Programs for
Children with Neurodevelopmental Risks, as well as other approaches in early developmental rehabilitation;
the Experience of Visual Works of Art in Diagnostics and Arts Therapies; Creativity and the Brain; Dance
Movements in Integrative Programs for Adults with Cererbral Palsy and Adolescents with Visual Impairments;
Complementary therapies and Coping Mechanisms in a Child with a Malignant Disease; Terpsihora Clinical
Dance and Coloring Mandalas in Patients with Breast Cancer; Assistive and Rehabilitative Technology; the
Bionic Man of Tomorrow; Body-Mind-Nature, Human and Deep Ecology...
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Through the results of the presented research and new approaches towards discovering and maintaining
life potential and the quality of human life, we can see a strong interdisciplinary approach among biomedical,
humanity, social and other sciences, as well as various fields of arts, all with the objective of taking into consideration the various levels of consciousness and existential needs, and bringing in harmony the relationship
between. Human and Nature. Within this, Sophrology (as well as Psychosocial Oncology, Complementary
and Arts Therapies) is shown as a new paradigm in Rehabilitation Sciences.
Prezentacija 1/Presentation 1
Ines Joković Oreb, Renata Pinjatela
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Evaluacija projekta Rani razvojni integracijski programi za djecu s
neurorazvojnim rizikom i pilot projekta „Rana intervencija u obitelji“
Osnovni cilj istraživanja odnosio se na koncipiranje razvojnih integracijskih programa za ranu intervenciju kod djece s neurorazvojnim rizikom/neurorazvojnom teškoćom, a daljnji ciljevi na: analizu nekih
aspekata dijagnostike razvoja, prirodnih procesa rasta i sazrijevanja, mehanizma plastičnosti živčanog sustava
i njihovo značenje za re/habilitaciju; provođenje i evaluacija razvojnih integracijskih programa u obitelji;
utvrđivanje angažmana roditelja u svakodnevnim aktivnostima djeteta kod kojeg postoje dijagnosticirane
teškoće u razvoju; edukaciju roditelja i stručnjaka koji rade s djecom s neurorazvojnim rizikom; savjetovanje
roditelja; izvaninstitucionalnu pomoć i podršku obitelji djece s neurorazvojnim rizikom i posebno obitelji
djece s dijagnosticiranim teškoćama u razvoju. Istraživanjem je obuhvaćeno 60-ero djece s neurorazvojnim
rizikom/neurorazvojnom teškoćom i njihovih obitelji, korisnika Kabineta za ranu psihomotoričku stimulaciju Centra za rehabilitaciju Edukacijsko-rehabilitacijskog fakulteta Sveučilišta u Zagrebu. Korišteni mjerni
instrumenti za djecu bili su: Münchenska funkcionalna razvojna dijagnostika ; Denver Developmental
Screening II Test (DDST); Gross Motor Function Measure (GMFM – 66). Za roditelje: Upitnik o osnovnim
demografskim karakteristikama; Program brige o djeci (PBD) - Skala angažmana majke djeteta s teškoćama
u razvoju ( konstruiran za potrebe ovog istraživanja), Indeks roditeljskog stresa (Parenting Stress Index) i
Procjena djetetove samoregulacije u ranom djetinjstvu (IBQ-R i ECBQ).
Razvojni integracijski programi za ranu intervenciju sastoji se od tri međusobno povezana programa:
1) Rana razvojna re/habilitacija ( Neurorazvojni tretman- handling; Senzorna integracija; Komponente
hranjenja; Funkcionalno učenje prema Montessori pedagogiji) b) Savjetovanje i podrška obitelji, c) Program
svakodnevne brige o djetetu. Evaluacija rezultata izvršena je komponentnom analizom promjena stanja
djeteta opisanog nad skupinom kvantitativnih varijabli registriranih kroz određeni vremenski period (20
vremenskih točaka). Ovakav način obrade podataka omogućen je primjenom algoritma INDIFF. U uzorku
roditelja razlike među ispitanicima proučavane su pomoću robusne diskriminacijske analize.
Osim što su rezultati doprinijeli jedinstvenom Nacionalnom programu zaštitnih mjera djece rođene s
neurorazvojnim rizicima, također su doprinos teorijskoj, praktičnoj, preventivnoj i terapijskoj edukacijskorehabilitacijskoj djelatnosti te izvaninstitucionalnoj podršci obitelji. Primjena intenzivnog razvojnog integracijskog programa za ranu intervenciju za dijete s neurološkim abnormalnostima rezultirala je uspjehom
u varijablama procjene.
Evaluation of the project Developmental integrational programmes for
early intervention and pilot project “Early intervention in the family”
The main objective of the research was related to the conception of the early integration programmes for
early intervention for the children with the neurodevelopmental risk. Other objectives relate to the following: Analysis of certain aspects of a development diagnostic, natural processes of growth and development,
mechanism of neurosystem plasticity and their meaning for rehabilitation; implementation and evaluation
of the developing integrated programmes of early intervention in the families; determination of parents
engagement in the child`s with diagnosed development difficulties daily activities; education of parents and
experts who work with the children with the neurodevelopmental risk parents counseling; outinstitutional
help and support to the families with the neurorisk children and particularly to the families with the children with diagnosed difficulties. Research will include 60 the most dangerous neurorisk children and their
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families, beneficiaries of the Cabinet for early psychomotoric stimulation of the Centre of Rehabilitation at
Faculty of Rehabilitation and Education Sciences.
The variables for children were: Munchen Functional Developmental Diagnostics, Denver Developmental
Screening II Test (DDST); Gross Motor Function Measure (GMFM – 66). For parents were used: Demographic
questionnaire, Child Care Program (PBD), Daily Activities of Mother of Children with Disabilities (designed
for the needs of this research), Parenting Stress Index and Assessment of self-regulation in early childhood
(IBQ-R and ECBQ).
Developmental integrational programmes for early intervention consists of three interconnected programmes: 1) Early developmental rehabilitation ( The Neurodevelopmental treatment-NDT; Senzoric integration; The feeding components; Montessori pedagogy included into programme which implies functional
learning b) counseling and support to the family, c) daily child`s care programme.
The evaluation was carried out by component analysis of the status changes of a child, which is described
over the group of quantitative variables registered through a series of 20 equidistant time points. This way of
data processing is based on the INDIFF algorithm. Differences between test subjects were studied by robust
discrimination analysis.
Except by contribution to the unique National programme of protecting measures for neurorisk children,
there is also significant contribution to the theoretical, practical, preventive and therapeutic educationalrehabilitative area and outinstitutional family support. Implementation of the intense developmental integration programme for early intervention of a child with neurodevelopmental abnormalities will result with
the success in the child`s psychomotoric development.
Prezentacija 2/Presentation 2
Dunja Pivac
Sveučilište u Splitu, Umjetnička akademija, Hrvatska
University of Split, Academy of Arts, Croatia
Ispitivanje doživljaja likovnih umjetničkih djela i mogućnosti
njihove primjene u dijagnostici, kreativnoj i art-terapiji
U ovom radu prikazani su rezultati istraživanja primjene odabranih likovnih umjetničkih djela u raspoloživom uzorku od sedamdeset i pet ispitanica u dobi od 22 do 24 godine. Raspoloživi uzorak je obuhvaćao
četiri poduzorka: studentice Umjetničke akademije, Filozofskog fakulteta i Ekonomskog fakulteta Sveučilišta
u Splitu te pacijentice hospitalizirane na ginekološkom odjelu Kliničke bolnice u Splitu.
Cilj istraživanja odnosio se na ispitivanje doživljaja likovne umjetničke poruke u odnosu na karakteristike osobnosti ispitanica. U tu svrhu definirana je polazna hipoteza prema kojoj individualne karakteristike
osobnosti ispitanica utječu na odabir i recepciju likovnog umjetničkog djela, posebice njegovu simboličku i
estetsku komponentu. U okviru protokola istraživanja korišteni su: upitnik ličnosti SCL-90 i vizualno-analogne skale samoprocjene s induciranim varijablama za predložak od pet odabranih likovnih umjetničkih
djela (H.-É.-B. Matissea, Rembrandta H. van Rijna, P.-A. Renoira, D. T. El Greca i J. Pollocka).
Izvorni rezultati za kontrolirane varijable obrađeni su: univarijatnom analizom varijance, faktorskom analizom i kvazikanoničkom korelacijskom analizom. Rezultati istraživanja interpretirani su u okviru suvremenih
interdisciplinarnih pristupa u konceptu kreativne terapije i art-ekspresivnih psihoterapija, a proizašli su iz
znanstvenog projekta “Komplementarne suportivne terapije i razvoj životnih potencijala” (013-0000000-3214)
podržanog od Ministarstva znanosti, obrazovanja i sporta RH. Rezultati istraživanja potvrđuju povezanost
između ispitivanih karakteristika osobnosti i individualne responzivnosti u doživljaju umjetničkog djela.
Nadalje, oni predstavljaju i prilog suvremenim tendencijama u razvijanju integrativnih, komplementarnih i
holističkih pristupa u raznim područjima edukacije, terapije i rehabilitacije.
Assessment of visual art experiences and their potential
applications in diagnostics, creative and art-therapy
In this study the research results of applying selected works of art on an available sample of 75 female
subjects at the age of 22 to 24 are presented. The available sample consisted of four available sub-samples:
female students of The Arts Academy, The Faculty of Philosophy, and The Faculty of Economics of The
University of Split, and patients hospitalized in The Gynaecological Ward of The Clinical Hospital in Split.
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The aim of the research was related to the examination of the visual art message experience in relation
to personal characteristics. For this purpose is defined the starting hypothesis according to individual characteristics of subjects personality have an impact on visual work of art, selection and reception, particularly
its symbolic and aesthetic component.
According to the study protocol self-questionnaire SCL-90 and visual-analogy scales of self-evaluation
with induced variables for the model of five selected visual works of art (by H.-É.-B. Matisse, Rembrandt H.
van Rijn, P.-A. Renoir, D. T. El Greco and J. Pollock) are applied. The original data for controlled variables are
analyzed by using: One-Way Analysis of Variance (ANOVA), Factorial Analysis and Canonical Covariance
Analysis. The research results are interpreted in the context of contemporary interdisciplinary approaches in
the concept of creative therapy and art-expressive psychotherapies and they based on the scientific project
“Complementary Supportive Therapies and Development of Life Potentials” (013-0000000-3214), supported
by The Ministry of Science, Education and Sport of the Republic of Croatia. The results of the research
confirm the correlation between examined personality and individual responsiveness in the experience of
the work of art. Furthermore, they represent a contribution to modern tendencies in developing integrative,
complementary and holistic approaches in different areas of education, therapy and rehabilitation.
Prezentacija 3/Presentation 3
Damir Miholić, Miroslav Prstačić, Branko Nikolić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Art/ekspresivne psihoterapije i sofrologija u analizi mehanizama
suočavanja u djeteta s malignim oboljenjem
Cilj istraživanja bila je evaluacija promjena u mehanizmima suočavanja, emocionalnom doživljavanja i izražavanju kod djeteta s malignim oboljenjem uz primjenu sofrologije i metoda art/ekspresivnih terapija tijekom
kompleksnog liječenja i rehabilitacije. Ispitivanje je provedeno u okviru znanstvenog projekta «Komplementarne
terapije i razvoj životnih potencijala», podržanog od Ministarstva znanosti i tehnologije Republike Hrvatske.
Ispitivanje je provedeno kao studija slučaja dječaka (KD 9 g.) s dijagnozom Osteosarcoma Femoris lat.
Sin, hospitaliziranog na Odjelu za hematologiju i onkologiju Klinike za dječje bolesti u Zagrebu. Postavljana
je polazna hipoteza prema kojoj se komplementarna primjena art/ekspresivnih terapija, koncipiranih ovisno
o individualnim potrebama djeteta tijekom kompleksnog liječenja i rehabilitacije, manifestira u promjenama
djetetovih mehanizama suočavanja u povezanosti sa tendencijama promjena za druge kontrolirane varijable. U
svrhu evaluacije korišten je Gibsonov spiralni labirint - test za mjerenje psihomotornih sposobnosti, Aqua testa
u svrhu analize latentnih (introspektivnih) psihoemocionalnih iskustava u djeteta tijekom terapije, Basic Ph
model sa šest kontroliranih varijabli i SUO - Skala suočavanja sa stresom za djecu i adolescente. Istraživanje je
provedeno u sedam točaka promjene, a izvorni rezultati obrađeni su jednom modifikacijom algoritma INDIFF.
Kroz dobivene dvije glavne komponente promjena za opservirane varijable i njihovu analizu, rezultati
istraživanja potvrdili su polaznu hipotezu, odnosno vrijednost analitičkog pristupa i komplementarne primjene sofrologije i art/ekspresivnih terapije u okviru kompleksnog liječenja i rehabilitacije.
Podržavanje mehanizama suočavanja s bolešću kod djeteta s malignim oboljenjem, ključno je za održanje
djetetove psihoemocionalne homeostaze tijekom liječenja i rehabilitacije. U tom kontekstu, art/ekspresivne
terapije i sofrologije, kao metode i postupci koncipirani i primijenjeni na osnovi individualnih protokola,
mogu imati psihoterapijsku i potpornu funkciju.
Art/expressive psychotherapy and sophrology in the analysis of
copping mechanisms in child with malignant disease
The aim of this research was evaluation of the changes in coping mechanism, emotional experience
and expression of the children with cancer, during complex programs of medical treatment and rehabilitation, and was conducted in a frame of the scientific project “Complementary Therapies and Life Potential
Development” supported by Ministry of Science of the Republic of Croatia a
In the frame of a case study, observed sample included one boy, age 9, with diagnosis Osteosarcoma
Femoris lat. Sin., hospitalized at the Department for Hematology and Oncology at the Children’s Hospital
Zagreb. Initial hypothesis was that the complementary use of art/expressive therapy, drafted according to
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the individual needs of children during complex treatment and rehabilitation, manifested in changes in
the child’s coping mechanisms in connection with the tendencies of changes in other control variables. For
evaluation are used following instruments: Gibson spiral maze – test for measuring of psychomotor skills,
Aqua test for Self-report measurement of stress reaction, Basic Ph model and SUO – Scale for coping for
children and adolescents. The program was conducted in seven assessment points and the original data for
the controlled variables were processed by the INDIFF analysis of changes.
Obtained through the two main components of change for the observed variables and their analysis, research results have confirmed the initial hypothesis, that the value of complementary analytical approaches
and application of sophrology and art/expressive therapy in the complex treatment and rehabilitation.
Supporting mechanisms for coping in children with malignant disease is crucial to maintain child’s
psychoemotional homeostasis during treatment and rehabilitation. In this context art/expressive therapy
and sophrology, such methods and procedures designed and implemented through the individual protocol,
may have psychotherapeutic and supporting function.
Prezentacija 4/Presentation 4
Renata Martinec
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Primjena plesa i pokreta u konceptu art-terapije
Terapija plesom i pokretom (Dance Movement Therapy) predstavlja komplementarnu metodu koja
uključuje primjenu i analizu različitih aspekata tjelesnog iskustva i izražavanja kao što su pokret, mimika,
gesta, pantomima, dodir…
S obzirom da je u okviru ovog pristupa tijelo dominantni medij terapijskog procesa, njezina primjena
može utjecati na osvješćivanje fizioloških senzacija, tjelesnu ekspresiju emocionalnih stanja, izražavanje
nesvjesnih impulsa, kreiranje novih strategija ponašanja kroz otkrivanje novih obrazaca i kvaliteta kretanja,
te integraciju kognitivnih, emocionalnih i bihevioralnih aspekata u osobe.
U svrhu ispitivanja utjecaja primjene terapije plesom i pokretom u osoba sa senzoričkim i motoričkim
poremećajima, koncipiran je integrativni program za adolescente s različitim stupnjevima oštećenja vida i
odrasle osobe s cerebralnom paralizom. Primijenjen je u osnovi medij pokreta, plesa i kontakt improvizacije,
a također su korišteni relaksacija, imaginacija, masaža i glazbeni predlošci. U cilju procjene psihosocijalnog
statusa definirane su slijedeće varijable: doživljaj sebe, slika tijela, doživljaj prostora, doživljaj fizičkog kontakta
s drugom osobom i socijalna interakcija.
Na temelju dobivenih vrijednosti za kontrolirane varijable konstatiran je pozitivni utjecaj ovog pristupa
na afektivni i perceptivni status, razvijanje kinestetičke empatije, sigurnije korištenje prostornog koncepta, poticanje svjesnosti o vlastitom tijelu, povjerenja, kreativnosti i interpersonalne komunikacije u osoba
uključenih u ovaj tretman.
Using of the dance and movement in the concept of arts-therapies
Dance Movement Therapy is a complementary method which includes using and analyzing of different
aspects of body-experience and body-expression such us movement, mimics, pantomime, touch…
In Dance Movement Therapy body is dominant media of therapeutic process. So this kind of therapy
may have positive influence on physiological awareness, body expression of emotions, inducing unconscious
impulses, and improving new strategies of behavior through exploring new patterns and qualities of movement, and integration of cognitive, emotional and behavioral aspects in person.
The aim of this study was to investigate influence of Dance Movement Therapy on the adolescents with
visually impairments and adults with cerebral palsy. Primarily the program includes dance, movement and
contact improvisation with some elements of relaxation, guided imagination, massage and music. In the
purpose of psychosocial parameters evaluation the following variables are defined: self-experience, bodyimage, space, physical contact with other person, social interaction.
Results obtained on the controlled variables showed that program had positive influence on perception, emotion, kinesthetic empathy, better using of space, body-awareness, thrust, creativity and interpersonal communication.
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Prezentacija 5/Presentation 5
Tomislav Breitenfeld1, Darko Breitenfeld2, Miroslav Prstačić3
1
Klinički bolnički centar „Sestre milosrdnice“, Zagreb, Hrvatska
Clinical Hospital „Sestre milosrdnice“, Zagreb, Croatia
2
Hrvatsko liječničko glazbeno društvo, Zagreb, Hrvatska
Croatian Medical Music Society, Zagreb, Croatia
3
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
Kreativnost i mozak
Kreativnost je jedinstvena i visoko cijenjena ljudska sposobnost i dar koja označava izvrsnost individua
i naroda. U modernom vremenu globalne kompeticije kreativnost se cijeni i njeguje ne samo u umjetnosti
i znanosti već u svim domenama ljudskih djelatnosti. U modernom vremenu kreativnost se više ne smatra
misterioznim procesom moždane aktivnosti. Brzi razvoj neuroznanosti postupno daje mogućnost da se
kreativnost sve više promatra u kontekstu znanosti a sve manje misterije. Proučavanjem bolesti raznih osoba pokušava se protumačiti utjecaj njihovog načina života ali i drugi čimbenici na njihovu dugovječnost i
posebno stvaralaštvo.
Poznata je činjenica da je moždani udar jedan od najčešćih uzročnika smrtnosti u modernom svijetu a
još je veći javnozdravstvni problem zbog najveće stope zaostalog invaliditeta. Ovaj je rad pokazao da moždani udar izrazito negativno utječe na kreativnost i stvaralački opus osobe. Time se jasno ukazuje potreba
posebne brige i skrbi za kreativne ljude s medicinskog aspekta i to u smislu što ranije prevencije, detekcije i
terapije cerebrovaskularnih bolesti.
Creativity and the brain
Creativity is a uniquely human ability highly prized and sought after, defining the excellence of individuals and nations. In the modern era of global competition, creativity is not only respected and appreciated
in art and science but almost in all field of human activities. The quick advancement of neuroscience has
enabled to observe creativity not only as mystery but also in the context of science. Investigating the diseases
of various persons we are trying to explain the influence of their way of living and other factors on their
longevity and creativity.
It is a known fact that stroke is one of the most common cause of death in the modern world and even
bigger public health problem because highest rates of residual disability. The results suggest the necessity of
special medical care for creative individuals, within the meaning of early prevention, detection and treatment
of cerebrovascular disease – stroke.
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Sažeci usmenih izlaganja
Oral presentation abstracts
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Shayne B. Piasta1, Laura M. Justice1, Sonia Q. Cabell2
The Ohio State University, Columbus, USA
2
University of Virginia, Charlottesville, USA
E-mail: [email protected]
1
U-4
The impact of professional development on U.S. preschool teachers’
responsivity strategy use and children’s language outcomes
This presentation synthesizes findings from a large-scale, randomized controlled trial concerning the
impact of responsivity professional development (RPD) for U.S. preschool teachers and children. Specifically,
we examined the extent to which training in the Hanen Centre’s Learning Language and Loving It program
increased teachers’ use of responsivity strategies and thereby impacted children’s language skills. Fortynine preschool teachers and a random selection of 330 children enrolled in their classrooms participated
in the study. Teachers were randomly assigned to receive 4-days of RPD or professional development on
an alternative topic (comparison condition) and asked to utilize this training to improve their classroom
instruction over one academic year. Biweekly classroom observations provided data concerning teachers’ ongoing responsivity strategy use. In addition, classroom language samples (coded via the Systematic Analysis
of Language Transcripts) and standardized language assessments (CELF-P:2, PPVT-III) provided data
concerning children’s language skills at the beginning and end of the year. Data were analyzed via growth
curve models, hierarchical linear models, and mixed analyses of variance. Intent-to-treat analyses indicated
that RPD significantly increased teachers’ use of communication-facilitating but not language-developing
strategies, and that these changes resulted in significant benefits for children’s language outcomes on proximal but not distal measures. Children in RPD classrooms produced a greater number of utterances, used a
wider variety of words, and produced more complex utterances than those in comparison classrooms, but
there was no advantage on standardized language assessments. Moreover, moderation analyses suggested
that children with initially higher language skills were more likely to benefit from RPD. The present study
indicates the challenge of altering teacher and child language behaviors. Although the impacts of RPD were
promising, further work is necessary to make such professional development more effective in enhancing
teachers’ language-facilitating strategies and more supportive of the language development of all children.
Mirjana Radetić-Paić
Sveučilište Jurja Dobrile u Puli, Hrvatska
University of Juraj Dobrila in Pula, Croatia
E-mail: [email protected]
U-5
Konstruktivno korištenje vremena kao čimbenik zaštite u razvoju
poremećaja u ponašanju djece osnovnoškolske dobi
Ovo istraživanje ima za cilj utvrditi povezanost između pojedinih aspekata konstruktivnog korištenja vremena
kao čimbenika zaštite i poremećaja u ponašanju djece osnovnoškolske dobi (N=242) te utvrditi njihovu prediktivnu vrijednost. Skale koje su korištene su preuzete i adaptirane iz sličnih skala koje su primijenjene u sličnim
istraživanjima (Berndt, 1979; Tyler i Lichenstein, 1997; Raboteg-Šarić i Brajša-Žganec, 2000). Korištena je Skala
problematičnog ponašanja (6 čestica, α = .81) i Skala devijantnog ponašanja (3 čestice, α = .76), te su dodane dvije
čestice koje se odnose na pušenje cigareta i konzumiranja alkoholnih pića, što sve zajedno čini prediktivni skup
čestica. Kriterijske čestice čine čestice bavljenje sportom u slobodno vrijeme i gledanje televizije/čitanje. Rezultati
regresijske analize su pokazali da učenici koji se bave sportom u slobodno vrijeme ne konzumiraju cigarete u
odnosu na učenike koja se ne bave sportom u slobodno vrijeme te da učenici koji ispoljavaju delinkventno ponašanje u vidu krađa po trgovinama u slobodno vrijeme u prosjeku ne gledaju televiziju ni ne čitaju kao učenici
koji ne ispoljavaju taj oblik delinkventnog ponašanja. Aplikativna vrijednost dobivenih rezultata očituje se kroz
identifikaciju smjernica za preventivne intervencije na području slobodnog vremena za djecu osnovnoškolske dobi.
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Constructive use of time as a protective factor in the development
of behaviour disorders with primary school age children
The goal of this research is to determine the connection between some aspects of constructive use of time
as a protective factor for primary school age children behaviour disorders (N=242) and to determine their
predictive value. The scales used have been taken and adapted from similar scales which were used in similar
researches (Berndt, 1979; Tyler and Lichtenstein, 1997; Raboteg-Šarić and Brajša-Žganec, 2000). The Scale of
Problematic behaviour (6 fragments, α = .81) and the Scale of Deviant Behaviour (3 fragments, α = .76) have been
used. Two fragments have been added referring to smoking cigarettes and consuming alcoholic drinks, which all
together form the predictive group of fragments. The criteria fragments are practicing sports in ones’ free time
and watching television/reading. The results of the regression analysis have shown that pupils who practice sports
in their free time do not consume cigarettes as pupils who do not practice sports in their free time. It has also
shown that pupils who manifest delinquent behaviour as shoplifting in their free time do not, on average, watch
television or read as pupils who do not manifest this type of delinquent behaviour. The applicative value of the
obtained results is manifested through guidelines for preventive interventions in the area of spending free time
for primary school age children.
U-6
Abu Karimu Mboka
California State University-Stanislaus Turlock, California, USA
E-mail: [email protected]
University-sponsored school-based mentoring programs that target
at-risk youth: a glimpse of student-mentors’ experiences and challenges
This article takes a snapshot of the experiences of student-mentors in a university-sponsored school-based mentoring program and looks at how inadequate academic preparation and logistical and bureaucratic
challenges, if any, impact the student-mentors’ experiences and how such impediments hinder the attainment
of program goals. The program in question is a joint collaborative mentoring venture run by a local school
district and a criminal justice department at a mid-sized four year public university in the southwestern part
of the United States. The program aims to increase student-mentors’ community and civic commitments as
well as their knowledge of risk factors that generally inform delinquency, incorrigibility, and dependency
and targets K-12 pupils who are at risk of poor academic performance and of making contact with the criminal justice system. A total of 115 university student-mentors who involuntarily served as student-mentors
during the fall of 2011 were surveyed. Analysis of the qualitative and quantitative data generated shows that
while the program has the potential to benefit both mentors and protégées, the majority of student-mentors
experienced professional, logistical, and bureaucratic impediments. Results further suggest that the success of
university-sponsored school-based service learning projects that target at-risk youth may depend largely on
how well student-mentors are logistically, academically, and bureaucratically prepared as well as the degrees
of commitment by both university and local school authorities toward easing some of the obvious difficulties
student-mentors encounter. Discussions are offered for ways in which voluntary recruitment of studentmentors, adequate academic preparation, and reduced administrative hurdles and logistical challenges may
enhance personal commitments and mentoring experiences.
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Ivana Macokatić, Margareta Vidmar, Ana Katušić
Dnevni centar za rehabilitaciju “Mali dom”, Zagreb, Hrvatska
Day Care Center “Mali dom”, Zagreb, Croatia
E-mail: [email protected]
U-7
Universal Design for Learning - koncept multimedijalnog učenja
Radom se predstavlja primjena UDL metode u rehabilitacijskom i terapijskom procesu mladih s oštećenjima vida i dodatnim poteškoćama, što je prva implementacija ovog koncepta u Hrvatskoj. UDL je
koncept učenja kroz primjenu različitih umjetničkih i tehnoloških medija te obuhvaća sve osjetne modalitete. Kreiran je u svrhu prilagođavanja procesa učenja afinitetima i posebnostima svakog učesnika.
Pilot projekt proveden je u Dnevnom centru za rehabilitaciju “Mali dom-Zagreb” s heterogenom skupinom
mladih u dobi od 12 - 17 godina. Putem ovog koncepta obrađivan je akademski sadržaj iz područja biologije
- evolucija. Projekt se odvijao tijekom devet mjeseci kroz dvije radionice tjedno. Provodio ga je kreativni tim.
U procesu aktivnog učenja i slobodnog izražavanja naglašeni su umjetnički mediji i izraz kroz likovnost,
glazbu i pokret. Procjena učinaka pilot projekta provedena je putem modificiranog mjernog instrumenta Individualized Music Therapy Assessment Profile (IMTAP).
Universal Design for Learning - concept for multimedial learning
This paper presents the application of UDL method in rehabilitation and therapeutic process of young people
with visual impairment and additional disabilities, which is the first implementation of this concept in Croatia.
UDL is the concept of learning through the use of various artistic and technological media and includes all sensory
modalities. It was created in order to adapt the learning process to the affinities and specificities of each participant.
The pilot project has been carried in a Day Care Center for the Rehabilitation “Mali dom - Zagreb” with a
heterogeneous group of young people aged 12-17 years. Through this concept we have addressed the academic content of biology - evolution. The project took place during the nine months through two workshops
a week. It was carried out by the creative team. In the process of active learning and free expression artistic
media and expression through art, music and movement were emphasized. Assessment of the effects of the
pilot project was conducted through a modified Individualized Music Therapy Assessment Profile (IMTAP).
Nataša Vlah
Sveučilište u Rijeci, Učiteljski fakultet, Hrvatska
University of Rijeka, Faculty of Teacher Education, Croatia
E-mail: [email protected]
U-8
Attitudes towards desirable behavioural styles in social conflicts and levels of
behavioural disorders among adolescents in Zenica, Bosnia and Herzegovina
The aim of the study was to establish correlations between different attitudes towards behavioural styles in
social conflicts and the levels of adolescents’ behavioural disorders in Bosnia and Herzegovina. The correlations
obtained were compared with research results of the identical methodological model applied in Croatia. The reason of the comparison is following: two neighbouring countries have lots of interdependencies and similarities
because of similar languages, history and cultural influences. The purpose of the study was to indicate a possible
direction of considering the needs in socio - emotional skills education and behavioural disorders prevention.
The sample consisted of 489 students of the Vocational High School in Zenica. The data were collected during the 2009/2010 school year. Four levels of adolescents’ behavioural disorders were measured, with their
class teachers assessing the overall behaviour of their students using the Form Tutors´ Questionnaire (Vlah,
2010). Attitudes towards behavioural styles in social conflicts (collaboration, avoiding, and winning) were
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measured with the Scale of attitudes towards behavioural styles in social conflicts (Vlah, 2010). The data
analysis was performed by descriptive statistics, univariate analysis of variance and two discriminant analyses.
The adolescents placed at the zero level of behavioural disorders rejected the winning style and accepted the
collaboration style in social conflicts. The adolescents classified at the first and second/third level rejected
the collaboration style and accepted the winning style. These results indicate similar adolescents’ educational
needs as the results obtained in Croatia. The adolescents who have been identified as high-risk students
or as already having behavioural disorders have to systematically learn and implement socio-emotional
cooperation skills. These educational needs could be recognized as a part of prosperity planning in both
countries of the region as long as behavioural disorders prevention in any country is recognized as a part
of social prosperity.
U-9
Matunori Nara, Zhao Xiaoyi
Tokyo University of Science, Suwa, Japan
E-mail: [email protected]
Education and rehabilitation by forest’s synergy
The method of rehabilitation for the student who had a mental problem by using the forest was developed.
The research object was rehabilitation of the truancy student and the student of the inability to concentrate.
The influence that the forest exerted on man’s psychology and the physiology was measured. A psychological
measurement was done at the same time as analyzing the image of the landscape photograph, and the effect of the visual information was quantified. The influence that the sound in the forest exerted on student’s
psychology by a similar method was quantified. It quantified it by the Fast Fourier Transform (FFT) analysis
and the statistical analysis. Moreover, the element of the gas of the forest was measured with the gas chromatograph mass spectrometer. The influence that the forest gas gave to student’s physiology was examined.
The following data was obtained as a result of doing an experimental research above. The visual information and sound information given from the forest were able to reduce student’s psychology stress.
The level of student’s concentration has improved by the limonene that is the element contained in the
forest gas. It was thought that the forest habitat had activated student’s consciousness level. We thought
that we had improved the desire for learning of the student of a new environmental truancy of forest.
It was clarified that the forest decreased the stress level of the people and improved the level of alertness
from these research results. We were able to quantify the effect of rehabilitation of the forest on the student
of the truancy and the inability to concentrate.
U-15
Jill Pentimonti1, Laura Justice1, Anita McGinty2, Andrew Mashburn3
1
The Ohio State University, Columbus, Ohio, USA
2
University of Virginia, Charlottesville, Virginia, USA
3
Portland State University, Portland, Oregon, USA
E-mail: [email protected]
Impacts of a language/literacy program in preschool classrooms
The present study sought to examine the causal impacts of a language/literacy curricular supplement
titled Read It Again- PreK! (RIA; Justice & McGinty, 2009) when implemented in preschool classrooms
serving children from low socioeconomic-status (SES) homes. Participants in the present study were 61
teachers (42 treatment, 19 control) and 292 children (200 treatment, 92 control) in these teachers’ classrooms. Teachers assigned to the RIA condition implemented the 60-lesson RIA program as a supplement
to their classroom curriculum. RIA involves teacher-led read-aloud sessions delivered twice-weekly for 30
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consecutive weeks; explicit language and literacy instruction is embedded within these read-alouds following a softly-scripted lesson plan. Hierarchical liner modeling was used to examine spring outcomes across
the literacy and language measures when controlling for fall scores on that measure as well as child age,
gender, maternal education, and ethnicity. Results showed that children receiving RIA, as compared to control children, had higher end-of the year performance across all six literacy measures (upper-case alphabet,
lower-case alphabet, phonological awareness, print awareness), with effect sizes small to medium (0.3 to 0.7).
There was no significant difference in spring outcomes on the three language measures. Although there has
been a plethora of studies in recent years showing the potential benefits of embedding structured language/
literacy programs in preschool settings, it is important to ensure that we can generalize the results of such
work to preschools serving children from low SES backgrounds. The results of this study suggest that there
are potential benefits of teacher implementation of a language/literacy curricular supplement in their classrooms. Although the results are promising, and comparable to the effects attributable to more intensive and
expensive supplements, future research needs to consider how to boost the language impacts of programs
such as RIA and ensure that impacts last over time.
Sanja Kobešćak, Tea Selaković, Lucija Katalenić
Hrvatska udruga za školovanje pasa vodiča i mobilitet, Zagreb, Hrvatska
Croatia Guide Dog and Mobility Association, Zagreb, Croatia
E-maila: [email protected]
U-16
Poticanje dječjeg razvoja uz terapijskog psa - prikaz slučaja
Područje istraživanja i uvođenja pasa pomagača u terapijske, obrazovne i druge procese s djecom i
odraslima posljednjih se dvadesetak godina intenzivno razvija. Hrvatska udruga za školovanje pasa vodiča
i mobilitet provodi program uključivanja pasa pomagača u obitelji djece s različitim razvojnim poteškoćama. U ovom radu prikazuje se utjecaj uključivanja terapijskog psa na razvoj dvojice dječaka – blizanaca s
cerebralnom paralizom, kroz longitudinalno praćenje od 2006. – 2011. godine, tj. od njihove predškolske
do osnovnoškolske dobi. U radu s dječacima u kojem su korištene specifične mogućnosti kao i pozitivan
utjecaj terapijskog psa, stavljen je naglasak na razvoj socio-emocionalnih i motoričkih vještina, te govora i
komunikacije. Za potrebe istraživanja osmišljen je upitnik za roditelje kojim su bili ispitivani prilikom prvog
susreta, te se ispitivanje istim upitnikom ponavljalo 4 puta tijekom razdoblja trajanja istraživanja. Iz podataka
prikupljenih upitnikom dobiveni su rezultati kojima se mjerio razvoj ciljanih razvojnih aspekata kod oba
dječaka. Rezultati su usko povezani s pojačanom motivacijom za izvršavanje zadataka i aktivnosti usmjerenih
na poticanje specifičnih područja razvoja. Uočeni su pozitivni pomaci u području samostalnog kretanja,
brzine izvršavanja vježbi, smanjenja refleksnih mišićnih reakcija te poboljšanja mišićnog tonusa. Također,
uočen je pozitivan utjecaj u području govorno-jezičnog razvoja i komunikacije, što je utjecalo na poboljšanje i jačanje socijalnih odnosa. Koristeći terapijskog psa, kao neizostavni dio pri izvođenju svakodnevnih
aktivnosti, postignut je vidljiv napredak u razvojnim područjima. Dječaci su postali značajno samostalniji
pri izvođenju svakodnevnih aktivnosti kao što su osobna higijena, hranjenje i oblačenje. Veća prihvaćenost
od strane lokalne zajednice i lakše uspostavljanje inicijalnog kontakta preko terapijskog psa kao posrednog
objekta omogućilo im je kvalitetniji socijalni razvoj i druženje s vršnjacima.
Inducing children’s development with therapy dog - a case study
The area of research and inclusion of assistance dogs into therapeutic, educational and other processes
with children and adults has been rapidly developing through the last twenty years. The Croatian Guide Dog
and Mobility Association runs a program of engaging assistance dogs into families of children with different
developmental problems. In this paper the influence of therapy dog inclusion into the overall development
of two twin boys with cerebral palsy is presented, through a longitudinal observation since 2006 up to 2011.
While working with the boys, specific working features and positive effect of the therapy dog was used. The
development of socio-emotional and motorical developmental aspects was emphasized, as well as speech
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and communication. For the purpose of this research, a questionnaire for parents was developed, which was
used during the first meeting. This questionnaire was used again 4 times, during the course of the study. The
results gathered from the data collected by the questionnaire represent a measure of the development of
targeted developmental aspects of both children. The results are interconnected with increased motivation
for task fulfillment and activities, which were focused on stimulating specific areas of development. Positive
effects were observed in the areas of independent mobility, the speed of performing exercises, diminished
reflex muscular motoric reactions and an improvement in the muscular tone. Furthermore, there was a
positive effect in the area of verbal and lexical development and communication which in turn affected the
improvement and strengthening of social relationships. By using a therapy dog, as an integral part of performing everyday activities, a measureable improvement was achieved in developmental areas. The children
have become more independent while performing everyday activities such as personal hygiene, feeding and
dressing. Increased acceptance by the community and easier initial contact through the therapy dog, serving as an indirect communication channel, allowed better social development and interaction with peers.
U-18
Otilia Velišek-Braško
Visoka škola strukovnih studija za obrazovanje vaspitača, Novi Sad, Srbija
College of Professional Studies in Education of Teachers, Novi Sad, Serbia
E-mail: [email protected]
Dvojezičnost kod djeteta s Asperger autizmom u inkluzivnim uvjetima
Asperger autizam je sindrom novijeg porijekla, definiran 80-tih godina. Dvojezičnost kod djece s Asperger
autizmom i kod djece iz spektra autizma je već zabilježena činjenica, međutim, to je još uvijek nedovoljno istraženo područje. Primjere dvojezičnosti kod Asperger ili autizma navode roditelji iz uglavnom dvojezičnih sredina.
Ranijih godina je vladalo mišljenje među stručnjacima da u dvojezičnim sredinama dijete iz spektra autizma ili
Asperger autizma treba učiti samo jedan jezik, te su roditelji često bili savjetovani da to bude jezik okoliša. Danas
postoje drugačiji pristupi i shvaćanja dvojezičnosti ili višejezičnosti kod djece iz spektra autizma, zahvaljujući
hrabrim i upornim roditeljima. Da li je moguća pojava dvojezičnosti kod djece iz spektra autizma? Postoje podaci
i slučajevi da su djeca iz spektra autizma sposobna za promjenu jezika, odnosno za code-shift-a. Ovim istraživanjem se tragalo o uvjetima školovanja i obiteljskog okruženja dvojezičnog dječaka sa Aspeger autizmom, kao
o njegovim razvojnim karakteristikama. Kao metoda istraživanja je korištena studija slučaja koja predstavlja
osmogodišnjeg dvojezičnog dječaka s Asperger autizmom iz Vojvodine u redovitoj osnovnoj školi. Specifičnost
dječaka je da pored izraženih poteškoća s govorom i komunikacijom, govori dva jezika, materinski, mađarski
i srpski jezik, kao jezik okoliša s velikim fondom riječi. Studija obuhvaća razdoblje od tri godine u kojem se
pratio razvoj djeteta, odnosno od pripremne skupine predškolskog uzrasta, prvog i drugog razreda u osnovnoj
školi. Dječak pohađa školu na materinjem jeziku prema individualnom obrazovnom planu, a jezik okoliša uči
dva sata tjedno po rasporedu, dok mu je omiljeni predmet engleski jezik kao strani jezik. Nastava se odvija
prema individualiziranom pristupu u školi u kojoj se primjenjuju elementi programa Korak po korak. Rezultati
pokazuju vrlo interesantne podatke i veze između napretka djeteta i školskog postignuća, kao i dvojezičnosti.
Bilingualism in a child with Asperger’s syndrome
in inclusive educational conditions
Asperger’s syndrome as an autism spectrum disorder (ASD) is defined during 1980’s of the last century.
Bilingualism in children with Asperger’s syndrome and in children with other forms of autism is already
recognized fact; however, this still remains an area that is under-researched. Examples of bilingualism in
Asperger’s syndrome or autism are reported mostly by parents from bilingual backgrounds. In previous years,
the prevailing opinion among experts was that a child from the autism spectrum, which lives in bilingual
surroundings, needs to learn only one language, and parents were often advised that it should be the language of the environment. Thanks to brave and persistent parents, today there are different approaches and
understandings of bilingualism or multilingualism in children from the autism spectrum. Is bilingualism
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possible in children from the autism spectrum? There are data and cases recorded that the children from
the autism spectrum are capable for language change or code shifting. This research deals with schooling
conditions and family environment of a bilingual boy with Asperger’s syndrome, as well as his developmental
characteristics. As a research method, case study was used which represents eight-year-old bilingual boy from
Vojvodina with Asperger’s syndrome in a regular elementary. The boy’s specific trait is that besides noticeable
difficulties with speech and communication, he speaks two languages – Hungarian as a native, and Serbian
as a language of surroundings with a large vocabulary. The study covers the time period of three years during which the development of the child was followed, from preparatory preschool group, and then first and
second grades of elementary school. The boy is attending school on his native language and according to
individualized educational programme, class schedule for learning the language of the environment is two
classes a week. His favourite subject in school is English language, which he learns as a mandatory foreign
language. Classes are held according to the individualized approach in the school where elements of the
Step by Step programme are part of teaching method. The results show some very interesting data and links
between the child’s progress, his academic achievement, and bilingualism.
Maja Laklija
Sveučilište u Zagrebu, Pravni fakultet, Studijski centar socijalnog rada,
Hrvatska
University of Zagreb, Faculty of Law, Social Work Study Centre, Croatia
E-mail: [email protected]
U-19
Percipirana važnost pojedinih karakteristika djeteta i spremnosti
udomitelja da udome dijete iz pojedine kategorije
Broj je djece u skrbi s ozbiljnim emocionalnim i psihičkim, ali i fizičkim poteškoćama, te problemima u
ponašanju sve viši, a broj obitelji koje su spremne udomite tu djecu niži. Kako kod nas do sada nije provedeno
istraživanje koje je u fokusu imalo propitivanje spremnosti udomitelj da udome dijete određenih obilježja
ciljeva rada su: (1) Provjeriti psihometrijske karakteristike “Upitnika za procjenu važnosti koje udomitelji
pridaju pojedinim karakteristika djeteta pri udomljavanju” te “Upitnika za procjenu percipirane spremnost
udomitelja da postane udomiteljem djeteta iz pojedine kategorije”; (2) utvrditi doprinos socio-demografskih
i psiho-socijalnih obilježja udomitelja u objašnjenju pridavane važnosti pojedinih karakteristika djeteta pri
udomljavanju te njihove spremnosti da udome dijete iz pojedine kategorije. Istraživanje je provedeno na
uzorku od 279 udomiteljica s područja Hrvatske. Rezultati hijerarhijske regresijske analize pokazuju da nisu
utvrđeni značajni doprinosi prediktorskih varijabli (socio-demografskih i psiho-socijalnih obilježja udomitelja) u objašnjenju kriterija važnosti koju udomitelji pridaju etničkim osobinama (nacionalnosti, rasi i vjeri),
kao niti pridavanoj važnosti prethodnom životnom/obiteljskom iskustvu djeteta, prilikom udomljavanja
(razlozima izdvajanja, prethodnom smještavanju, te postojanju braće/sestara djeteta). Međutim, rezultati pokazuju da udomitelji koji su mlađe životne dobi i koji poznaju neku drugu udomiteljsku obitelji pridaju veću
važnost pri udomljavanju fizičkim karakteristikama djeteta; da udomitelji koji poznaju neku udomiteljsku
obitelji, imaju manja očekivanja od udomiteljstva te žive s partnerom izražavaju veću spremnost da udome
dijete koje se nalazi u potrebi zbog nepovoljnih obiteljskih okolnosti. Dok veću spremnost na udomljavanje
djeteta s teškoćama u razvoju pokazuju udomitelji koji poznaju neku udomiteljsku obitelj, žive s partnerom,
rjeđe primaju praktičnu socijalnu podršku, imaju manja očekivanja od udomiteljstva te pozitivnije stavove
o identitetu udomitelja. Rezultati ukazuju na čimbenika iz udomiteljskog miljea te resurse koji pridonose
većoj spremnosti udomitelja da pruže udomiteljstvo nekoj od ranije navedenih kategorija djece te kao takvi
posredno imaju praktičnu implikaciju za razvijanje sustava podrške razvoju tzv. specijaliziranog udomiteljstva.
The perceived importance of child characteristics and foster
parent readiness to foster a child from specific category
Number of children in care with emotional and mental difficulties, physical disabilities and behavioral
problems increasing, while the number of foster families decreases. In Croatia it has not been conducted a study
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about foster parents readiness to foster children with certain characteristic. The aim of this paper is to: (1)verify
psychometric characteristics of the “Questionnaire for the assessment of the foster parents attached importance
to some child’s characteristics” and “Self-Assessment scale of perceived readiness to become a foster parents
of the child from specific category”; (2)determine the contribution of socio-demographic and psycho-social
characteristics of foster parents in explaining attached importance of certain child characteristics and their
readiness to foster a child from specific category. The study was conducted on sample of 279 foster parents.
Results of hierarchical-regression analysis showed no significant contributions of predictor variables (foster
parents socio-demographic and psycho-social characteristics) in explanation of the attached importance of
child’s ethnic characteristics (ethnicity, race and religion) and importance of previous child’s life (reasons for
separation, experience of care and existence of child’s siblings). The results show that foster parents who are
younger and know some other foster families attach greater importance to the child physical characteristics.
Foster parents who know a foster family, have lower expectations of foster care and live with partner express
greater readiness to foster a child that is in need because of family circumstances. While a greater readiness to
foster a child with disabilities show careers who are familiar with some foster family, living with partner, rarely
received practical social support, have lower expectations of foster care and more positive attitudes about the
identity of foster parents. Results indicate factors that contribute to the readiness of foster parents to provide
care to some categories of children and have practical implications for the development of specialized foster care.
U-20
Phyllis Gerstenfeld
California State University-Stanislaus, Turlock, CA, USA
E-mail: [email protected]
Hate crime in Croatia and the United States: a
comparison of problems and solutions
The aim of this paper is to qualitatively compare the problems of and solutions to bias motivated violence
in Croatia and the United States. This paper qualitatively describes and compares the major hate crime problems faced in Croatia and the United States. It also compares the laws each country has crafted to address the
problem, and the challenges faced in the implementation of the laws. Both Croatia and the United States have
recent histories of problems with bias motivated violence. Some of those problems differ between the countries;
for example, the U.S. has many more organized hate groups and experiences an increasing problem of crimes
against immigrants. However, both countries experience crimes on the basis of sexual orientation. Croatia’s
new hate crime law is similar to the penalty enhancers used in many U.S. states. In both countries, reporting
levels are low and prosecutions uncommon. The factors that lead to bias motivated crime are clearly present
in both countries, even if that crime sometimes takes different forms. Because the laws have proved limited in
their ability to address these crimes, both nations should consider other methods of prevention and treatment.
U-21
Sonja Alimović, Ana Katušić, Marijana Konkoli Zdešić
Dnevni centar za rehabilitaciju “Mali Dom – Zagreb”, Zagreb, Hrvatska
Day Care Center for Rehabilitation “Mali Dom-Zagreb”, Zagreb, Croatia
E-mail: [email protected]
Razvoj oromotornih vještina u djece hranjene na sondu u ranoj dječjoj dobi
Uredan razvojni proces gutanja, sisanja, grizenja i žvakanja preduvjet je uspostavljanja pravilnog obrasca
hranjenja. Uslijed nesposobnosti preoralnog uzimanja hrane, djetetu se postavlja sonda s ciljem ispunjenja
njegovih nutritivnih potreba. Samo postavljanje sonde kao i njeno postojanje predstavlja za dijete traumatično
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iskustvo, dok njenja prisutnost u nosu, ustima ili farinksu onemogućuje adekvatan razvoj oromotornih vještina. Cilj ovog rada odnosi se na ispitivanje povezanosti hranjenja na sondu u ranoj dječjoj dobi s postojanjem
kasnijih poteškoća u hranjenju, kao i na utvrđivanje učestalosti određenih poteškoća. Istraživanje je provedeno u centru za rehabilitaciju “Mali Dom - Zagreb” na uzorku djece koja su u ranoj dječjoj dobi hranjena
na sondi. Rezultati istraživanja pokazala su kako je učestalost poteškoća u hranjenju u ovoj populaciji velika,
no potrebno je ispitati utjecaj neurorazvojnih poteškoća na ovu problematiku, kao i ponuditi smjernice za
(re)habilitacijskim intervencije kod rizične skupine djece.
Development of oralmotor skills in children exposed
to tube feeding in early childhood
Normal developmental process of swallowing, sucking, biting and chewing is a prerequisite for establishing a regular eating patterns. Due to the inability of oral feeding, the child is exposed to tube feeding in order
to meet its nutritional needs. Just set up of the tube and its existence is a traumatic experience for the child,
while its presence in the nose, the mouth or pharynx prevents adequate development of oralmotor skills. The
aim of this work is to examine the connection of tube feeding in early childhood with the existence of later
difficulties in feeding, as well as determining the frequency of certain difficulties. The study was conducted
at the Day Care Center for Rehabilitation “Mali Dom - Zagreb” on a sample of children exposed to tube
feeding in early childhood. The results showed that the incidence of feeding difficulties in this population
is large, but it is necessary to examine the impact of neurodevelopmental problems in this issue, and offer
guidelines for (re)habilitation interventions for children at risk for the oralmotor disorders.
Adinda Dulčić, Katarina Pavičić Dokoza, Koraljka Bakota, Lidija Čilić
Burušić
Poliklinika SUVAG, Zagreb, Hrvatska
SUVAG Polyclinic, Zagreb, Croatia
E-mail: [email protected]
U-22
Prediktori uspješnosti školovanja učenika s govorno-jezičnim
teškoćama i učenika oštećena sluha
Cilj ovog pilot istraživanja bio je ispitati odnos između kvalitete školskoga života, školskog uspjeha, motivacije i uspješnosti učenika s teškoćama u osnovnoškolskom obrazovanju. U istraživanju je sudjelovalo 25
učenika s teškoćama polaznika Osnovne škole Poliklinike SUVAG i 25 učenika s teškoćama integriranih u
redovite osnovne škole. Prosječna dob ispitanika bila je 14,2 godine. Ispitani su učenici koji polaze sedmi
i osmi razred osnovne škole. Ispitano je i 25 učenika bez teškoća koji su predstavljali kontrolnu grupu. U
Osnovnoj školi Poliklinike SUVAG školuju se učenici oštećena sluha i učenici s govorno-jezičnim teškoćama
po redovnom programu, ali u posebnim uvjetima koji im omogućuju svakodnevnu rehabilitaciju slušanja
i govora i individualizirani pristup u nastavnom procesu. Ispitanici su popunjavali hrvatsku modificiranu
verziju Upitnika kvalitete školskog života te skale za samoprocjenu ciljnih orijentacija u učenju, učestalosti
markiranja i školske nediscipline (Quality of School Life Questionnaire), koji su konstruirali Ainley i Bourke
(1992; prema Leonard, 2002.) Upitnik sadrži 40 tvrdnji koje čine sedam skala. Skale “Opće zadovoljstvo školom” (General satisfaction) i “Negativni osjećaji prema školi” (Negative affect) mjere opći pozitivan i negativan
stav učenika prema školi. Skale “Priprema za budućnost” (Opportunity), “Socijalna integriranost” (Social integration), “Školsko postignuće” (Achievement), “Nastavnici” (Teacher) i “Doživljaj učenja” (Adventure) mjere
specifične domene kvalitete školskoga života. Učenici su označavali svoj stupanj slaganja sa sadržajem pojedine
tvrdnje na skali od četiri stupnja (1 – “uopće se ne slažem”, 2 – “uglavnom se ne slažem”, 3 – “uglavnom se
slažem”,4 – “potpuno se slažem”). Analiza podataka učinjena je na temelju univarijantne i multivarijantne
metode obrade podataka. Prije samog ispitivanja roditelji učenika obaviješteni su o istraživanju i dobivena
je njihova suglasnost za sudjelovanje učenika u ispitivanju. Reakcije učenika na školu indikatori su kvalitete
školskoga života. Pozitivne reakcije na školu mogu povećati vjerojatnost da će učenici s teškoćama uspješno
nastaviti srednjoškolsko i visokoškolsko obrazovanje.
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Predictors of academic achievement of students with speech
and language difficulties and hearing impaired students
The aim of this study was to examine the relations of the quality of school life (QSL) with academic
achievements, motivation and achievements of students with difficulties in primary schools. The sample
included 25 seventh- to eighth-grade primary school students with difficulties, attendants of the SUVAG
Polyclinic Primary School, 25 students with difficulties integrated into regular primary schools (average
age: 14,2) and 25 students without difficulties as a control group. SUVAG Polyclinic Elementary School is
attended by hearing impaired students and students with speech and language difficulties who follow the
regular program of education but under special conditions that enable them to receive everyday hearing
and speech rehabilitation and an individualized approach to teaching process. The examinees completed an
adapted version of the QSL Questionnaire, self-report measures of their goal orientations towards learning
and scales assessing the frequency of truancy and discipline problems constructed by Ainley and Bourke
(1992; according to Leonard, 2002). The QSL Questionnaire is composed of 40 statements that make seven
scales. The scales “General satisfaction” and “Negative affects” measure general positive and negative students’
attitudes towards the school. The scales “Opportunity”, “Social integration”, “Achievement”, “Teacher” and
“Adventure” measure specific domains of the school life quality. The students marked their degree of agreement with the content of the statement on the four degree scale (1 – “I totally disagree”, 2 – I mostly agree”,
3 - “I mostly agree”, 4 – “I totally agree”). Data analysis was done on the basis of univariate and multivariate
method of data processing. Before the beginning of the study the students’ parents were informed about
the study and their consent to students’ participation was obtained. Reactions of students to the school are
the indicators of the quality of school life. Positive reactions to the school can increase the probability that
students with difficulties will successfully continue their secondary and high school education.
U-23
Adinda Dulčić, Katarina Pavičić Dokoza, Koraljka Bakota, Lidija Čilić Burušić
Poliklinika SUVAG, Zagreb, Hrvatska
SUVAG Polyclinic, Zagreb, Croatia
E-mail: [email protected]
Odgoj i obrazovanje učenika s teškoćama iz perspektive roditelja
Odgoj i obrazovanje učenika s teškoćama u razvoju važno je istraživačko, obrazovno i društveno pitanje.
Roditelji učenika s teškoćama imaju vrlo važno mjesto budući da se zbog zahtjeva obrazovnog programa
očekuje njihova snažna uključenost te se u literaturi susrećemo s konceptima roditeljskih ulaganja, odnosno
u širem smislu, konceptom roditeljskog kapitala. Ciljevi ovog istraživanja su razmotriti stavove roditelja
učenika s teškoćama koji su integrirani u redoviti odgojno - obrazovni program osnovnih škola u Republici
Hrvatskoj. Također, cilj je ovog istraživanja razmotriti razliku u strukturiranosti stavova roditelja učenika s
teškoćama ovisno o nizu socio-demografskih obilježja. U istraživanju je sudjelovalo 400 roditelja učenika
s teškoćama koji su integrirani u redoviti odgojno - obrazovni osnovnoškolski sustav Republike Hrvatske.
Ispitani su roditelji učenika svih razreda osnovnih škola. Iz postojećih školskih evidencija o učenicima s
teškoćama je prikupljeno niz podataka o školskim postignućima. Stavovi roditelja učenika s teškoćama
ispitani su sveobuhvatnim upitnikom. Upitnik je strukturiran na način da pokriva sva područja iz odgoja
i obrazovanja učenika s teškoćama. Ispitivanje je provedeno tijekom 2011. godine. Provodili su ga posebno
educirani anketari. Analiza podataka učinjena je na temelju univarijantne i multivarijantne metode obrade
podataka. U analizi rezultata napravljena je opsežna frekvencijska analiza učestalosti pojedinih školskih
aktivnosti učenika s teškoćama. Na temelju dobivenih rezultata uočava se da iz perspektive roditelja, učenici s teškoćama po učestalosti školskih aktivnosti ne odstupaju od učenika bez teškoća. U radu se iznose
brojni stavovi roditelja o postojećem i daljnjem školovanju učenika s teškoćama koji imaju implikacije na
izbor zanimanja.
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Education of students with difficulties from the parents’ point of view
Education of students with difficulties in development is an important research, educational and social
question. Parents of students with difficulties have very important place because the educational program
demands their strong inclusion and in literature we meet the concepts of parents’ investment, or in wider
terms, the concept of parents’ capital. The goals of this study are to discuss the views of parents of the students with difficulties included into regular educational program of elementary schools in the Republic
of Croatia. At the same time, the goal of this study is to discuss the difference in structure of the views of
parents of the students with difficulties depending on a number of socio-demographic characteristics. The
sample included 400 parents of the students with difficulties included into regular educational elementary
school system of the Republic of Croatia. The parents of the students of all elementary school grades are
examined. From the existing school records on students with difficulties it was collected a number of data
on school achievements. The views of parents of the students with difficulties are examined by the universal
questionnaire. The questionnaire is structured in a way to cover all areas from the education of the students
with difficulties. The study was conducted during 2011 by specially educated interviewers. Data analysis was
done on the basis of univariate and multivariate method of data processing. In the result analysis it is done
an extensive analysis of the incidence of some school activities of students with difficulties. On the basis of
obtained results it is clear that from the parents’ point of view, the students with difficulties do not vary from
the students without difficulties. The study reports numerous parents’ views on existing and further education
of the students with difficulties that have implications on the choice of profession.
Aleksandra Huić1, Željka Kamenov1, Ted Huston2
1
Sveučilište u Zagrebu, Filozofski fakultet, Hrvatska
University of Zagreb, Faculty of Humanities and Social Sciences, Croatia
2
School of Human Ecology, University of Texas at Austin,
E-mail: [email protected]
U-26
Provođenje slobodnog vremena i zadovoljstvo brakom
Načini na koje provodimo svoje slobodno vrijeme mogu imati dobrotvorne učinke po naše psihičko i fizičko zdravlje. Međutim, brak i zajednički život ograničavaju načine na koje pojedinci mogu provoditi svoje
slobodne vrijeme. Glavni cilj ovog istraživanja bio je ispitati načine provođenja slobodnog vremena supružnika
te hoće li zajednički provedeno slobodno vrijeme biti povezano s većim zadovoljstvom brakom. U istraživanju
je sudjelovalo 302 hrvatska bračna para u dobi od 20 do 82 godine starosti. Duljina braka kreće se od jednog
mjeseca do 57 godina. Uzorak je heterogen s obzirom na obrazovanje i mjesto stanovanja sudionika. Opsežnim
instrumentarijem ispitani su intenzitet ljubavi (Braiker i Kelley, 1979), komunikacijski obrasci (Huston, Kamenov
i Huić, 2010), načini provođenja slobodnog vremena (Huston, Kamenov i Huić, 2010) te zadovoljstvo brakom
oba supružnika. Opisani su načini provođenja slobodnog vremena bračnih parova, tipične aktivnosti koje
supružnici rade zajedno, odnosno koje rade sami bez partnera te razlike u provođenju slobodnog vremena
između žena i muškaraca. Općenito se čini kako je zajedničko provođenje slobodnog vremena povezano s
većim zadovoljstvom brakom i većim intenzitetom ljubavi kod oba supružnika. Osim toga, parovi s većim
postotkom zajednički provedenog slobodnog vremena imaju više pozitivne odnosno manje negativne komunikacije u braku, te češću seksualnu interakciju. Razmotrene su i implikacije dobivenih nalaza za savjetovatelje
koji s bračnim parovima rade na povećanju kvalitete odnosa, a vezane uz provođenje slobodnog vremena i
kvalitetu bračnog odnosa.
Leisure time and marital satisfaction
Ways in which we spend our leisure time can be beneficial for both our physical and mental health.
However, being married and living together can limit the ways in which individuals can spend their leisure
time. Our main goal was to examine the ways married couples spend their leisure time. We were also interested
in whether spending leisure time together with one’s spouse will be linked to greater marital satisfaction.
We tested 302 Croatian married couples from various urban/rural backgrounds and all levels of education
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and employment status. Length of marriage varied between one month and 57 years. We administered the
Love scale (Braiker and Kelley, 1979), and asked the couples about their communication patterns (Huston,
Kamenov and Huic, 2010), ways they spend leisure time (Huston, Kamenov and Huic, 2010), as well as their
marital satisfaction. We will describe ways in which couples spend their leisure time; which typical activities do spouses do together, and which alone; and differences between spending leisure time between men
and women. Overall, it seems that spending leisure time together with one’s spouse is tied to greater marital
satisfaction and higher intensity of love for both spouses. Also, couples that spend more leisure time together
have a more positive/less negative marital communication, and have more sexual interactions. Implications
for counselors that work with married couples about how the ways couples spend their leisure time and
communicate to each other can contribute to the quality of their relationship.
U-27
Vedrana Kobaš,
Hrvatski zavod za zapošljavanje, Područna služba Vinkovci, Hrvatska
Croatian Employment Service, District Service Vinkovci, Croatia
E-mail: [email protected]
Slika o sebi osoba adolescentne dobi oštećena vida
Cilj istraživanja bio je utvrditi specifičnosti slike o sebi slijepih i slabovidnih adolescenata i adolescentica
primjenom Offerovog upitnika slike o sebi. Slika o sebi se izražava kroz pet aspekata “ja” - psihološki, socijalni,
seksualni, obiteljski i adaptacijski. Sudionici i sudionice bili su slijepe i slabovidne osobe adolescentne dobi
(42 djevojke i 37 mladića) uključene u rehabilitacijski proces u Centru za odgoj i obrazovanje Vinko Bek,
te njihovi vršnjaci i vršnjakinje (45 djevojaka i 52 mladića) iz srednjih škola u Vinkovcima i Slavonskom
brodu, stari između 16 i 19 godina. Glavni efekt spola pokazao se značajnim za procjene strukturiranosti
socijalnog i seksualnog “ja”, te ljestvice morala (aspekt socijalnog “ja”), gdje sudionici daju statistički značajno
više procjene od sudionica, te na ljestvici slika tijela (jedan od aspekata psihološkog “ja”), gdje sudionici daju
statistički značajno niže procjene od sudionica. Glavni efekt oštećenja vida pokazao se značajnim za rezultate
na psihološkom i seksualnom “ja”, gdje niže rezultate postižu osobe oštećena vida, te socijalnom “ja”, gdje
slika o sebi osoba oštećena vida ukazuje na bolju prilagodbu u odnosu na osobe adolescentne dobi bez oštećenja vida. Ovaj se efekt pokazao značajnim i za rezultate na ljestvicama emocionalnih odnosa i slike tijela
(aspekti psihološkog “ja”), socijalnih odnosa, morala, profesionalnih i obrazovnih ciljeva (ove ljestvice čine
socijalni “ja”), te vladanja vanjskim svijetom (jedna od ljestvica adaptacijskog “ja”), gdje statistički značajno
više procjene daju osobe oštećena vida. Efekt interakcije spola i oštećenja vida nije se pokazao značajnim.
Visually impaired adolescents’ self-concept
The aim of the research was to establish the specifics of self-image, assessed by the offer self-image
questionnaire, for visually impaired adolescents (blind and low-visioned). Self-image is defined through
five selves: psychological, social, sexual, family and coping self. The participants were visually impaired adolescents involved in rehabilitation process within Vinko Bek Centre, Zagreb, Croatia (42 girls and 37 boys),
and their visually non-impaired peers attending high schools in Vinkovci and Slavonski Brod, Croatia (45
girls and 52 boys), 16-19 years old. The results revealed significant main effect of sex on social and sexual
self, morals scale (one of social self ’s aspects), where males score significantly higher. On body image scale
(one of psychological self ’s aspects), male score significantly lower. Significant main effect of visual impairment was established for scores on psychological and sexual self, where visually impaired participants have
scored significantly lower, and social and family self, where they have scored significantly higher (with higher
result implying better adjustment). This effect has been shown for results on following scales: emotional
tone and body image (parts of psychological self), social relationships, morals, vocational-education goals
(these scales are parts of social self), and mastery of the external world (one of the scales for coping self),
with visually impaired persons scoring significantly higher. Interaction effect of sex and visual impairment
was not proven to be significant.
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Anica Brzovska Zlatevska1, Vilma Anastasova Petreska2
1
Osnovna škola Kole Kaninski, Bitola, Republika Makedonija
Elementary School “Kole Kaninski”, Bitola, Republic of Macedonia
2
Zavod za rehabilitaciju djece oštećena sluha Kočo Racin,
Bitola, Republika Makedonija
Institute for Rehabilitation Children with Hearing Impaired “Koco Racin”,
Bitola, Republic of Macedonia
E-mail: [email protected]
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Samopoštovanje kod učenika u specijalnim i redovitim osnovnim školama
Razdoblje osnovnog obrazovanja je vrlo važno u razvoju ličnosti djeteta. Samopoštovanje djeteta u tom
razdoblju pokazuje do koje mjere vjeruje da je uspješan i vrijedan kao i svoje prihvaćanje ili odbacivanje.
Glavni cilj našeg istraživanja je istražiti samopoštovanje kod učenika od petog do osmog razreda osnovne škole u specijalnim i redovitim osnovnim školama u Bitolju, Makedonija. Primijenjen instrument Coopersmith
Self Esteem Inventory sadrži 46 izvještaja grupiranih u 4 grupe (odnos prema sebi, prijateljima-vršnjacima,
roditeljima, školi). Istraživani uzorak se sastoji od 40 učenika (dvije grupe od 20 učenika slučajnim odabirom). Sažetak rezultata samopoštovanja ukazuje da postoje male razlike između učenika koje nisu dovoljne
da budu statistički značajne (DF=2; c2=0.962; C=0.153). U odnosu na četiri komponente samopoštovanja, učenici iz redovite osnovne škole u tri komponente pokazuju više samopoštovanja (odnos prema sebi,
prijateljima, roditeljima), dok su učenici iz specijalne osnovne škole pokazali više samopoštovanje prema
komponentu škole. Možemo zaključiti da postoje male razlike u tri komponente samopoštovanja (odnos
prema sebi, prijateljima, školi) učenika između specijalne i redovite osnovne škole, dok su u komponenti
roditelji razlike značajne na razini 0,05 (DF=2; c2=6.01; C=0.361), odnosno učenici iz redovne škole imaju
veće samopouzdanje u smislu komponenta roditelja.
Student’s self-esteem of special and regular primary school
The period of primary education is very important for development of the child’s personality. Self-esteem
of the child during primary education period indicates the extent to which it believes is a successful and valuable, as well as own position on accepting or non-accepting. The main aim of our research is to investigate
self-esteem among students from fifth to eighth grade in special primary school and regular primary school
in Bitola, Macedonia. Applied an instrument Coopersmith Self Esteem Inventory containing 46 statements
grouped into 4 components (attitude toward yourself, friends-peers, parents-home, school). The survey sample
consists of 40 students (two equivalent groups of 20 students selected at random). The summary results of
self-esteem indicate that there are small differences between students who are not enough to be statistically
significant (DF=2; c2=0.962; C=0.153). Of the four components of self-esteem, students from regular school
in three components show higher self-esteem (attitude toward yourself, friends, parents), while students from
special primary school showed higher self-esteem component in school. We can conclude that there are
small differences in the three components of self-esteem (attitude toward yourself, friends, school) among
students in special and regular primary school. While parents in the component differences are significant
at level 0.05 (DF=2; c2=6.01; C=0.361), i.e. students from regular school have higher self-esteem in terms
of component parents.
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U-29
Dalibor Doležal
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation
Sciences, Croatia
E-mail: [email protected]
Karijera u kriminalu
Traženje “uzroka” činjenja kaznenih djela predmet je bavljenja kriminologije kao znanosti dugi niz godina.
Raznim istraživanjima u tom području došlo se do spoznaje kako postoji skupina ljudi koji vrlo intenzivno čine kaznena djela tijekom svog života te koji su svoje činjenje kaznenih djela pretvorili u “kriminalnu
karijeru”. Cilj je ovog izlaganja predstaviti koncept kriminalne karijere te njegovog značaja za istraživanja u
kriminologiji te razvoj politike suzbijanja kriminaliteta. Uz to, biti će predstavljen i koncept razvojne kriminologije (Developmental/Life Course Criminology) koji je nastao na temelju koncepta kriminalne karijere
i koji je sve više predmetom bavljenja mnogih istraživanja u području kriminologije.
Careers in crime
Searching for “the cause” of committing criminal offenses has been a subject of criminology as a science for
many years. Various studies in this area came to the realization that there is a group of people who very intensively
commit criminal acts during their lives thus turning their way of life into a career. The aim of this paper is to introduce the concept of criminal careers and its importance to research in criminology and crime prevention policy
development. In addition, it will be presented the concept of Developmental/Life Course which has emerged on the
grounds of the criminal careers concept and who has become the subject of many studies in the field of criminology.
U-30
Marko Buljevac, Zdravka Leutar
Sveučilište u Zagrebu, Pravni fakultet, Studijski centar socijalnog rada, Hrvatska
University of Zagreb, Faculty of Low, Social Work Study Centre, Croatia
E-maila: [email protected]
Kvaliteta života osoba s intelektualnim teškoćama u Hrvatskoj
Cilj izlaganja je prikazati odrednice kvalitete života osoba s intelektualnim teškoćama u Hrvatskoj. Podaci
su prikupljeni u sklopu projekta MOBMS-a “Socijalni položaj osoba s invaliditetom u Hrvatskoj” 2009. godine.
Uzorak istraživanja čine 163 osobe s intelektualnim teškoćama koje žive na području mjesne nadležnosti 25
centara za socijalnu skrb Hrvatske. U analizi podataka korištene su osnovne metode deskriptivne statistike,
hi- kvadrat test, t- test i analiza varijance. Neki od pokazatelja kvalitete života koji će biti prezentirati su zaposlenost, odrednice života u obitelji, sposobnost brige o sebi i izvršenja svakodnevnih aktivnosti, zadovoljstvo
izvorima formalne i neformalne podrške i pomoći ali i korištenje resursa dostupnih u zajednici. Rezultati
istraživanja pokazuju kako su sudionici istraživanja u vrlo maloj mjeri uključeni u živote svojih lokalnih
zajednica. Također, rezultati pokazuju kako sudionici istraživanja pokazuju i nezainteresiranost za događaje u zajednici i mogućnosti koje im mogu pospješiti kvalitetu života. Dobiveni podaci biti će uspoređeni
s rezultatima ranijih istraživanja u Hrvatskoj i svijetu o kvaliteti života osoba s intelektualnim teškoćama.
Quality of life of people with intellectual disabilities in Croatia
The aim of this presentation is to present some aspects of quality of life of people with intellectual disabilities in Croatia. The data were collected during the ministry of the family, veterans’ affairs and intergenerational solidarity project named “The social status of the people with disabilities in the Republic of Croatia”
in 2009. The participants were 163 people with intellectual disabilities who live in the local jurisdiction of the
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25 social welfare centers. The descriptive statistics, chi-square test, t-test and analysis of variance were used
in data analysis. The indicators of quality of life that are going to be presented are participants’ employment,
determinants of family life, the ability to perform everyday activities, the resources of formal and informal
support, and the use of the community resources. The results show that participants are not involved in the
life of their local communities. Also, results show that participants show little interest in opportunities and
recourses in their communities. Those resources can improve their quality of life. The research results will
also be compared with the results of some earlier studies done in Croatia and some other countries about
people with intellectual disabilities’ quality of life.
Jasna Lesički1, Nino Žganec2
1
Centar za rehabilitaciju “Stančić”, Dugo Selo, Hrvatska
Centre for Rehabilitation “Stančić”, Dugo Selo, Croatia
2
Sveučilište u Zagrebu, Pravni fakultet, Studijski centar socijalnog rada, Hrvatska
University of Zagreb, Faculty of Law, Social Work Study Centre, Croatia
E-mail: [email protected]
U-31
Stavovi djelatnika socijalne skrbi o socijalnoj isključenosti
osoba s intelektualnim teškoćama
Provedeno istraživanje imalo je za cilj ispitati i usporediti stavove djelatnika socijalne skrbi o socijalnoj
isključenosti osoba s intelektualnim teškoćama. Istraživanjem je obuhvaćeno 218 djelatnika iz 26 različitih Centara za socijalnu skrb i 138 djelatnika iz 7 domova socijalne skrbi iz geografski različitih područja
Republike Hrvatske. Prikupljanje podataka izvršeno je uz pomoć “Skale stavova o dostupnosti socijalnih prava
i kvaliteti socijalnih usluga za osobe s intelektualnim teškoćama” – koja se sastoji od 30 varijabli kreiranih
temeljem smjernica Akcijskog plana Vijeća Europe za promicanje prava i potpunog sudjelovanja osoba s
invaliditetom u društvu, Nacionalne strategije za izjednačavanje prava osoba s invaliditetom i Konvencije o
pravima osoba s invaliditetom. Varijable su grupirane u 5 skupina, a odnose se na slijedeća područja: temeljna ljudska prava, edukaciju i zapošljavanje, dostupnost socijalnih usluga, kvalitetu institucijskih usluga, te
položaj osoba s intelektualnim teškoćama u zajednici. U obradi podataka korištene su metode deskriptivne
statistike, jednostavna analiza varijance te Scheffeov test. Rezultati istraživanja ukazuju na visoki stupanj
senzibilizacije i suglasnosti svih ispitanika oko socijalne isključenosti osoba s intelektualnim teškoćama u
zajednici, pri čemu na stavove nisu značajnije utjecale demografske karakteristike ispitanika.
The attitudes of the social care workers about social
exclusion of the persons with intellectual disabilities
The goal of the research was to examine and to compare the attitudes of social care workers about social
exclusion of the people with intellectual disability. The research included 218 workers from 26 different social
care centers as well as 138 workers from social care homes at different Croatian geographical areas. The data
were collected by “Scale of attitudes about the availability of social rights and quality of social services for the
persons with intellectual disability”- composed by 30 variables that are created on the basis of the directions
of the Council of Europe Action Plan for Promoting the Right to Full Participation of Disabled People in
the Society, National Strategy for Equalizing the Rights of Persons with Disability as well as the Convention
on the Rights of Persons with Disabilities. Variables have been grouped into 5 groups and are related to the
following areas: basic human rights, education and employment, availability of social services, quality of
institutional services and position of the people in community. The collected data were processed by descriptive statistics, basic analysis of variance and Scheffe’s test. The results show the high degree of sensitisation
by all respondents about social exclusion of the people with intellectual disabilities in the community while
demographic characteristics of the respondents did not affect the attitudes.
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U-34
Slobodan Uzelac1, Radojka Kraljević2
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences, Croatia
2
Visoka poslovna škola Libertas, Zagreb, Hrvatska
Libertas Business College, Zagreb, Croatia
E-mail: [email protected]
1
Stavovi hrvatskih građana prema probaciji
Zajednica (društvo), sa svojim formalnim i neformalnim organizacijama i institucijama, uključujući i
građane kao pojedince, važan je faktor uspješnosti probacije u svakoj zemlji. Prva pretpostavka aktivnog
konstruktivnog sudjelovanja svake zajednice u probaciji su makar minimalno prihvatljivi stavovi dotične
zajednice prema probaciji. Počeci probacije prema punoljetnim osobama u Hrvatskoj iziskuju makar minimalne znanstvene spoznaje o početnim stavovima svojstvenih hrvatskoj zajednici kao pretpostavci svakog
budućeg, znanstvenog, stručnog i inog, bavljenja njima. Stoga je temeljni cilj ovoga rada spoznati sve tri
glavne dimenzije stavova svojstvenih različitim segmentima šire hrvatske zajednice, definiranih temeljnim
sociodemografskim obilježjima, prema sustavu probacije kao strateške kaznenopravne i penološke ideje. U
nedostatku rezultata znanstvenih istraživanja autori polaze od načelne hipoteze prema kojoj su sve tri ključne
dimenzije stavova hrvatskih građana prema probaciji (racionalna, afektivna i djelatna) tijesno vezane za temeljna sociodemografska obilježja građana. Rad ima karakter terenskog empirijskog istraživanja provedenog
na reprezentativnom uzorku građana, uz pomoć u tu svrhu posebno konstruiranog upitnika. Dobiveni će
rezultati omogućiti postavljanje daljnjih smjernica kako znanstvenih istraživanja, napose longitudinalnih,
tako i probacijskih programa orijentiranih prema pojedinim skupinama građana.
Attitudes of Croatian citizens toward probation
Communities (society), with their formal or informal organizations and institutions, including their
citizens, are relevant factor in the success of probation system in each country. A prerequisite for active community participation in the probation process it is minimum acceptable attitudes toward it. The beginning
of probation system in Croatia requiring scientific knowledge about the initial attitudes of Croatian citizens
toward probation. It is a prerequisite for further future research and professional dealing with them. The aim
of this study is to recognize all three dimensions of attitudes toward probation, among participants from
different sociodemographic backgrounds. Authors start from fundamental hypothesis according to which
all three key dimensions of the attitudes (rational, emotional and active) toward probation is closely related
to basic demographic characteristics of participants. The paper has the character of an empirical field study
conducted on a representative sample. For this purpose, we will construct a special designed questionnaire.
The obtained results will provide further directions to set up scientific research, especially longitudinal, and
probation programs oriented toward specific groups of citizens.
U-36
Martina Horvat
Osnovna škola Augusta Cesarca, Zagreb, Hrvatska
Elementary School “August Cesarec”, Zagreb, Croatia
E-mail: [email protected]
Problemi mladih koji prekidaju školovanje
U zemljama Europske unije upotrebljava se engleski naziv “neet – not in education, employment or training”
za mlade koji nisu uključeni u tržište rada niti u obrazovanje ili stručno osposobljavanje. Kod te skupine mladih postoji pojačan rizik od siromaštva, dugotrajne nezaposlenosti i socijalne isključenosti. Prema autorima
Matkoviću i Štulhoferu među socijalno isključenima prevladavaju osobe sa završenom najviše osnovnom školom
(UNDP, 2006b). Tijekom izlaganje će se razmotriti postojeći podaci o preranom prekidu školovanja mladih,
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posljedice isključenosti iz obrazovanja te postojeći mehanizmi pomoći isključenim mladima da se uključe u
obrazovanje, stručno usavršavanje ili da pronađu zaposlenje. Također će biti prikazane studije slučaja nekoliko
mladih s područja grada Zagreba koji su prekinuli školovanje prije završene srednje škole, a nisu zaposleni te
intervjui s tim mladim osobama o tome kako oni vide vlastito školovanje i prekid školovanja. Cilj izlaganja je
pridonijeti razumijevanju problema preranog prekida školovanja i isključenosti iz obrazovanja i rada te mogućnostima doprinosa rješavanju tih problema. Prema Jahnukainenovu mišljenju (2001; prema Milas, 2010),
zapadanje u socijalnu isključenost može se opisati hijerarhijskim razvojnim modelom, u kojem početnu fazu
karakteriziraju problemi u školi, kod kuće ili u zajednici, praćeni školskim neuspjehom i odustajanjem od
školovanja. Isključivanje iz sfere obrazovanja vodi isključivanju iz svijeta rada, što ima ozbiljne socijalne i ekonomske posljedice (Gallie, 1999; Šverko i sur., 2006; prema Milas, 2010), a sve zajedno može osobu dovesti na
marginu društva kao pripadnika prikraćene ili devijantne supkulture (Jahnukainen, 2001., prema Milas, 2010).
Problems of youth with low education level
In EU countries English expression neet is used for youth not included in education, employment or training.
This youth group is in higher risk of poverty, long term unemployment and social exclusion. By the authors
Matković and Štulhofer among socially excluded prevail persons with elementary school education or lower
(UNDP, 2006b). Presentation will be focused on analysing existing data on dropping out of school, potential
risks and mechanisms how to engage excluded youth back in education, training or employment. Also few case
studies of unemployed youth from Zagreb that had not finished high school education and are not employed
will be presented as well as interviews with these young people. Goal is to contribute to the understanding of
the problem of dropout and exclusion from education and employment as well as to contribute to solutions for
those problems. Author Jahnukainen (2001; by Milas, 2010) Described social exclusion through hierarchical
development model. By that model way to social exclusion is characterised first by problems at school and
at home or in the community, followed by school failure and dropout. Exclusion from the education leads to
exclusion from work, which has serious social and economic consequences (Gallie, 1999; Šverko et al. 2006, by
Milas, 2010) and may lead to the marginalisation and deviant behaviours (Jahnukainen, 2001; by Milas, 2010).
Stephan Sting
University of Klagenfurt/Celovec, Austria
E-mail: [email protected]
U-37
Siblings in alternative care
In the meantime it is accepted that cooperation with the family of origin is an important challenge in
alternative care. In this context almost no emphasis is laid on siblings, although the relationship to siblings is
one of the longest and most intensive children and young people ever have. In my contribution I will present
results from a qualitative research project which we have realized among sibling groups, living in institutions
of SOS Kinderdorf in Austria. The main focus is the perspective and the biographical experiences of the
children and young people from which we derive consequences for professional work in alternative care.
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U-38
Edina Vejo, Azemina Durmić
Univerzitet u Zenici, Islamski pedagoški fakultet, Bosna i Hercegovina
University of Zenica, Islamic Faculty of Education, Bosnia and Herzegovina
E-mail: [email protected]
Tolerancija među mladima Bosne i Hercegovine kao
pozitivni razvojni izlaz multikulturalnog življenja
Bosna, u poziciji “krajnje zemlje istoka izložene prema zapadu i krajnje zemlje zapada okrenute ka istoku” (Mak Dizdar), (ne) živi tolerantnost, za Bosnu temeljnu okosnicu međuljudskih odnosa. Tolerancija je
poštivanje, prihvaćanje i uvažavanje bogate raznolikosti naših svjetskih kultura, naših oblika izražavanja i
načina ljudskog bića. Tolerancija je harmonija u različitosti (UNESCO, 1995). S obzirom da se pojedinac
razvija kroz interakcije s okolinom, tako se prevencijske intervencije moraju fokusirati na stvaranje prilika u
kojima će mladi čovjek iskusiti različite interakcije koje promoviraju pozitivne razvojne ishode (Bašić, 2009).
Ovo istraživanje nastoji akceptirati toleranciju kao jedan od pozitivnih razvojnih ishoda multikulturalnog
življenja mladog čovjeka. Time je cilj ovog istraživanja ispitati da li je tolerancija prisutna među mladim
u BiH, i ako jeste, o kakvoj prirodi tolerancije se radi. Ispitan je uzorak od 200 mladih iz srednjih škola na
području općine Zenica (N=200) modificiranim Upitnikom o (ne) toleranciji čiji izdvojeni faktor u prvi
plan stavlja razlike među ljudima i superiornost svoje nacije u odnosu na ostale, da li postoji zatvorenost
sistema, odnosno netolerancija i odbacivanje svega onoga što je vlastitoj kulturi strano (Gajić, 2005). Uzorkom
eksperata (N=3) izvršeno je intervjuiranje akademskih građana u BiH o prirodi modela tolerancije (ne)
prisutnom u BiH. Rezultati istraživanja pokazuju da je tolerancija prisutna među mladima, ali faktorskom
analizom primijenjenog upitnika, kao i izdvojenim kategorijama kodiranih intervjua, u prvi plan stavljeni
su tradicijski sadržaji u BiH kao jedan od bitnih izvora sukobljujućih podjela, u koje bivaju uključeni voljno
ili ‘prisilno’, jer se ne razvija/odgaja njihovo razumijevanje snagom razumijevanja jezika (post) modernosti.
Time su mladi onemogućeni koračati putevima pozitivnih razvojnih izlaza i bivaju “gurnuti” u oklope kulturne samodovoljnosti. Zaključak istraživanja ukazuje na potrebu promijenjene podloge tolerancije, koja
će iskoračiti iz tradicionalno pozadinskih “prtljaga”, ka harmoničnom saživljavanju. Time bi se mogli razviti
univerzalni preventivni programi za mlade i to kroz višestruke socijalne domene (obitelj, škola, zajednica) u
kojem bi se edukacija za toleranciju temeljila na razvijanju religioznosti koja poznaje jednost bivanja mimo
različitosti pojavnog postojanja čime može priskrbiti osnovu za toleranciju koju moderna apoteza ne može.
Tolerance among young people of Bosnia and Herzegovina as a
positive development outcome of multicultural way of life
Bosnia, in a position of “an extreme east country exposed to the west and an extreme west country turned
to the east” (Mak Dizdar) is (not) living the tolerance which is, for Bosnia, the basic framework of interpersonal relations. Tolerance is respect, acceptance and appreciation of the rich diversity of our world cultures,
our forms of expression and ways of human beings. Tolerance is harmony in diversity (UNESCO, 1995)
Given that, an individual develops through interaction with the environment, thus prevention interventions
must focus on creating conditions in which the young people will experience the different interactions that
promote positive developmental outcomes (Basic, 2009.) This research seeks to accept tolerance as one of
the positive developmental outcomes of multicultural life of a young person. The aim of this study was to
examine whether there is tolerance among young people in BiH, and if so, what kind of tolerance is it about.
It is examined the sample of the 200 young people from secondary schools in the municipality of Zenica (N
= 200) of the modified questionnaire about (in) tolerance whose separated factor in the first place put the
difference between people and their nation’s superiority over others, does the containment of the system or
intolerance and rejection of everything that is foreign to our culture exists (Gajic, 2005). The interviews were
conducted on expert sample in which the academic citizens (N = 3) in BiH were asked about the nature of
the model of tolerance which does (not) exist in BiH. The results of research show there is a tolerance among
young people, but the factor analysis of the questionnaire, and the categories of coded interviews, show that
the traditional facilities in BiH are one of the major sources of the confronted divisions, in which they are involved voluntarily or ‘forced’, because it does not develop/raise their understanding with the power of language
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understanding of the (post)modernity. That’s how the young people were disabled to walk the paths of positive
developmental outcomes and they got “pushed” to the armor of cultural self-sufficiency. The conclusion of
the research indicates the need of the altered base of toleration, which will step from the traditional “baggage”
to the harmonious mutual life. It could be developed a universal prevention programs for young people and
through multiple social domains (family, school, community) in which the education for tolerance would be
based on the development of religiousness. The religiousness knows the oneness of existence beside the diversity of phenomenal existence and it can provide the basis for tolerance which the modern apotheosis can’t.
Nataša Vlah, Darko Lončarić, Sanja Tatalović Vorkapić
Sveučilište u Rijeci, Učiteljski fakultet, Hrvatska
University of Rijeka, Faculty of Education, Croatia
E-mail: [email protected]
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Scale of self-assessment of social behavior of adolescents
Aim was to develop Scale of Self-Assessment of Social Behavior of Adolescents and to verify its psychometric characteristics. The semantic differential method was used with respect to postmodernist concept
of reflexive projection of personality. In the pilot study with 300 students in vocational schools (58% male;
15-19 years, M = 16,06, SD = 0,96) a total of 64 semantic differential method pairs of adjectives were established, grounded in the implicit theories of personality. Factor structure was verified with exploratory factor
analysis, and pairs of adjectives were selected to formulate subscales of satisfactory psychometric properties:
Conventionality, Self-promotion and Sociability. The structure of the proposed scale was replicated in the main
study conducted on 1125 students in vocational schools (63% male; 15-18 years, M = 16.46, SD = 1.01). There
were relatively high average values found in all subscales. Intercorrelations among the subscales were high and
positive indicating a connection between the observed self-assessment. It was determined that female adolescents have a significantly higher score on the Conventionality and Sociability than male adolescents.
Analysis of differences by age group indicated that seventeen year olds had the lowest average scores on all
three subscales. The obtained dimensions of adolescent self-assessment were discussed and the possibilities
of contribution of these results in advisory work with adolescents in vocational schools were implied.
Iva Ključec1, Natalija Bolfan-Stošić2, Ana Dembitz3
1
Centar za odgoj, obrazovanje i rehabilitaciju Virovitica, Hrvatska
Center for Education and Rehabilitation Virovitica, Croatia
2
Centar za rehabilitaciju Edukacijsko-rehabilitacijskog fakulteta Sveučilišta
u Zagrebu, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
3
Fonijatrijska jedinica ORL klinike, KBC Zagreb, Hrvatska
Phoniatric Unit of ENT Clinic, University Hospital Center Zagreb, Croatia
E-mail: [email protected]
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Uspješnost i važnost terapije glasa u prevenciji školskih disfonija
Ciljevi ovog istraživanja su bili utvrditi ulogu, važnost i potrebu terapije glasa u predškolskoj dobi. Istraživanje
je provedeno u prostorijama KB-a Šalata i Centra za rehabilitaciju ERF-a u Zagrebu. Istraživanje longitudinalnog
karaktera temeljilo se na subjektivnoj procjeni glasa djece primjenom Ljestvice za procjenu glasa “The Bonne
Voice Program for Children” (Austin, Texas, 1980), u više vremenskih točaka ispitivanja. Uzorak je sačinjavao 16
ispitanika predškolske dobi, oba spola s dijagnozom hiperkinetičke disfonije. Statističkom obradom dobivenih
podataka utvrđeno je kako se kvaliteta glasa ispitanika značajno poboljšala nakon provođenja terapije u trajanju
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od dva i pol mjeseca. Također, dobivena je statistički značajna razlika u uspješnosti terapije između mlađe i starije
predškolske djece u korist starije čime je prihvaćena hipoteza ovog rada da će kronološka dob djeteta utjecati
na uspjeh terapije. Isto tako, rezultati potvrđuju kako postoji razlika u uspješnosti terapije s obzirom na spol,
ali u korist dječaka čime nije prihvaćena postavljena hipoteza da će djevojčice postići bolje rezultate. Vrijednost
ovog istraživanja ogleda se u praćenju djece s poremećajima glasa kroz duži vremenski period i opis mijenjanja
njihovih karakteristika glasa uslijed određene glasovne terapije što se rijetko može pronaći u stručnoj literaturi.
Success and importance of voice therapy in prevention of school age dysphonia
Purposes of this study were to determine: role, importance and need of voice therapy in preschool age.
This study was made in KB Šalata and Center for Rehabilitation ERF in Zagreb. This longitudinal research
was based on subjective assessment of children’s voice using the scale for voice assessment “The Bonne Voice
Program for Children” (Austin, Texas ,1980) in more than one time points. Sample included 16 preschool
patients of both genders with hyperkinetic dysphonia diagnosis. The results obtained by statistical tests
showed that the voice quality was significantly improved after the implemented therapy that lasted two and
half months. There was also a statistically significant difference in voice therapy success between younger and
older preschool children in favor of the older children so the hypothesis of this study that the chronological
age does influence on the voice therapy success was accepted. Results confirm there is a difference in voice
therapy success related to gender as well, but in favor of boys so the hypothesis that the girls will achieve
better results, wasn’t accepted. Value of this study is reflected in monitoring children with voice disorders
through longer time period and description of changes in their voice quality due to specific voice therapy.
This kind of study rarely can be found in professional literature.
U-43
Sonja Grozić-Živolić
Istarska županija, Upravni odjel za zdravstvo i socijalnu skrb, Pula, Hrvatska
Istrian County, Department of Health and Social Care, Pula, Croatia
E-mail: [email protected]
Spremnost zajednice za prevenciju rizičnih ponašanja
djece i mladih – usporedba Čakovca i Splita
Šanse za uspješnu implementaciju nekog prevencijskog programa u određenoj zajednici značajno ovise o njegovoj usklađenosti s razinom spremnosti te zajednice, odnosno s karakteristikama koje zajednici
omogućavaju da započne i provede željenu promjenu. Te se karakteristike mogu mjeriti kroz šest dimenzija:
postojeće preventivno djelovanje, znanje o postojećim preventivnim programima, uključenost vodstva, klima
u zajednici, znanje o problemu i resursi za prevenciju. Svaka dimenzija, kao i sveukupna spremnost iskazuju
se na skali od devet stupnjeva. U ovoj prezentaciji će biti prikazani rezultati dobiveni tijekom provođenja
projekta “Unaprjeđenje rada na izgradnji sustava prevencije kriminaliteta i podrška osnivanju koordinacijske jedinice za prevenciju kriminaliteta”, (ERF-a te UNDP i MUP RH). Razina spremnosti procjenjivala se
primjenom polu-strukturiranog intervjua iz Communty Readiness Modela. Telefonski intervju proveden je
sa ukupno 19 ispitanika – članova Vijeća za prevenciju u dva grada, Čakovcu i Splitu. Na temelju kriterijskih
vrijednosti, odgovori ispitanika povezani su s odgovarajućom razinom spremnosti te je izvršeno testiranje
značajnosti razlika. Dva ispitivana grada nalaze se na različitim razinama spremnosti za prevenciju rizičnih
ponašanja djece i mladih. Split se nalazi na 3. razini koja se opisuje kao “djelomična osviještenost” i kada
neki od članova zajednice počinju brinuti zbog problema, ali još uvijek nemaju podršku šire zajednice niti se
prepoznaje vodstvo. Drugi istraživani grad - Čakovec dostiže 5. razinu spremnosti - “pripremanje za intervenciju” što znači da se počinju održavati sastanci radi planiranja, da su prikupljeni opći podaci o problemu, te
da i vodstvo podržava inicijativu i pokušava pronaći resurse. U oba je grada najniže procijenjena dimenzija
koja oslikava “klimu u zajednici”, a relativno najveća razlika u razini spremnosti između navedena dva grada
uočena je u dimenziji “uključenost vodstva”. Procjena spremnosti zajednice za prevenciju rizičnog ponašanja
djece i mladih važan je korak u planiranju, ali i praćenju realizacije prevencijskih strategija i intervencija.
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Community readiness for prevention of risk behavior among
children and youth – comparison between Čakovec and Split
The chances for successful implementation of a prevention program in the community depend notably
on its compliance with the level of community readiness, or with characteristics that allow the community
to initiate and implement the desired change. These characteristics can be measured through six dimensions:
current preventive action, knowledge of existing prevention programs, leadership involvement, community
climate, knowledge about the problem and resources for prevention. Each dimension and overall readiness is
reported on a scale of nine levels. This presentation will present results obtained during implementation of the
project “Development of the Crime Prevention System and Supporting the Establishment of a Coordination
Unit for Crime Prevention”, (ERF, UNDP and the Ministry of Interior). The level of readiness was assessed by
using semi-structured interviews developed within the Community Readiness Model. Telephone interviews
were conducted with a total of 19 participants - members of the Council for the Prevention in two cities,
Čakovec and Split. Based on the criterion value, the responses were associated with the appropriate level of
readiness and the differences were tested. The results showed that two examined cities are at different levels
of readiness for the prevention of risk behaviors among children and youth. Split is perceived to be at the
3rd level - “vague awareness” which implies that some members of the community begin to think that there
is a local problem and that something ought to be done, but still no support in the wider community or
recognized leadership. Another explored city - Čakovec reaches 5th level of readiness - “preparation”. That
means they begin to hold meetings for planning, general information about the problem are collected, and
the leadership supports the initiative trying to find appropriate resources. In both of the cities, the lowest
estimated dimension was the “community climate”. The most obvious difference in the level of readiness between the two cities was observed in the dimension of “leadership involvement.” Assessment of community
readiness for prevention is an important step in planning, monitoring and implementation of prevention
strategies and interventions.
Angelka Keskinova1, Natasha Chichevska-Jovanova2, Goran Ajdinski2
Daycare Center for Children with Intellectual and Physical Disability,
Skopje, Republic of Macedonia
2
Faculty of Philosophy, Institute of Special Education and Rehabilitation,
Skopje, Republic of Macedonia
E-mail: [email protected]
1
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Socioeconomic status of the families with children with intellectual disability
Family is the first and most important factor for socialization of the child and for providing appropriate
conditions for its normal development. Living with a child with intellectual disabilities brings significant
financial, emotional, and general, life changes. In the last few decades treatment of those people is completely
changed. From medical and institutional approach, the focus has moved towards integral rehabilitation,
which includes the entire family and their needs. The aim of the research is to determinate the socioeconomic status of the families who have child with intellectual disabilities. In the survey we included 104
families of the children with intellectual disability in special primary schools and Daycare center. From the
available methods, we used descriptive, causal method and method of generalization. During the analysis
and interpretation of the results we made review of the educational level of the parents, their employment
and financial condition, and the health of all family members. We found that the educational level of the
member of those families is lower than the educational level in the general population; these families have a
lower employment rate with lower monthly incomes compared with the average incomes, and finally, have
generally good health with increased frequency of transient problems and chronic diseases. The obtained
results indicate that families have low socioeconomic status. Some of the results show us difficult economic,
financial and social position, which can be interpreted as alarming and requiring immediate intervention for
improving the socioeconomic status of these families. On the other hand, improvement of living conditions,
raising the socio-economic level by itself provides higher quality of life for the children with intellectual
disability and their families.
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U-45
Josipa Mihic1, Toni Maglica2, Marko Doljanin3
1
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
2
Childrens’ Home “Maestral”, Split, Croatia
3
Department for Prevention of Splitsko-Dalmatinska Police Directorate,
Split, Croatia
E-mail: [email protected]
Communities that care model as a base for developing
science-based prevention in the City of Split
In 2010, United Nations Development Programme and Ministry of Interior of Republic of Croatia
have developed a project “Support in enforcement of systematic crime prevention work and establishment
of Crime Prevention Coordination Units”. Project encourages the establishment of prevention coalitions,
Councils for prevention in local communities in every city in Croatia. Research team from University of
Zagreb, Faculty of Education and Rehabilitation Sciences was hired as an external consultant and evaluator
of activities of Councils for Prevention in Split and Cakovec. Main goal of the research team was to develop
a science-based prevention policy whose owner will be a local community. This presentation will present
initiatives conducted by the research team and Council for Prevention in City of Split during the period
of 2010 and 2011. Science-based principles incorporated in City of Split are following the model and steps
of widely accepted model for community prevention - Communities That Care. Steps of CTC model are
needed for organization of prevention in local community and are as follows: (1) assessment of community
readiness, (2) need assessment and research, (3) resources assessment, (4) developing preventive priorities,
(5) preventive program implementation and (6) evaluation. Results gathered during the research in the first
three phases of the implementation of the CTC model in Split will be shortly presented. Conducted assessment has shown the significant presence of underage drinking in Split. Because of that reason, members of
Council for Prevention of City of Split and prevention department of police directorate Splitsko-Dalmatinska
have developed prevention strategy focused on preventing underage alcohol drinking in Split – “Alcohol,
no thank you!” Main stress in this presentation will be on describing the process of developing prevention
strategy based on scientific findings and assessed needs in local community. Also, the benefits of collaboration between scientists and experts from practice in the process of establishing effective prevention in local
community will be described.
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Sonja Jarebica, Magdalena Živković,
Udruga “TI SI OK”, Velika Mlaka, Hrvatska
NGO “YOU ARE OK”, Velika Mlaka, Croatia
E-mail: [email protected], [email protected]
Oblici prevencije rizičnih ponašanja u zajednici
Želimo u lokalnoj zajednici ostvarivati suradnju s različitim subjektima: lokalnim vlastima, obrazovnim
ustanovama, sportskim klubovima, udrugama civilnog društva i pojedincima i predočiti stručne resurse udruge
koje treba koristiti u planiranju prevenciji rizičnih ponašanja. Na taj se način podiže kvaliteta lokalnih inicijativa, umrežavaju postojeći resursi i rađaju ideje kako sadržaje različitih projekata pretvarati u svakodnevnu
praksu. Udruga je u razdoblju od 2010. do 2012. u području svog sjedišta - Velika Gorica i Zagreb - provela
više projekata usmjerenih na prevenciju rizičnih ponašanja: prevencija vršnjačkog nasilja u školi projektima
“Prevencija nasilja među djecom-prestani!” i “Mala škola socijalnih vještina”, prevencija nasilja na stadionima
projektom “I ja ću biti zig zag navijač”, prevencija konzumiranja alkohola projektom “Zašto je cuga-tuga?” te
prevencija kriminalnog povrata projektom “Edukacija i osnaživanje nezaposlenih–iz doma na posao”. Samo u
Velikoj Gorici u projekte je uključeno oko 4 000 mladih. U okviru projekata je istraživana pojavnost rizičnih
ponašanja u lokalnoj zajednici – vršnjačko nasilje među djecom petih i šestih razreda, konzumiranje alkohola
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među mladima od 14 do 17 godina te stavovi djece i mladih prema nekim oblicima vršnjačkog nasilja, nasilja
na stadionima i konzumiranju alkohola. Rezultati se obrađuju i bit će prikazani na konferenciji. Subjekti s
kojima smo surađivali dobit će značajne povratne informacije, primjerice: opasna mjesta u školi gdje se nasilje
događa, broj djece sa simptomima žrtve vršnjačkog nasilja, prevladavajući stavovi mladih prema opijanju na
izlasku i nasilju na stadionima. Rezultati evaluacija projektnih aktivnosti pokazuju da su ih djeca evaluirala
kao razumljive i poticajne u smislu promišljanja vlastitog ponašanja. Istraživanja pokazuju da je prevencija
jedini stvarno učinkoviti način smanjivanja stope rizičnih ponašanja. Suradnjom lokalne zajednice i udruga
preventivni projekti postaju samoodrživi jer na licu mjesta uključuju sve zainteresirane i otvaraju komunikacijski
prostor u smjeru većeg međusobnog razumijevanja i djelotvornijeg utjecaja.
Forms of risk behaviors prevention in local community
We want to establish cooperation among various entities of local community: local authorities, educational
institutions, sport clubs, NGOs and individuals; and to present our NGO expert resources that should be
used in planning risk behaviors prevention. This could raise the quality of local initiatives, network existing
resources and plant ideas how to implement different project activities into daily practice. From 2010 to 2012
the NGO conducted several projects on preventing risk behaviors, in its headquarters, Velika Gorica and
Zagreb. For peer violence prevention: “Violence prevention among children – “STOP!” And “Little school of
social skills”, for stadium violence prevention: “I will be zig zag fan, too”; for alcohol abuse prevention “Why
the booze is lose?”, and for crime recidivism prevention: “education and empowerment of the unemployed
- from foster/correctional institution to work”. In Velika Gorica there were about 4000 youngsters included
in different project’s activities. Several researches took place within projects: the incidence of peer violence
among fifth and sixth graders, alcohol abuse among teenagers from 14 to 17, children and youth attitudes
toward some forms of peer violence, stadium violence and alcohol abuse. Results will be displayed at the
conference. Subjects we cooperated with will receive significant feedback, i.e.: dangerous places in the school
where violence occurs, the number of children with peer violence victim symptoms, prevalent attitudes of
youngsters toward stadium violence and alcohol abuse when going out. Project activities evaluations show
that kids evaluated them as understandable and an incentive for reconsidering their own behavior. Researches
show that prevention is the only really effective approach in reducing rates of risk behaviors. Cooperation between
local community and NGOs makes prevention projects self-sustaining because they include all interested parties
and open communication space for better mutual understanding and effective influence.
Maja Perkušić
Osnovna škola Ostrog, Split, Hrvatska
Elementary School “Ostrog”, Split, Croatia
E-mail: [email protected]
U-50
Povezanost poremećaja izgovora djece prvih razreda
s procesom usvajanja vještina čitanja i pisanja
U ovom istraživanju je sudjelovalo 72 učenika prvih razreda osnovne škole. Na školskom testiranju prije
upisa u prvi razred osnovne škole tijekom logopedskog dijela ispitivanja je evidentirano 36 učenika s poremećajima izgovora. Cilj ovog istraživanja je bio dokazati da učenici evidentirani kao učenici s poremećajima
izgovora će značajno kasniti u procesu usvajanja vještina čitanja i pisanja, u odnosu na kontrolnu skupinu
učenika. Prije provedbe samog istraživanja, roditeljima učenika evidentiranih kao učenici s poremećajima
izgovora su podijeljeni upitnici o govorno-jezičnom razvoju njihove djece. Nakon obrade i analize prikupljenih
podataka, učiteljicama prvih razreda su podijeljeni anketni upitnici o stanju predčitačkih vještina učenika s
poremećajima izgovora. Za potrebe ovog istraživanja je pripremljen ispitni materijal koji opsegom odgovara
trenutnoj poučenosti učenika čitanju i pisanju. Procjena pisanja učenika prvih razreda je provedena grupno
te ispitana posebno pripremljenim diktatom koji je uključivao sljedeće ispitne parametre: pisanje grafema,
slogova, riječi, rečenice, prijepis rečenice i pisanje naslova ispod slike. Procjena čitanja učenika prvih razreda
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je provedena individualno te je uključivala sljedeće parametre ispitivanja: čitanje grafema, jednosložnih riječi,
dvosložnih riječi, višesložnih riječi i rečenica. Podaci su obrađeni pojedinačno u obje razine ispitivanja te
zatim uspoređeni grupno. Nakon detaljne kvantitativne i kvalitativne obrade podataka rezultati su pokazali
da učenici prvih razreda s poremećajima u izgovoru kasne s procesom usvajanja vještine čitanja i pisanja u
odnosu na kontrolnu skupinu. Pogrješke su najvidljivije u kvalitativnoj obradi rezultata te učenici s poremećajima izgovora pokazuju veći postotak pogrješki tipičnih za djecu za specifičnim teškoćama čitanja i pisanja.
Najveći postotak pogrješaka u pisanju kod učenika s poremećajima izgovora su omisije, adicije i supstitucije
grafema, za razliku od kontrolne skupine u kojoj učenici najčešće griješe u izostavljanju velikog slova na
početku rečenice. Najveći postotak pogrješaka u čitanju kod učenika s poremećajima izgovora zauzimaju
pogrješke skraćivanja slogova i pogađanja riječi, zatim omisije i supstitucije grafema. Značajno odstupanje
je vidljivo u ispitnom parametru čitanja rečenica. Samo 18 učenika skupine s poremećajima izgovora je
uspješno pročitalo ispitne rečenice za razliku od kontrolne skupine u kojoj samo 3 učenika nisu pročitala
točno sve ispitne rečenice. Ovim istraživanjem se htjelo ukazati da postoji potreba rane intervencije učenika
s poremećajima izgovora koji pokazuju prediktore budućih teškoća čitanja i pisanja.
Connection of speech disorders in first grade pupils in primary
schools with process of reading and writing acquisition
72 pupils of first grades of primary schools participated in this research. Speech and language pathologist
identified 36 pupils with speech disorders at school testing before pupils entered the first grade of primary
school. The goal of research was to prove that children with speech disorders will delay in the acquisition of
reading and learning. Before research, speech developmental questionnaire was sent to parents of children
with speech disorders. After collecting and analysing those questionnaires, another questionnaire about
preschool reading abilities were sent to the teachers of those pupils. Exam material was specially prepared
for this research and correspond the current stage of reading and writing abilities in pupils of the first grade.
The evaluation of writing is conducted in group of 72 children. The exam material was dictation of writing
graphemes, syllables, transcript of the sentence and writing titles under pictures. The evaluation of reading was
estimated individually. These reading parameters were estimated: reading graphemes, syllables, monosyllable
words, dissyllable words, polysyllable words and sentences. The evaluation data was processed individually
in both levels of research, and after that compared. After detail quantitative and qualitative process of data
evaluation, the results have shown that pupils with speech disorders delay in process of reading and writing
in relation to the control group. The biggest percentage of errors are seen in qualitative analysis which have
shown that pupils with speech disorders have made more errors typically seen at pupils with specific reading and writing difficulties. The most common errors at pupils with speech disorders were: omissions of the
graphemes, substitution of the graphemes which was different from the control group where the most common
errors were omissions of the title letter in sentences and names. The biggest percentages of errors in reading
were errors such as guessing and word shortening. The significant difference between those two groups was
in reading sentences. Only 18 pupils with speech disorders have red sentences correctly, and in control group
only 3 pupils haven’t red sentences correctly. This research wanted to prove that there is a need for early intervention in children with speech disorders that possess predictors of future reading and writing difficulties.
U-51
Marina Milić Babić
Sveučilište u Zagrebu, Pravni faklutet, Studijski centar socijalnog
rada, Hrvatska
University of Zagreb Law Faculty Staff, Social Work Study Centre
E-mail: [email protected]
Uloga socijalne podrške u obiteljima djece s teškoćama u razvoju
Roditeljstvo i socijalna podrška pojmovi su koje znanstvenici proučavaju posljednjih desetljeća diljem svijeta. U novije vrijeme sve su prisutniji rezultati empirijskih istraživanja s fokusom na doprinos socijalne podrške
u objašnjenju pojedinih aspekata kvalitete života obitelji djece s teškoćama u razvoju. U ovom istraživanju je
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sudjelovalo 308 roditelja djece s teškoćama u razvoju predškolske dobi u Gradu Zagrebu. Postavljeni cilj bio je
ispitati je li socijalna podrška moderator povezanosti obilježja roditelja, djeteta i obitelji s osjećajem roditeljske
kompetencije (efikasnosti i zadovoljstva u roditeljstvu). U drugom cilju željeli smo istražiti zadovoljstvo roditelja socijalnom podrškom koju primaju iz formalnih izvora. Regresijska analiza na uzorku roditelja djece s
teškoćama u razvoju pokazuje da kod osoba s većim brojem djece, podrška šire društvene zajednice je povezana
sa snažnijim osjećajem efikasnosti u ulozi roditelja. Nadalje rezultati pokazuju da je kod žena doživljaj niže
podrške šire okoline povezan s procjenom manjeg zadovoljstva roditeljstvom. Podrška šire društvene okoline
pozitivno je povezana sa zadovoljstvom u ispunjavanju roditeljske uloge, ali je pri tome njen učinak jači kod
roditelja koji doživljavaju snažnije financijske teškoće. Roditelji su zadovoljni kvalitetom formalne podrške
koju dobivaju od: odgajatelja, defektologa, logopeda i fizioterapeuta. Nešto niže zadovoljstvo izražavaju podrškom koju primaju od socijalnih radnika. Rezultati studije upućuju na potrebu jačeg angažmana šire okoline u
osiguranju dostupne podrške roditeljima s troje i više djece i roditeljima nižih primanja s ciljem poboljšanja
roditeljske kompetencije te u konačnici kvalitete života obitelji djece s teškoćama u razvoju.
The role of social support for families of children with disabilities
Parenting and social support are concepts that have been studied in recent decades. The results from
empirical research, with focus on social support contribution in explaining certain aspects of life quality
for families of children with disabilities are increasingly present. In this research 308 parents of children
with disabilities in preschool age were included, from the City of Zagreb area. The first goal of study was,
to examine whether the social support is the moderator of the relationship between family, parental and
child characteristics and parental sense of competence (parenting satisfaction and parenting efficacy). In the
second goal we wanted to explore the parental satisfaction with quality of social support that they receive
from formal sources. Regression analysis on the sample of parents of children with disabilities shows that
in families with three and more children, the support of the wider community is associated with a stronger
sense of parenting efficacy. Further, the result shows that mothers, who experience less support from wider
community, have lower parental satisfaction. This effect is stronger among parents who experience stronger
financial difficulties. Parents are satisfied with the quality of formal support received by educators, therapists,
speech therapists and physiotherapists. Slightly lower satisfaction is expressed with support that they receive
from social workers. The study results, indicates the need on a stronger engagement of wider community in
assuring on support availability for families with three or more children and parents with lower incomes, in
order to improve parental competence and ultimately life quality for families of children with disabilities.
Ivan Leutar, Tanja Penava, Maja Nižić, Zdravka Leutar
Sveučilište u Mostaru, Filozofski Fakultet, Bosna i Hercegovina
University of Mostar, Faculty of Humanities and Social Sciences, Bosnia
and Herzegovina
E-mail: [email protected]
U-52
Stavovi građana prema osobama s invaliditetom u Bosni i
Hercegovini u usporedbi s Europskom unijom i Hrvatskom
Rad se bavi analizom stavova prema osobama s invaliditetom u Europskoj uniji, Hrvatskoj i Bosni i
Hercegovini. U uvodnom dijelu kratko se analiziraju pojmovi invaliditeta i stavova općenito te se daje osvrt
na novija istraživanja provedena na području utjecaja iskustva i informacija na stavove. Nakon toga se prelazi
na prikaz internacionalnog istraživanja na razini Europske unije o stavovima prema osobama s invaliditetom
te istraživanje provedeno u Hrvatskoj. Primjenom iste metodologije i upitnika kao u spomenutim zemljama provedeno je istraživanje u rujnu 2011 na kvotnom uzorku od 188 ispitanika u Bosni i Hercegovini,
u Herceg-bosanskoj županiji. Ispitanici su izjednačeni po obrazovanju, dobi i spolu. Cilj istraživanja bio
dobiti uvid u stavove građana prema osobama s invaliditetom u Bosni i Hercegovini i komparirati ga sa
stavovima građana u Europskoj uniji i Hrvatskoj. Njih 65% smatra da se pristup javnim mjestima za osobe
s invaliditetom proteklih 10 godina donekle poboljšao te smatraju javne i državne vlasti odgovornim za to
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poboljšanje te najveći naglasak stavljaju na lokalnu zajednicu. Rezultati ovog istraživanja ukazuju na priličnu
osviještenost građana u Bosni i Hercegovini o određenim vrstama invaliditeta te ih 85% smatra da se treba
ulagati više sredstava u uklanjanje prostornih prepreka. S problematikom osoba s invaliditetom u društvu
upoznato je 35% ispitanika. Sociodemografska obilježja kao što su spol, dob i obrazovanje imaju određeni
utjecaj na stavove kao što pokazuje i spomenuto istraživanje u Europskoj uniji i u Hrvatskoj.
Attitudes of citizens toward people with disabilities in Bosnia and
Herzegovina in comparison with European Union and Croatia
The paper analyzes the attitudes towards people with disabilities in the European Union, Croatia and
Bosnia and Herzegovina. The introductory section briefly analyzes the concepts of disability and attitudes
in general, and gives an overview of recent research conducted on the impact of information and experience
on attitudes. Then, it goes on international research display at EU level on attitudes toward people with disabilities, and research conducted in Croatia. Applying the same methodology and questionnaire as in these
countries, a survey was conducted in September 2011 on the random sample of 188 respondents in Bosnia
and Herzegovina, in Herceg Bosnian County. Subjects (respondents) were matched by education, age and
sex. The aim of this study was to gain insight into attitudes towards people with disabilities in Bosnia and
Herzegovina, and to compare it with the attitudes of citizens in the European Union and Croatia. 65% considered that access to public places for people with disabilities over the past 10 years has improved somewhat,
and consider public and state authorities responsible for this improvement, putting the greatest emphasis on
the local community. The results indicate considerable awareness of citizens in Bosnia and Herzegovina on
certain types of disability: 85% of them considered that more resources should be invested in the removal
of architectural barriers. The issue (problems of people with disabilities in society) is familiar to 35% of respondents. Sociodemographic characteristics such as gender, age and education have an impact on attitudes,
as shown by the mentioned study in the European Union and Croatia.
U-53
Majda Becirevic, Monica Dowling
Faculty of Health and Social Care, The Open University, Milton Keynes, UK
E-mail: [email protected]
Inclusion or illusion? Children with disabilities in residential
care in Bosnia and Herzegovina (BIH) and Bulgaria
With the transitions from the ideology and practice of communism to preparations for and actual EU
accession in Eastern Europe, state protection and control of children with disabilities is being replaced by
ideas and policies that celebrate children’s rights and the social inclusion agenda. This paper, developed from
a UNICEF supported PhD research project, reflects on field observation, and interviews with children with
disabilities and staff in residential institutions in Bulgaria and Bosnia Herzegovina (BiH). It discusses how
the construction of children with disabilities in institutional care has been understood in BiH and Bulgaria
as outside ‘normal’ childhood and what the impact of this institutional ideology is on the implementation of
the social inclusion agenda. In order to move from the rhetoric of inclusion and children’s rights, professionals and care staff who work in residential care and policy makers responsible for transitions in residential
care, need to demonstrate how their thinking, training and care of children has actually changed. The reason
for ‘Inclusion or Illusion?’’ in the title of this paper is because this research suggests that inclusion can be an
illusion if it is not owned by diverse stakeholders and practices are not aligned with policies.
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Krunoslav Borovec
Ministarstvo unutarnjih poslova, Zagreb, Hrvatska
Ministry of the Interior, Zagreb, Croatia
E-mail: [email protected]
U-55
Situacijski pristup prevenciji kriminaliteta kao
integralni dio prevencije u zajednici
Situacijski pristup prevenciji kriminaliteta utemeljen je na teorijama kriminaliteta razvijenim sa situacijskom perspektivom, koje polaze od pretpostavke da je kriminalni događaj posljedica izbora delinkventa i
povoljne prilike da se taj izbor realizira. Preventivne strategije, odnosno koncepti koji su se razvili na ovom
pristupu, prije svega “Prevencija kriminaliteta kroz uređenje okoliša” (CPTED) zapravo su najbolji dokaz kako
je situacijska prevencija povezana i isprepletena s prevencijom u zajednici. Prije svega, sveobuhvatni pristupi
situacijske prevencije podrazumijevaju uključivanje šire zajednice, od susjedstava do gradova, jer uključenost
zajednice i svijest građana o preventivnim mjerama povećavaju učinkovitost pojedinih projekata. Dakle,
utemeljenost na suradničkom pristupu, udruživanju kompetencija i resursa kako bi se postigao sinergijski
učinak, koji je veći od učinka koji bi postigle pojedine institucije ili organizacije djelujući samostalno, jest
spona situacijske i prevencije utemeljene na zajednici. U konačnici, ciljevi koji se žele ostvariti su također
zajednički, a to su smanjenje kriminaliteta i osjećaja nesigurnosti, smanjenje mogućih uzroka kriminaliteta,
odnosno povećanje kvalitete života u zajednici. Naravno, prevencija kriminaliteta nije usmjerena samo smanjenje ili sprečavanje kaznenih djela, već i na antisocijalna ponašanja kao pretfazu kriminaliteta. Situacijski
pristup zajednicama daje alate, kako za procjenu njihovih problema u području sigurnosti i kvalitete života,
tako i za njihovo rješavanje.
Situational crime prevention as integrated part of community-based prevention
Situational approach to Crime Prevention is based on theories of crime, assuming that the consequences
of crimes are the results of choices made by a delinquent and opportunity for his/her choice to be realized.
Prevention strategies and concepts developed in this area – first and foremost, “The Crime Prevention through
Environmental Design – CPTED” – are in fact, the best evidence that the Situational Prevention is linked
and intertwined with the Community-based Prevention. Primarily, the comprehensive approaches to the
Situational Prevention imply the involvement of a wider community, from neighborhoods to cities, because
the community involvement and citizens’ awareness about prevention measures increase the effectiveness
of particular projects. Thus, the collaborative approach and association of competencies and resources for
the purpose of achieving a synergetic effect that is greater than the effect which would be achieved by
institutions or organizations acting independently, is a link between Situational and Community-based
Prevention. Finally, the objectives to be achieved are also mutual, such as the reduction of crime and the
sense of insecurity, reducing the possible causes of crime and increasing the quality of life in the community.
Naturally, the Crime Prevention is not focused only on the reduction or prevention of crime, but also on the
reduction of antisocial behaviour which is considered to be a pre faze of crime. The Situational approach
gives to communities the tools by which they could assess their problems in the area of safety and quality
of life and the tools for solving them.
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U-56
Vildana Vranj
Univerzitet u Sarajevu, Pravni Fakultet, Bosna i Hercegovina
University of Sarajevo, Faculty of Law, Bosnia and Herzegovina
E-mail: [email protected]
Restorativna pravda i novo maloljetničko krivično
zakonodavstvo u Bosni i Hercegovini
Restorativna pravda na velika vrata ulazi u krivična zakonodavstva širom svijeta unoseći nove pristupe u
rješavanju konflikta između žrtve i učinioca krivičnog djela. Međunarodne organizacije su također prepoznale
značaj i rezultate ovakvog pristupa rješavanja konflikata te “preporučuju” nacionalnim zakonodavstvima
nova nerepresivna sredstva u suzbijanju maloljetničkog prestupništva. U takvom “duhu” je i novo odvojeno
maloljetničko krivično zakonodavstvo. Predviđanjem niza alternativnih mjera kao što su: policijsko upozorenje i odgojne preporuke bih je pokazala da je spremna prihvatiti nove izazove “restorativnog” pristupa
rješavanja “krivičnopravnih konflikta” između maloljetnog učinioca krivičnog djela i žrtve. Korak dalje od
retributivnog načina rješavanja maloljetničkog prestupništva napravljen je i kroz:
• Nove alternativne sankcije: mjeru upozorenja, posebne obaveze te odgađanje izricanja kazne maloljetničkog zatvora, kojima se insistira na osiguranju pomoći i podrške maloljetniku kroz odgojne,
obrazovne, psihološke i druga savjetovališta, na obrazovanju i osposobljavanju u skladu sa njegovim
sposobnostima i sklonostima,
• Princip postupnosti u izricanju krivičnih sankcija jer se uvijek prednost daje blažoj sankciji,
• Skraćivanje trajanja sankcija institucionalnog karaktera, ili
• Pomoć pri psihijatrijskom liječenju i liječenju od ovisnosti.
U penološkom smislu to znači resocijalizaciju maloljetnika kroz obezbjeđivanje uslova njegove sveobuhvatne opservacije i dijagnostike, zatim insistiranjem na prevashodnom individualno-pedagoškom sistemu
preodgoja kroz alternativne mjere i sankcije. U slučaju kada je institucinalni tretman nužan teži se ka ustanovama u kojima je zastupljen homogeni ili heterogeni sistem organizacije, soijalno-pedagoškom sistemu
upravljanja i sistemu rada sa maloljetnicima zasnovanom na individualno – pedagoškom principu. Pred
BiH su zahtjevi za adekvatnom primjenom odvojenog maloljetničkog krivičnog zakonodavstva i za stvaranje
uslova u kojima će djelovati nove mjere u suzbijanju maloljetničkog prestupništva.
Restorative justice and new juvenile justice
legislation in Bosnia and Herzegovina
Restorative justice enters into criminal legislations worldwide carrying new approaches in a dispute
resolution between victim and offender. International organizations recognize the importance and results
of this kind of approach to dispute resolution and they “recommend” new non-repressive means in suppression of juvenile delinquency. That is a “spirit” of new separated juvenile justice legislation. Bosnia and
Herzegovina showed readiness to accept new challenges of “restorative” approach to resolution of “criminal
disputes” between juvenile offender and victim by securing a range of alternative measures such as police
warning and corrective recommendations.
Further steps differing from retributive way of juvenile delinquency resolution were made through:
• New alternative sanctions: warning measure, special duties and juvenile prison sentence delay insist
on providing of help and support to juvenile offender through correctional, educational, psychological
and other counseling, they insist on education and making a juvenile offender qualified in accordance
with his competences and interests.
• Principle in criminal sentence pronunciation that always priors a lighter sentence
• Shortening of institutional sentences or
• Help with psychiatric and drug addiction treatment.
In penological sense it means resocialisation of juvenile offenders through making conditions for their
observation and diagnostic and individual pedagogic treatment through alternative measures and sanctions. When institutional treatment is necessary advance is given to the institutions with homogeneous or
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heterogeneous system of organization, social-pedagogic system of governance and work with offenders based
on individual-pedagogic principle. B&H faces with requests for adequate implementation of separate juvenile
justice system and creation of conditions in which measures of juvenile delinquency suppression will work.
Aksinja Kermauner
Zavod za slijepo i slabovidno mladež Ljubljana, Pedagoški fakultet Kopar,
Slovenija
Institute for the Blind and Visually Impaired Youth Ljubljana, Faculty of
Education, Koper, Slovenia
E-mail: [email protected]
U-57
Eksperiment sljepoće na sebi (fenomenološko istraživanje)
Osjetilo vida u našem društvu ima izuzetno važnu ulogu. Postmodernizam eliminira neposrednost i stoga
drži kao najviše osjetilo baš vid, koji je u suprotnosti s proksimalnim dodirom distalan. Iskustvo onih, koji vide,
podrazumijeva se samo po sebi kao potpuni doživljaj. Kroz paradigmu suženja svijeta kod slijepih, okolina ih
je sklona doživljavati kao nepotpune i invalidne. Upravo na toj pretpostavci bazira se većina studija s područja
sljepoće – mjerenja razlike između “normalnih” (onih, koji vide) i slijepih. Međutim, moderna filozofija i kognitivna neurofiziologija jasno pokazuju da je bilo koje viabilno iskustvo svijeta, također i potpuno. Stoga je s
konstruktivističkog stajališta vrlo upitna pretpostavka da je svijet, stvoren po određenoj konfiguraciji osjetila,
“pravi” (ili potpun), dok bi svako odstupanje u “uvjetovanoj” konfiguraciji značilo da je svijet “krivi”, odnosno
da je nepotpun. Iz ove perspektive, logičnim se nameće istraživanje svijeta s pozicije slijepih u okolnostima
umjetno izazvanih uvjeta ograničavanja osobnih vidnih sposobnosti u kontekstu prvog osobnog istraživanja
- “first person inquiry”. Predmet mog istraživanja bilo je da na taj način (iz unutrašnjosti) istražim fenomen
sljepoće i poteškoća u interakciji s okolinom. Upotrijebljena metoda je kvalitativna, istraživanje ideografsko
uz primjenu induktivnog pristupa i introspekcije. U dva intervala po osam dana bila sam podvrgnuta samogeneriranoj sljepoći - cijelo vrijeme sam nosila crne naočale za goalball. Istraživala sam probleme slijepih:
percepcija nepoznatog okoliša, orijentacija, anksioznost zbog sljepoće, komunikacija s drugim ljudima. Prije
pokusa mjerila sam preostala osjetila, ali i nakon njega. Podvrgla sam se i fMRI da bi se utvrdilo kako reagira
mozak na sljepoću. Na kraju pokusa sam skinula naočale i usporedila okolinu, percipiranu vizualno, sa slikom, dobivenom percepcijom drugim osjetilima. Fenomenološko istraživanje nastoji sa svojim rezultatima
otvoriti novi aspekt učenja o psihološkim karakteristikama slijepih i bolje razumijevanje njihovog ponašanja
u određenoj situaciji i pridonosi teoriji nastave peripatologije, ali također može poboljšati i pedagoški pristup
nastavi slijepih. Važno: moj pokus uopće nema ambiciju (i ne može) biti adekvatan iskustvu kasnije oslijepjelog.
Researching blindness on myself (phenomenological inquiry)
Sight plays an important role in our society. The postmodern society is abolishing directness and that
is why it is re-establishing sight as the highest sense which is, in opposition to the proximal sense of touch,
distant. The experience of sighted people is complete and self-evident for the fully sensed. The blinds are
understood as imperfect, in-valid through the paradigm of this narrowing world. Most of the studies on blindness are based on this supposition. The modern cognitive philosophy and neurophysiology clearly indicate
that each experience of the world which is viable, is also complete. Out of the constructivistic viewpoint, the
idea that the world which we create with a defined configuration of the senses is “real” (or complete) and
some other world is not, is very questionable. From this viewpoint, the research of the world of the blinds
from the point of view of the blind, therefore the so-called “first-person inquiry”, is reasonable. The subject of
my research is the first-person observation of the phenomenon of the blindness and the troubles that blindness brings when in contact with the seeing environment. The method I used is qualitative, the research is
ideographical and the approach is inductive research and introspection. In two intervals of eight days I have
submitted myself to self-generated blindness – throughout the whole day, I was wearing black eyeglasses for
goalball. I directed myself toward exploring the problems that blind people are facing: interaction with the
environment, orientation, anxiousness because of the blindness. I have measured my senses before and after
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the experiment. I have even worked with the fMRI in order to find out the reaction of specific parts of the
brain to the complete blindness. The research tries to contribute to the doctrine of the blindness a new point
of view on the spheres of theory of instructing orientation and mobility, recognising of the psychological
characteristics of the blind and understanding their behaviour in certain situations; it would also be possible
to improve the pedagogical accession to the teaching of blind people. Important: of course my research does
not have any ambition to be adequate (and cannot be) to the comprehension of the lately blinded person.
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Josipa Bašić1, Miranda Novak1, Josipa Mihić1, Sonja Grozić-Živolić2
1
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
2
Istarska šupanija, Upravni odjel za zdravstvo i cocijalnu skrb, Pula,
Hrvatska
Istrian County, Office for Health and Social Care, Pula, Croatia
E-mail: [email protected]
Zajednice koje brinu kao model prevencije u zajednici - širenje
na lokalne zajednice: od Istre do Čakovca i Splita
Prevencijska znanost usmjerena je istraživanjima prevencijske prakse od njenog planiranja, izrade strategija, modela i programa do evaluacije te širenja uspješnih programa na druge zajednice i šire društvene
dionike. Suradnja znanosti i prakse nikada ne prestaje. Rezultati/ishodi koji se time postižu imaju višestruku
korist i u ljudskim i u financijskim dobitcima za društvo. Model “Zajednice koje brinu” znanstveni je projekt
koji Edukacijsko-rehabilitacijski fakultet Sveučilišta u Zagrebu u suradnji s Istarskom županijom provodi od
2012. godine preuzimanjem američkog učinkovitog modela prevencije u zajednici “Communities that Care”
(Hawkins, 1999; Hawkins, Catalano, Arthur, 2002) u Istarskoj županiji (Bašić, Ferić Šlehan, Kranželić Tavra,
2007, 2007a; Bašić, Grozić-Živolić, 2010.). Iskustva i rezultati navedenog projekta, posredstvom prepoznate
potrebe od strane MUP-a i UNDP-a (Program UN-a za razvoj), implementirani su u gradove Čakovec i
Split. Svrha projekta “Unaprjeđenje rada na izgradnji sustava prevencije kriminaliteta i podrška osnivanju
koordinacijske jedinice za prevenciju kriminaliteta” bila je postavljanje modela zajednice kroz istraživanje
učinkovitosti vijeća za prevenciju, koordinaciju evaluacijskih aktivnosti, izradu izvješća navedenim vijećima
te prijedloga za unaprjeđenje rada vijeća za prevenciju i preporuka za rad policije na temelju provedenih
istraživanja. Pripremljena su dva projektna izvješća UNDP-u i MUP-u RH te predstavljeni vijećima u svakom gradu (Bašić, Novak, Mihić, Grozić-Živolić, 2011). U ovoj prezentaciji prikazat će se model prevencije
– “Zajednice koje brinu” (faze), prilagodba modela hrvatskim uvjetima te neki ishodi, mogućnosti i izazovi
širenja učinkovitih modela u druge lokalne zajednice. Bit će govora i o smjernicama daljnjih sustavnih ulaganja u učinkovitu prevencijsku praksu posredstvom korištenja postojećih znanja i ulaganja u istraživanjima
prevencijske prakse i implementacije onih programa koji višestrukim istraživačkim dokazima imaju “pravo”
(profesionalno i etičko) biti korišteni kao preventivni programi i/ili strategije prevencije. U Republici Hrvatskoj
nažalost nedostaju takva sustavna znanstvena promišljanja i njihova implementacija te Nacionalni centar za
evaluaciju programa prevencije rizičnih ponašanja djece i mladih.
Communities that care as a prevention community model –
dissemination on local community: from Istria to Čakovec and Split
The prevention science is focused on prevention practice research from its planning, strategies, model
and programs development, to the evaluation and spreading the effective programs on other communities
and society parts. The cooperation between science and practice never stops. The results/outcomes which are
gathered through that, have multiple benefits on human and financial aspects of the society. “Communities
that Care” model is the scientific project led by Faculty of Education and Rehabilitation Sciences University
of Zagreb in cooperation with Istra County, from 2012. according to the successful American prevention
community model “Communities that Care” (Hawkins, 1999; Hawkins, Catalano, Arthur, 2002). in Istria
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County (Bašić, Ferić Šlehan, Kranželić Tavra, 2007, 2007a; Bašić, Grozić-Živolić, 2010.). The experience
and the results of this project, through the recognized need from Ministry of Interior (MI) of Republic of
Croatia and UNDP (UN Program for development), were implemented in Čakovec and Split. The purpose
of the project “The improvement of the work on the development of crime prevention system and the support
of the development of the coordination unit for crime prevention” was the setting of the community model
through the research of the prevention council effectiveness, coordination of evaluation activities, creating
the reports for mentioned councils and the suggestion for the improvement of prevention council work and
the recommendation for police work. On the basis of conducted research, two project reports were prepared
for UNDP and MI, and introduced to the councils in each town (Bašić, Novak, Mihić, Grozić-Živolić, 2011).
In this presentation, prevention model – “Communities that Care” (phases) will be presented as well as the
customization of the model to Croatian conditions, some outcomes, possibilities and challenges of spreading the effective models in other local communities. It will be also talked about the guidelines for further
systematic investment in effective prevention practice through the use of existing knowledge and investment
in prevention practice research and implementation of the programs which, because of the multiple scientific
evidence, have the right (professional and ethical) to be used as prevention programs or/and the prevention
strategies. In Croatia unfortunately lacks such systematic scientific thinking, its implementation and National
Center for the evaluation of risk behaviors prevention programs for children and youth.
Oliver Bačanović, Nataša Jovanova
Faculty of Security - Skopje, Republic of Macedonia
E-mail: [email protected], [email protected]
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Violence among children in schools
The aim of this paper is to present some of the results of the quantitative research “violence among
children in schools” conducted by the Faculty of Security- Skopje in 2010 in the period May-June 2010, in
order to present some of characteristics of school violence. The research was conducted on 1.107 eighth
grade students from 14 schools from urban parts of Skopje. In this research like instruments are used two
questionnaires, one for students and one for school staff. The questionnaire for students consist set of questions about their experience like victims, like persons who perform any kind of violence and like bystanders.
The results were processed by statistical procedure using multivariate methods from programme SPSS 17.
Within the research sample we included respondents from almost all nationalities (Macedonians 52, 6%,
Albanians, 25.7%, Turks 5, 6%, Roma 12.7%, Serbs 1, 6%, and Bosnians 1.2%) and equal representation of
boys and girls among the respondents.
This paper will present results about some characteristics of school violence, obtained using t-test, correlation and cross tabulation. The t-test is used to compare male and female means related to their experience like victims with purpose to confirm the hypothesis that female respondents are more victims of
indirect form of violence, but males have experience more some direct form of violence. Using correlation
we wanted to determine is variable nationality and variable “How many good friends the respondents have
in the school” are in correlation with set of variables about experienced and performed form of violence.
The results show that variable about the respondents nationality is in correlation with their experience like
victims of teasing and gossip and variable about their experience like persons who ignore or exclude some
other pupils from their activities. The results from correlation show that variable “How many good friends
the respondents have in the school” is in connected with all variables related with the respondents experience
like victims of violence (direct and indirect form of violence). According to the results, most common form
of violence that respondents are exposed to is ignoring, excluding from some activities and gossip by other
pupil. Usually the respondents state that they perform any form of violence for entertainment, because of
prior harassment or to revenge for something that was committed to him/her.
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Irena Mikulaco1, Višnja Pilepić2, Ivica Pavičić Donkić2
Sveučilište Jurja Dobrile u Puli, Hrvatska
University of “Juraj Dobrila”, Pula, Croatia
2
Opća bolnica Pula, Djelatnost za bolesti uha, nosa i grla, Hrvatska
General Hospital Pula, ENT Clinic, Croatia
E-mail: [email protected]; [email protected]
1
Usporedba govorne audiometrije s obzirom na liste riječi na
standardnom hrvatskom jeziku i čakavskom narječju
Cilj ovog istraživanja bio je odabir fonetski izbalansiranih riječi, njihov digitalni zapis te procjena i usporedba razabirljivosti riječi na standardnom hrvatskom jeziku i na čakavskom narječju, u svrhu audiološke
pretrage, govorne audiometrije, radi dobivanja bolje procjene slušne slike i podešavanja slušnog pomagala
kod nagluhih osoba. Metode koje su korištene u ovom istraživanju su mjerenje, komparativna i empirijska
metoda te metoda analize i sinteze. Česte riječi na standardnom jeziku i na čakavskom narječju snimljene
su u zvučno izoliranoj prostoriji i ispitane na 30 ispitanika s indikacijom nagluhosti. Na primjeru od 200
riječi mjerio se prag razabirljivosti, porast razabirljivosti s porastom glasnoće i maksimalna razabirljivost.
Rezultati su pokazali da su ispitanici bolje raspoznavali riječi izgovorene na narječju, nego na standardnom
jeziku. To je povezano s geografskim porijeklom ispitanika. Nakon što je anamnezom utvrđena ispitanikova
jezična osnova, tj. materinski jezik, ispitivala se govorna audiometrija. S obzirom da su ispitanici bili starije
životne dobi i živjeli svoje živote na jednom području (Istarskom poluotoku), pitanje njihova identiteta dotaknuto je upravo uporabom lista riječi na čakavskom narječju i na taj način doprinijelo boljim rezultatima
u kompletnoj audiološkoj pretrazi. Ovo istraživanje pokazalo je da govorna audiometrija i uporaba riječi na
narječju može uvelike pomoći pri preciznijem određivanju slušnoga aparata kod nagluhih osoba, kojima je
materinski jezik čakavsko narječje.
A comparison of speech audiometry, considering word lists in
the standard Croatian language and Chakavian dialect
The aim of this research was to select phonetically balanced words, to record, evaluate and compare words
recognition of words in the standard Croatian language and chakavian dialect, which are used for the purpose of speech audiometry testing to obtain hearing-loss assessments and for better adjustment of hearing
aids.Methods used in this research are evaluation, comparison and empirical methods. Also, used methods
in this research are analysis and synthesis. Frequently used words in standard language and words of the
chakavian dialect produced by native speakers of Croatian language were digitally recorded in a sound-proof
room and tested on 30 participants with an indication of hearing loss. 200 words were presented at various
intensity levels and examinee repeats them. Speech recognition threshold and maximum word recognition
was evaluated and compared with level of sound intensity needed for the patient to correctly identify these
words. The results showed better recognition of words read in dialect than in the standard language. It is
associated with the geographic origin of participants. When anamnesis of the participants had taken, and
participant’s language background, i.e. his/her native language, was established, the speech audiometry was
examined. Considering that the participants were elderly persons and they lived their lives on the same territory (the Istrian Peninsula), the question of their identity was touched by using lists of dialect words and
on thus, contributes to better results in complete audiological tests. This research showed that the speech
audiometry and the use of words in dialect can greatly assist in determining the precise hearing aid for
hearing loss people, to whom the native language is a chakavian dialect.
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Marija Vlahović1, Martina Vuković Ogrizek1, Marina Brcković2
1
Poliklinika SUVAG, Zagreb, Hrvatska
SUVAG Policlinic, Zagreb, Croatia
2
Specijalna bolnica za medicinsku rehabilitaciju Krapinske Toplice
Special Hospital for Medical Rehabilitation Krapinske Toplice, Croatia
E-mail: [email protected]
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Prilagodba i provedba Kentucky Aphasia Testa u
procjeni jezičnih funkcija osoba s afazijom
Kentucky Aphasia Test (KAT) je objektivna mjera za ispitivanje jezičnog funkcioniranja osoba s afazijom.
Test su 2007. godine konstruirali Marshall i Wright sa svrhom olakšavanja dugotrajnog procesa dijagnosticiranja afazije. Cilj ovoga istraživanja je ispitati mogućnosti i način primjene navedenog testa u dijagnostici
i evaluaciji ekspresivnih i receptivnih funkcija osoba s afazijom tijekom terapije te ispitati ekspresivne i
receptivne funkcije kod osoba s afazijom s hrvatskog govornog područja. Dobiveni rezultati uspoređeni su
s rezultatima osoba s afazijom s engleskog govornog područja dobivenim u pilot istraživanju (Marshall i
Wright, 2007). Testiranjem su obuhvaćene osobe s afazijom u dobi od 35 – 90 godina koje su preboljele cerebrovaskularni inzult, te su uključeni u ambulantnu logopedsku terapiju u Poliklinici SUVAG i Specijalnoj
bolnici za rehabilitaciju Krapinske Toplice. Dobiveni rezultati pokazali su da KAT nudi brz i učinkovit način
dobivanja objektivnih podataka o ispitanikovom jezičnom funkcioniranju. Također, ukazuju i na neke nedostatke testa budući da je on još uvijek u fazi razvoja.
Adaptation and application of Kentucky Aphasia Test in
assessment of language functions in people with aphasia
Kentucky Aphasia Test (KAT) is an objective measure for examining language functioning of people
with aphasia. The test was constructed in 2007 by Marshall and Wright with the purpose of easing the complex aphasia assessment process. The aim of this study is to examine the possibilities and usage of this test
in diagnosing and evaluating receptive and expressive functions in people with aphasia during therapy as
well as to examine expressive and receptive functions of Croatian-speaking aphasics. Yielded results were
compared with results of English-speaking people with aphasia given in a pilot study (Marshall and Wright,
2007). This study involved people who got aphasia after a stroke, aged 35 - 90 and included in speech and
language therapy in SUVAG Polyclinic and Krapinske Toplice Special Hospital for Medical Rehabilitation.
Given results showed that KAT offers a fast and efficient way of obtaining objective information on examinees language functioning. However, they also indicated that KAT has several limitations since it is in its
early stages of development.
Jelena Špionjak, Jasminka Gagula, Zvonko Majstorović
Dnevni centar “Mali dom”, Zagreb, Hrvatska
Day Care Center “Mali Dom”, Zagreb, Croatia
E-mail: [email protected]
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Odnos između klasifikacijskog sustava grubih motoričkih funkcija (GMFCS)
i manualne sposobnosti (MACS) kod djece s cerebralnom paralizom
Klasifikacijski sustav grubog motoričkog funkcioniranja (GMFCS) djece s cerebralnom paralizom (CP),
ima za cilj opisati djetetovu funkcionalnost umjesto postojećih ograničenja. Naglasak daje na iniciranje
samostalnog kretanja, na kontrolu trupa u sjedećem položaju te kontrolu trupa prilikom transfera i kretanja. Sadrži 5 stupnjeva, a razlika među stupnjevima se temelji na funkcionalnim ograničenjima i potrebi za
pomagalima prilikom kretanja (hodalice, štake, kolica). Klasifikacijski sustav manualne sposobnosti (MACS)
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klasificira manualnu sposobnost djece s CP-om pri manipuliranju s predmetima u aktivnostima svakodnevoga
života. MACS, kao i GMFCS, čini pet stupnjeva gdje I stupanj predstavlja najbolju manualnu sposobnost, dok V
stupanj predstavlja dijete koje nema aktivnu funkciju ruku. Cilj istraživanja je ispitati postojanje povezanosti
klasifikacijskog sustava grubih motoričkih funkcija (GMFCS) i manualne sposobnosti (MACS) kod djece s
cerebralnom paralizom te prikazati koja je priroda te povezanosti. Istraživanje će se provesti s djecom kronološke dobi 4-18 godina , koja su uključena u edukacijsko-rehabilitacijski program Centra za rehabilitaciju
“Mali dom”. Uzorak čine djeca koja uz motoričke poteškoće imaju oštećenje vida te imaju dodatne poteškoće
u području komunikacije i spoznaje. Istraživanje će pokazati da li su klasifikacijski sustavi GMFCS i MACS
dobri pokazatelji funkcionalnog statusa djeteta s cerebralnom paralizom. Što se uvelike može koristiti prilikom upisa djece u registar, kategorizacije ili opisivanja stupnja motoričkog funkcioniranja djeteta s CP-om.
Također klasifikacijski sustavi će pokazati koja bi ortopedska pomagala omogućila djetetu da postigne viši
stupanj samostalnosti, a samim time bi klasifikacijski sustavi pratili napredak djeteta.
Relation between the Gross Motor Function Classification (GMFCS) and
Manual Ability Classification (MACS) in children with cerebral palsy
Gross Motor Function Classification (GMFCS) for children with cerebral palsy (CP), aims to describe
the functionality of the child instead of the existing restrictions. Importance is given on self-initiation of
movement, on control of the trunk in sitting position and control of the trunk during the transfer and movement. GMFCS contains 5 degrees, and the difference between the levels is based on functional limitations
and the need for aid during movement (walkers, crutches, wheelchairs). The Manual Ability Classification
System (MACS) classifies the ability of children with CP when manipulating with objects in the activities of
daily living. MACS and GMFCS are composed of five stages, where the first stage is the best capacity, while
fifth represents the degree of a child who does not have an active hand function. The goal of the research
is to examine the correlations of the Gross Motor Function Classification (GMFCS) and Manual Ability
Classification (MACS) in children with cerebral palsy and to show what is the nature of this connection.
Research will be conducted with children from 4 to 18 years of chronological age, which are involved in
educational and rehabilitation program of the Center for Rehabilitation “Mali Dom Zagreb “. These children
have motor impairments, visually impairments and they have additional difficulties in the field of communication and cognition. The study will show whether the classification system GMFCS and MACS are good
indicators of functional status of the child with cerebral palsy. It can be greatly used during enrollment in the
registry, categorizing or describing the level of motor functioning of children with CP. Classification systems
will also show which orthopedic devices would enable a child to achieve a higher degree of autonomy and
also the classification systems would monitor progress of the child.
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Sanja Tarczay, Ivona Salaj
Hrvatska udruga gluhoslijepih osoba Dodir, Zagreb, Hrvatska
Croatian Deafblind Association “Dodir”, Zagreb, Croatia
E-mail: [email protected]
Znamo li zaista sve o komunikaciji gluhoslijepih osoba?
Gluhosljepoća je jedinstveno oštećenje koje podrazumijeva određeni stupanj kombiniranog oštećenja i vida
i sluha što za život gluhoslijepe osobe rezultira većim ili manjim teškoćama u komunikaciji, informiranju i kretanju. Cilj je istraživanja dobiti uvid u doživljaj i iskustvo gluhoslijepih osoba u različitim komunikacijskim
situacijama. Svrha je ove studije prikupiti individualna iskustva gluhoslijepih osoba i analizirati teškoće na
koje nailaze za vrijeme komunikacije te opisati njihove komunikacijske potrebe. Fenomenološka strategija
kvalitativnog istraživanja u središte stavlja iskustvo sudionika te je upravo takvo istraživanje najprikladnije za
prikupljanje uvida u iskustva gluhoslijepih osoba i interpretaciju komunikacijskih situacija onakvim kakvim
ih oni sami vide. Zbog specifičnosti uzorka ova metoda najbolje odgovara gluhoslijepim osobama. Dubinski
intervjui provedeni su s 12 gluhoslijepih osoba. Sudionici istraživanja oba su spola, različite kronološke
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dobi (mlađe i starije gluhoslijepe osobe), različitih kombinacija intenziteta istovremenog oštećenja vida i
sluha, različitih načina komuniciranja kao i različite geografske rasprostranjenosti (grad,selo, tri županije).
Analizom intervjua dobivene su četiri kategorije koje se odnose na različite komunikacijske potrebe: (1)
Načini komunikacije; (2) Iskustva u komunikaciji uz sudjelovanje prevoditelja za gluhoslijepe osobe; (3)
Značaj osobnog korisničkog iskustva koje se želi prenijeti na ostale sudionike u komunikaciji); (4) Preporuke
za bolju komunikaciju i dostupnost informacija. Rad donosi preporuke i konkretne primjere kako se komunikacijske situacije mogu redizajnirati implementiranjem modela komunikacijske podrške za gluhoslijepe
osobe te na taj način komunikaciju učiniti takvom da odgovara potrebama svih sudionika. Rezultati rada
također predstavljaju smjernice za edukaciju prevoditelja za gluhoslijepe osobe.
Do we really know everything about deafblind communication?
Deafblindness is a unique impairment that involves a certain degree of a combined impairment of both
vision and hearing, resulting in greater or lesser difficulties in communication, information and mobility in
the life of a deafblind person. The objective of this research is to gain insight into the perception and experience
of deafblind persons in different communication situations. The purpose of this study is to gather individual
experiences of deafblind persons, analyse the difficulties that they encounter during communication and describe
their communication needs. The phenomenological strategy of qualitative research focuses on the experience of the participants and thus it is such a research that is most appropriate for gathering insights into the
experiences of deafblind persons and for the interpretation of communication situations as seen by them.
Due to the specificity of the sample, this method is best suited to deafblind persons. In-depth interviews were
conducted with twelve deafblind persons. The participants pertain to both genders, different chronological
age (younger and older deafblind persons), with different combinations of intensity of simultaneous sight
and hearing impairments, with communication modes and of different geographical distribution (cities,
villages, from three counties). The analysis of interviews resulted in four categories relating to different
communication needs: (1) Modes of communication, (2) Experience in communicating with the assistance
of an interpreter for deafblind persons, (3) The importance of personal experience that the client wants to
transfer to other participants in the communication, (4) Recommendations for better communication and
accessibility of information. This paper provides recommendations and specific examples of how communication situations can be redesigned by implementing the model of communication support for deafblind
persons and thus make the communication meet the needs of all participants. The results of the paper also
present guidelines for the education of interpreters for the Deafblind.
Elena Tashkova, Lidija Kamcheva Panova, Gordana Kamcheva
University “Goce Delcev”, Štip, Republic of Macedonia
E-mail: [email protected]
U-66
Smetnje u izgovoru glasova kod učenika prvog razreda
U literaturi postoje mnogobrojne definicije artikulacije (izgovora glasova) i sve potvrđuju da postoje dva
osnovna polazišta u prilazu fenomenu artikulacije – fonetski i fiziološki. Poseban značaj za pravilno artikuliranje ima artikulaciona baza, kojom se najčešće označava položaj govornih organa u mirovanju. Prema
postojećim istraživanjima, oko 20 – 60 % djece ima nepravilan izgovor glasa. Kada ostali modaliteti govora
nisu oštećeni, takvi se poremećaji dijagnositiciraju kao dislalija. Nesistematske greške u izgovoru su pojava
koja prati govorni razvoj djeteta pa su one u ranom razvoju, do otprilike četvrte godine, dio normalnog
govornog razvoja. Ako potraju sve do šeste ili sedme godine, one spadaju u govorni poremećaj. Cilj studije
je da se utvrdi učestalost pojave smetnje, poremećaja u izgovoru (artikulaciji) glasova kod djece prvog razreda u zadnjih 5 godina u osnovnoj školi “Goce Delčev” –Štip, Republika Makedonija. Zadatak istraživanja
je da se utvrdi učestalost artikulacijskih poremećaja kod učenika prvog razreda u odnosu na spol, etničke
pripadnosti i učestalost različitih oblika dislalije. Kao instrument za procjenu artikulacije rabljen je Trijažni
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artikulacioni test. Na osnovu dobivenih rezultata, došli smo do zaključaka da se dislalija u zadnjih pet godina
više javlja kod dječaka u odnosu na djevojčice. U odnosu na etničkog pripadanja, dislalija se više javlja kod
učenika Makedonaca, u odnosu na učenike Rome. Od oblika dislalija u najvećem postotku javlja se nepravilna
artikulacija fonema “l” (lambdacizam) i proširena dislalija.
Problems in pronunciation of vowels in first grade students
In literature there are numerous definitions of articulations (pronunciation of vowels) and they all confirm that there are two basic starting points in approach of the phenomenon of articulation - phonetic and
physiological special meaning of correct articulation has the articulation base, with which mostly is marked
the position of the speech organs while being still. According to the existing investigations, about 20-60%
children have an irregular pronunciation of vowels. When the rest of modalities of speech are not cleared,
such derangements are diagnosed as dyslalia. Unsystematic mistakes in pronunciation are phenomenon that
follows the speaking development of a child, so they are in early development, to approximately fourth year,
a part of a normal speaking development. If they persist to age 6 and 7, they belong in the speaking derangement. The aim of the study is to confirm the frequency of the appearance of the problems of derangement
in pronunciation (articulation) of vowels of first grade children in the last 5 years in the primary school
,,Goce Delchev’’ – Shtip, Republic of Macedonia. The task of the investigation is to confirm the frequency of
the articulation derangements with the students at first grade regarding the sex, the ethic belonging and the
frequency of different types of dyslalia. As an assesing instrument of the articulation the Triage articulation
test is used. On the base of the results received, we came to the conclusion that the dyslalia in the last five
years appears more often in boys than in girls. Regarding the ethic belonging, dyslalia more often appears
with the Macedonian students, in comparison with the Roma students. From the forms of dyslalia in the
biggest percentage appears irregular articulation of the phoneme ,,I’’ (lambdacism) and spread dyslalia.
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Vesna Šerić1, Ines Joković Oreb2, Ana Šečić2
Klinički bolnički centar “Sestre milosrdnice”, Klinika za neurologiju,
Zagreb, Hrvatska
Clinical Hospital Center “Sestre Milosrdnice”, Neurology Clinic, Zagreb,
Croatia
2
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
1
Elementi art terapije u rehabilitaciji osoba nakon cerebrovaskularnog inzulta
Cilj ovoga rada je procjena utjecaja art terapije u rehabilitaciji osobe s cerebrovaskularnim inzultom. U
ovom radu biti će prikazani rezultati studije slučaja. Uzorak ispitanika je činila je osoba (KD=42) s dijagnozom
cerebrovaskularnog inzulta (insultus vascularis cerebri). Osoba je bila hospitalizirana na odjelu za neurologiju, Klinički bolnički centar “Sestre Milosrdnice” gdje je bila uključena u komplementarni art terapijski
program. Ispitivanje je provedeno u trajanju od tri tjedna po tri seanse tjedno. Program je obuhvaćao više
tema vezanih za psiho-emocionalno suočavanje s bolešću (strah, tuga, neizvjesnost ishoda bolesti...), te metoda
reedukacije psihomotorike. Kao instrumenti procjene primjenjeni su LOTCA test, Vizualo-analogna skala
samoprocjene (VAS) i test Diagnostic Drawing Series (DDS). Procjena LOTCA testom i testom Diagnostic
Drawing Series (DDS) primjenjena je u inicijalnoj i finalnoj točki programa, a Vizualo-analogna skala samoprocjene (VAS) nakon svake terapijske seanse (9 točaka procjene). Rezultati ove studije slučaja pokazali
su pozitivne promjene na nekim varijablama procijenjenim LOTCA testom (vizuomotorna organizacija,
misaone operacije, percepcija) kao i na varijablama Diagnostic Drawing Series (DDS) testa (kvaliteta linija,
kombinacija boja, slika drveta). Pozitivne promjene su se dogodile i u psihoemocionalnom funkcioniranju
(smanjenje anksioznosti i depresije, poboljšanje slike o sebi ...).
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The elements of art therapy in rehabilitation after cerebrovascular insult
The purpose of this paper is to evaluate the influence of art therapy in rehabilitation after celebrovascular insult. This paper shall present the case study results. The sample of examinees consisted of a person
(KD=42) with a diagnosed cerebrovascular insult (insultus vascularis cerebri). The person was hospitalised
at the Department of Neurology, “Sestre milosrdnice”, where she was involved in complementary art therapy
program. The examination was conducted in the duration of three weeks, with three sessions per week. The
program included covering several topics relating to psychological and emotional confrontation with the
disease (fear, grief, the uncertainty about the outcome of disease...), as well as exercises for psychomotoric
re-education. As evaluation instruments, the LOTCA test, the self-evaluation Visual - Analogous Scale and
Diagnostic Drawing Series test (DDS) were applied. The LOTCA test evaluation and Diagnostic Drawing
Series evaluation (DDS) were applied in initial and final item of the program, whereas self-evaluation VisualAnalogous Scale was applied after each therapy session (9 evaluation items). The case study results pointed
out to positive changes in certain variables evaluated by the LOTCA test (the visual-motor organisation,
thoughtful operations), as well as in variables of Diagnostic Drawing Series (DDS) test (the line quality, combination of colours, a picture of a tree). Positive changes have occurred in the psycho-emotional functioning
(depression, improve self-image ...).
Zdenka Dimić1, Ana Šečić2, Martina Šunić3, Valentina Matijević-Mikelić1
1
Klinički bolnički centar “Sestre Milosrdnice”, Klinika za reumatologiju,
fizikalnu medicinu i rehabilitaciju, Zagreb, Hrvatska
Clinical Hospital Center “Sestre Milosrdnice”, Clinic of Rheumatology,
Physical Medicine and Rehabilitation, Zagreb, Croatia
2
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
3
Hrvatski zavod za mirovinsko osiguranje, Zagreb, Hrvatska
Croatian Institute for Pension Insurance, Zagreb, Croatia
E-mail: [email protected]
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Proces lateralizacije gornjih ekstremiteta kod
djece s neurorizičnim simptomima
U ovom radu biti će prezentirano problemsko područje lateralizacije gornjih ekstremiteta kod djece sa
neurorizičnim razvojnim čimbenicima. Sadržaj rada obuhvatit će spektar neurizičnih simptoma te objašnjenje
pojma lateralizacije, kao faze u motoričkom razvoju djeteta, odnosno procesa uspostavljanja dominantnog
(vodećeg) ekstremiteta prilikom izvršavanja složenih psihomotornih aktivnosti. Prikazana će biti i neka
dosadašnja istraživanja koja su se bavila vremenom pojavnosti lateralizacije, odnosno produljenim procesom lateralizacije (dugotrajna objerukost) kod djece s neurorizičnim simptomima, kao i istraživanja koja
su se bavila pozitivnim utjecajem identificirane lateralnosti (bilo po tipu desnorukosti ili ljevorukosti) na
govorni i intelektualni razvoj djeteta. Također, biti će prezentirani aspekti općeg stimulativnog edukacijskorehabilitacijskog tretmana kod djece s nespecifičnom manjkavošću koordinacije, odnosno važnosti što ranije
primjene ciljanih terapijskih postupaka u svrhu diferenciranja lateralnosti u razvojno adekvatnom periodu.
The process of lateralization of upper extremities
in children with neurorisk symptoms
This paper will present the problem area of lateralization of upper extremities in children with developmental factors leading to neurorisk. The scope of the work shall encompass the spectrum of neurorisk
symptoms, as well as explanation of the term lateralization, as a phase in child’s motor development, or a
process in establishing a dominant (leading) extremity in performing complex psychomotoric activities.
Furthermore, some former research will also be presented, covering the time of appearance of laterality, or
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prolonged lateralization process (long-term ambidexterity) in children with neurorisk symptoms, as well as
research dealing with positive impact of identified lateralization (either right-handedness or left-handedness)
on child’s speech or intellectual development. Moreover, this review paper will also present the aspects of
general stimulative educational and rehabilitational treatment in children suffering from non-specific coordination disorder, or importance of earliest possible application of targeted therapeutical procedure, with
a purpose of differentiating lateralization in developmentally adequate period.
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Natasha Chichevska-Jovanova, Daniela Dimitrova-Radojichich,
Univerzitet “Sv. Kiril i Metodij”, Filozofski fakultet, Skopje, Republika Makedonija
University “Ss. Cyril and Methodius”, Faculty of Philosophy, Skopje,
Republic of Macedonia
E-mail: [email protected]
Inkluzivno obrazovanje učenika sa smetnjama u razvoju u Republici Makedoniji
Cilj ovog istrażivanja bio je izvršiti analizu inkluzivnog obrazovanja učenika s posebnim obrazovnim
potrebama (učenika sa smetnjama u razvoju) u 19 redovnih škola i nekoliko opština na teritoriju Republike
Makedonije. Korišten je upitnik koji je posebno napravljen za ovo istraživanje. Podatci su dobiveni od
ukupno 885 nastavnika i stručnih djelatnika u školi (psiholog, pedagog i defektolog). S ovim istraživanjem
htjeli smo utvrditi broj učenika sa smetnjama u razvoju uključenih u redovnim školama, stavove nastavnika o inkluzivnom obrazovanju, kao i njihovu percepciju o ulozi defektologa u redovnoj nastavi. Dobiveni
rezultati pokazuju da veliki broj učenika sa smetnjama u razvoju u redovnim školama nemaju adekvatnu
dokumentaciju, to jest nalaz i misljenje i da nastavnici deklarativno prihvaćaju inkluzivno obrazovanje u
svojim školama, ali ne i u svom razredu.
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Miranda Novak1, Josipa Bašić1, Melita Horvat2
1
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
2
Centar za socijalnu skrb Čakovec, Hrvatska
Center of Social Care Čakovec, Hrvatska
E-mail: [email protected]
Primjena modela zajednice koje brinu na Vijeće za prevenciju grada Čakovca
Zajednički projekt Ujedinjenih naroda za razvoj (UNDP) i Ministarstva unutarnjih poslova RH
“Unaprjeđenje rada na izgradnji sustava prevencije kriminaliteta i podrška osnivanju koordinacijske jedinice
za prevenciju kriminaliteta” u koji je bio uključen evaluacijski tim s Edukacijsko-rehabilitacijskog fakulteta
Sveučilišta u Zagrebu imao je za cilj razvijanje modela funkcioniranja Vijeća za prevenciju. Vijeće za prevenciju Grada Čakovca bilo je jedno od dva vijeća koja su sudjelovala u projektu. U ovom će se radu predstaviti
rezultati istraživanja evaluacijskog tima te primjena koncepata modela Zajednice koje brinu u Vijeću za
prevenciju grada Čakovca. U razdoblju od ožujka 2010. godine do listopada 2011. godine evaluacijski tim je
u suradnji s Vijećem za prevenciju grada Čakovca proveo istraživanje spremnosti za preventivna ulaganja,
istraživanje rizičnih i zaštitnih čimbenika u zajednici te istraživanja percepcije građana o problemima u zajednici. Na temelju istraživanja određeno je 5 preventivnih prioriteta: rano pijenje mladih, potreba za razvojem
kompetentnijeg roditeljstva, prevencija ovisnosti, potreba za razvojem sustava volonterskog rada te potreba za
poboljšanjem sustava situacijske prevencije. U radu s članovima Vijeća i sukladno postojećim kapacitetima,
odabrano je ulaganje u dva prioriteta: prevencija ranog pijenja mladih te ulaganje u razvoj kompetentnijeg
roditeljstva. Kako bi se odgovorilo da izabrane prioritete, osmišljen je pilot preventivni program “Škola za roditelje” koji se od lipnja do kraja srpnja 2011. godine provodio u prostorima Centra za socijalnu skrb Čakovec,
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dok je nositelj programa bilo Vijeće za prevenciju Grada Čakovca. Cilj provedbe prvog ciklusa programa
“Škole za roditelje” bio je ulaganje u razvoj programa, dobivanje feedbacka korisnika, stjecanje iskustva od
strane voditelja te evaluacija učinaka programa. Evaluacija je pokazala da je od 6 roditelja koji su ispunili
upitnike nakon završenog programa 4 od 6 roditelja je značajno smanjilo učestalost sukoba s djecom; svih
6 roditelja se osjećaju kompetentnijima u svojoj ulozi a 3 roditelja izvještava o smanjenju roditeljskog stresa.
Communities that care model applied to the council
for community prevention Čakovec
A joint project of the United Nations Development Programme (UNDP) and the Ministry of Internal
Affairs, “Development of the crime prevention system and the establishment of a coordination unit for the
crime prevention” in which the evaluation team from Faculty of Education and Rehabilitation sciences was
involved, aimed at developing model of the functioning of the Council for Prevention. Prevention Council
of the City of Čakovec was one of the two councils that participated in the project. This paper will present
the research results and the application of the model of Communities that care in the Community Council
for the Prevention Čakovec. In the period from March 2010 until October 2011 the evaluation team, in collaboration with the Council for the Prevention of Čakovec, conducted a survey of readiness for prevention,
research of risk and protective factors in the community and citizens’ perception of problems in the community. Research provided a range of 5 preventive priorities: early drinking in youth, need for investment
in more competent parenting, prevention of addiction, the need for the development of volunteer work and
the need for improvement of situational prevention system. Through the collaboration with the members of
the Council and in accordance with existing facilities, two priorities were selected: prevention of early youth
drinking and investing in the development of more competent parenting. In order to address the priorities
selected, a pilot prevention program “School for Parents” was designed. The program was conducted from June
to late July 2011. at the premises of the Centre for Social Welfare Čakovec, while the holder of program was
the City Council for the Prevention Čakovec. Goal of the first program implementation was the investment
in program development, getting feedback from users, gaining experience of the manager and the evaluation
of the program effects. Evaluation has shown that from the 6 parents who filled out questionnaires after the
program, 4 of the parents significantly reduced incidence of conflicts with children, all 6 parents felt more
competent in their role and 3 parents reported reducing parental stress.
Davor Piskač1, Vjekoslava Jurdana2
Sveučilište u Zagrebu, Hrvatski studiji, Hrvatska
University of Zagreb, Center for Croatia Studies, Croatia
2
Sveučilište Jurja Dobrile u Puli, Hrvatska
University of “Juraj Dobrila”, Pula, Croatia
E-mail: [email protected]
1
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Literarni doprinosi inkluziji
Književnost kao umjetnost riječi interpretira i problematiku života osoba s teškoćama u razvoju. U
ovom se radu promatraju modeli inkluzije na primjeru romana Zaboravljeni sin Mire Gavrana. Analizira se
tematsko - motivska i idejna razina te formalno-estetska razina romana. Cilj je tih analiza istražiti, promotriti i opisati kako književnost na konkretnim primjerima prikazuje lik osobe s intelektualnim teškoćama u
razvoju. Pokazat će se kako književnost promatra kvalitetu života takve osobe (njezin obiteljski i društveni
kontekst, načine iskazivanja stavova, osjećaja i misli, probleme spolnosti i odrastanja) kako bi strukturirala
i razvila estetske funkcije te konstruirala (ili dekonstruirala) stereotipove odnosa društva prema osobama s
invaliditetom. Kontekstualizirajući te književnoumjetničke artikulacije u okvirima recentnih dosega edukacijsko - rehabilitacijskih znanosti, pokazuje se da upravo književnost strukturiranjem estetskih i društvenih
funkcija otvara vrlo zanimljiva pitanja. Tako književnost često (ali ne baš i uvijek) potiče promjene stavova
i mišljenja zajednice s obzirom na uvažavanje individualnih razlika. U kontekstu funkcionalizacije, modeli
operacionalizacije principa integracije/inkluzije, normalizacije i individualizacije bivaju tako prikazani
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razrađivanjem motiva straha i nesigurnosti zajednice prema nečemu novome, promatranjem različitih otpora promjenama, postavljanjem kompleksih pitanja vezanim uz sustav kontrole, artikuliranjem mogućnosti
institucionalizacije te posljedica deinstitucionalizacije. U tom smislu književnost potvrđuje da jednostavno
prevladavanje poteškoća ne postoji, ali postoje mogućnosti neposrednog suočavanja s njima. Najveće je
blagodat proučavanje motiva invalidnosti u književnosti to što se stvaraju teorijski modeli vrlo pogodni za
analizu i interpretaciju. Naime, rad na literernim modelima može gotovo idealno razviti aspekte inkluzije, i
potaknuti njezin razvoj, a to je nešto najvažnije što društvo može učiniti za osobe s invaliditetom.
Literary contributions to inclusion
Literature as an art of words interprets the issues of life of people with disabilities. In this paper models
of inclusion are observed on the example of the novel The Forgotten Son by Miro Gavran. The theme - motif
and ideological levels and the formal and aesthetic levels of the novel are analyzed. The objective of these
analyses is to explore, observe and describe on actual examples how literature presents a figure of a person
with intellectual disabilities. The analyses have shown that literature observes the quality of life of such people
(their family and social context, ways of expressing opinions, feelings and thoughts, issues of sexuality and
growing up) to develop structured and aesthetic functions, and construct (or deconstruct) the stereotyped
relationships of the society towards people with disabilities. When contextualizing these literary and artistic
articulations within the scope of the recent educational and rehabilitation sciences, it is revealed that it is
literature that unfolds very interesting questions by structuring aesthetic and social functions. Literature
thus often (but not always) promotes changes in attitudes and opinions of the community with regard to
the respect of individual differences. In the context of functionalization, models of operationalization of the
principles of integration / inclusion, normalization and individualization are presented through elaboration
of the motifs of fear and uncertainty of the community of something new; observation of different resistances
to changes; promotion of complex issues related to the system of control; articulation of the possibilities
of institutionalization and the consequences of deinstitutionalization. In this sense, literature confirms that
there is no such thing as an easy overcoming of the difficulties, but there is a possibility of directly facing
them. The biggest advantage obtained from the study of the motif of disability in literature is that suitable
theoretical models for analysis and interpretation are created. The work on literary models can almost perfectly develop aspects of inclusion, and encourage its development, and this is one of the most important
things that society can do for people with disabilities.
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Kristina Kranjčević
Centar za odgoj, obrazovanje i rehabilitaciju, Križevci, Hrvatska
Center for Education and Rehabilitation, Krizevci, Croatia
E-mail: [email protected]
Čimbenici otpornosti u obitelji djece s Downovim sindromom
U prezentaciji će se pokazati kako čimbenici otpornosti u obitelji utječu na prilagođavanje i privikavanje
rođenjem djeteta s Downovim sindromom. Teorijska osnova za procjenu čimbenika otpornosti sastoji se
od dva različita, ali međusobno povezana procesa u obitelji: 1) prilagođavanje - uključuje utjecaj zaštitnih
čimbenika u osnaživanju obitelji kroz jačanje sposobnosti i nastojanja da se održi integritet i funkcioniranje
da bi se ostvarili razvojni zadaci; 2) privikavanje - uključuje utjecaj čimbenika oporavka u promoviranju
sposobnosti obitelji da se “dočeka na noge” i nosi s kriznim situacijama. U istraživanje je uključeno šest obitelji s djecom s Downovim sindromom. Svaki roditelj je dobio listu od deset čimbenika otpornosti koji se
nalaze u obitelji. Istraživanje je pokazalo da se čimbenici otpornosti razlikuju po važnosti za svaku obitelji,
kao i unutar obitelji. Rezultati istraživanja pokazuju važnost čimbenika otpornosti obitelji da se prilagodi i
privikne te da održi zdravo funkcioniranje.
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Resilience in families of children with Down syndrome
This presentation will demonstrate how resilience factors affect the coping abilities of families of children
with Down syndrome. The theoretical basis for the assessment of resilience factors in the family consists of
the model which is a combination of two distinct but related processes in the family(1) adjustment – includes
impact of protective factors in strengthening families through capacity building and efforts to maintain
integrity and functioning to accomplish their developmental tasks; (2) adapting – includes the impact of
recovery factors in promoting the ability of families to “bounce back” and cope with emergency situations.
This study examined six families with children with down syndrome. Each parent was given a list of ten resilience factors often found in families, which were then rated. The study found the resilience factors vary in
importance for every family as well as within the family. The results of the survey also show the importance
resilience factors have on the ability of families to adjust, adapt and maintain healthy functioning.
Dragana Stanimirović, Luka Mijatović
Univerzitet u Beogradu, Fakultet za specijalnu edukaciju i rehabilitaciju, Srbija
University of Belgrade, Faculty for Special Education and Rehabilitation,
Serbia
E-mail: [email protected]
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Friend attachment in a group of youth with visual impairments
During adolescence, best friends become roles of identification models and sources of self-affirmation. In that
period, friendly relations are closer than ones in childhood and more similar to those in adults. Previously it was
thought that attachment patterns formed in early childhood were transferring to friends and partners. Recent
studies suggest the possibility of changing the established patterns. Since the process of attachment of some babies
with visual impairment is difficult due to non-responsiveness of mother, we wondered to what extent this leads to
insecure friend attachment patterns in visually impaired youth. A review of research on the friendly relations of
youth with visual impairments showed that they have fewer friends than their peers, but they were able to establish
and maintain reciprocal relationships. The aim of this study was to determine the distribution of patterns of friend
attachment (secure, preoccupied, dismissing-avoidant, fearful-avoidant) in a group of young visually impaired
and to compare it with the control group. For the data collecting we used the Inventory of Experiences in Close
Relationships Brennan et al, modification Kamenov and Jelic (2003). The sample included 87 participants (33 experimental and 54 control group) aged 20 to 30 years. Secure friend attachment pattern was dominant in both groups.
In terms of frequency of attachment patterns no significant differences between the groups were found. A high
percentage of visually impaired youth with secure friend attachment pattern can be explained by contextual factors
such as completeness and functionality of the familes and personal factors, such as educational level and resilience.
Jelena Kuvač Kraljević1, Mirjana Lenček1, Krunoslav Matešić2
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
2
Naklada Slap, Centar za edukaciju i istraživanje, Zagreb, Hrvatska
Publisher Slap, Center for Education and Research, Zagreb, Croatia
E-mail: [email protected]
1
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Predvještine čitanja i pisanja: uloga fonološke svjesnost i poznavanja slova
Fonološka svjesnost i poznavanje slova imaju veliki, neovisan doprinos u čitanju i pisanju bez obzira na
ortografiju (Caravolas, 2011.). Niz sposobnosti koje čine ovu svjesnost odnosi se na poimanje unutarnje strukture riječi na kontinuumu od sloga do fonema. Razvoj fonološke svjesnosti započinje vrlo rano (čak prije treće
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godine života) i puno prije formalnog usvajanja čitanja. U razdoblju pred polazak u školu može biti značajno
uvjetovan usvajanjem grafemskih oblika – slova (Zeigler i Goswami, 2005; Everatt i Elbeheri, 2008).Primjenjujući
zadatke fonološke svjesnosti PredČiP testa (Kuvač Kraljević i Lenček, 2012) - raspoznavanje i proizvodnje rime,
slogovne raščlambe i stapanja te fonemske raščlambe i stapanje - te zadatke poznavanja malih i velikih tiskanih
slova, ispitano je 745-ero djece školskih obveznika urednog jezičnog razvoja. Dobiveni rezultati pokazuju da
su pred polazak u školu djeci najteži zadatci fonemske svjesnosti, nešto lakše im je proizvesti rimu, a još lakše
prepoznati je. Zadatke slogovne svjesnosti rješavaju bez teškoća. Proveli smo faktorsku analizu na šest varijabli
fonološke svjesnosti, s Varimax rotacijom, i dobivena su dva faktora, pri čemu je prvi dominantno određen
kroz uspješnost na slogovnim zadacima, a drugi definira kategorija fonemskih zadataka. Ovakvi rezultati govore u prilog postojanju dvaju različitih načina obrade unutar fonološke svjesnosti. Također smo dobili visoku
povezanost između zadataka fonološke svjesnosti i poznavanja velikih i malih slova, a što je u transparentnim
jezicima/pismima (kojima pripada i hrvatski jezik/pismo) izuzetno važno za točnije određenje predvještina
čitanja i pisanja. Poznavanje predvještina čitanja i pisanja neophodno je za osiguravanje uspješnoga čitanja i
pisanja, ali i za prevenciju teškoća u tim istim vještinama te ublažavanje teškoća kod disleksije. Dobiveni podaci imaju za svrhu razjasniti važnost odnosa fonološke svjesnosti i poznavanja slova i pridonijeti stvaranju
teorijske podloge o poretku razvoja predvještina čitanja i pisanja kojima se olakšava ulazak u čitanje i pisanje.
Prerequisites of reading and writing: the role of
phonological awareness and letter knowledge
Phonological awareness and letter knowledge make strong, independent contributions to reading and writing
in both shallow and deep orthographies (Caravolas, 2011). The skills that lie behind the phonological awareness
depend on the inherent structures of the words i.e. smaller units as a syllables or phonemes. Development of
the phonological awareness starts very early (before age three) and it has been influenced by letter knowledge
in the preschool period (Zeigler i Goswami, 2005; Everatt i Elbeheri, 2008). The phonological awareness tasks
– discrimination and production of rhyme, analysis and synthesis on the level of syllables and phonemes, and
letter knowledge tasks were taken from PredČiP test (Kuvač Kraljević & Lenček, 2012). 745 typically developing
children that were to start the formal education have been tested on these tasks. The results showed that phonemic awareness tasks and rhyme production task are the hardest for preschool children. Children have fewer
difficulties with discrimination of the rhyme and they had no problem with syllable awareness. Two factors have
been determined in the variable of phonological awareness – one that is related with syllable awareness tasks
and the second one with phonemic awareness tasks. This means that two different ways of the processing stand
in the background of the phonological awareness. Further more, very high correlation between phonological
awareness and letter knowledge was obtained. This is particularly important for defining the prerequisites of
reading and writing in shallow orthographies. The prerequisites of reading and writing are crucial for successful learning of reading and writing and for preventing the difficulties or mitigation of problems that children
with dyslexia have. The aim of this study is to illuminate the relation between phonological awareness and
letter knowledge and to define theoretical background of development of prerequisites of reading and writing.
U-80
Edita Maretić¹, Joško Sindik
¹Dječji Dom “Maestral”, Split-Kaštel Lukšić, Hrvatska
Children›s Home “Maestral”, Split-Kastel Luksic, Croatia
²Institut za Antropologiju, Zagreb, Hrvatska
Institute of Anthropology, Zagreb, Croatia
E-mail: [email protected]
Povezanost institucionalne skrbi s obilježjima
ličnosti i školskog uspjeha učenika
Predmet ovog istraživanja bio je analiza povezanosti između aspekata agresivnog ponašanja učenika,
njihovih prednosti u prevenciji poremećaja u ponašanju i njihovih školskih postignuća, sa stanovišta njihovih “uobičajenog” (obitelj) ili institucionalnog stanovanja. Istraživanje je provedeno na uzorku 264 učenika
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sedmog i osmog razreda osnovne škole, od kojih je 134 bilo u institucionalnoj skrbi (smješteni u 13 dječjih
domova), dok ih je 130 boravilo u obiteljima. Podaci su prikupljeni anketnim upitnicima kao osnovnim
instrumentima istraživanja. Faktorska analiza prikupljenih podataka pokazala je dvije latentne dimenzije
agresivnosti (fizičku agresivnost i hostilitet), dok smo prostore prednosti prevencije poremećaja u ponašanju
kao i školskog uspjeha odredili jednofaktorskom solucijom. Rezultati pokazuju da djeca smještena u dječjim
domovima pokazuju veću učestalost agresivnog ponašanja, u usporedbi s djecom koja su izvan institucionalne
skrbi. Djeca smještena u institucionalnoj skrbi pokazuju manje izražene prednosti za prevenciju poremećaja
u ponašanju, u odnosu na djecu iz obitelji. Nadalje, pokazalo se da djeca koja su smještena u dječjim domovima postižu lošiji školski uspjeh, kao i lošiji uspjeh iz Prirode/Biologije. Pronašli smo statistički značajne
povezanosti između dimenzija istraživanih konstrukta: negativnu i statistički značajnu korelaciju između
pojavnosti agresivnog ponašanja i ček liste prednosti u prevenciji poremećaja ponašanja te općeg školskog
uspjeha te značajnu pozitivnu korelaciju između ček liste prednosti i uspjeha u engleskom jeziku. Rezultati
ukazuju na nužnost razmatranja alternativnih oblika skrbi za djecu bez odgovarajuće roditeljske skrbi, uskom
suradnjom svih relevantnih čimbenika koja skrbe za djecu.
The relationship between institutional care with personality
characteristics and scholastic achievement of students
The focus of this research was to analyze the relationship between students’ aggressive behavioral aspects,
their advantages in preventing disturbances in behavior and their scholastic achievements, from the point view
of their institutional or common (family) homes. The research was conducted on a sample of 264 primary
school students from grades seven and eight, of which 134 received institutional care (housed in 13 homes
for children), while 130 lived with families. The data was collected using a survey questionnaire as the main
research instrument. Factor analysis of data collected showed that two latent dimensions of aggression were
determined (physical aggression and hostility), while the advantages in preventing disturbances in behavior
and scholastic achievements were determined by a single-factor solution. The results showed that children
who are placed into institutional homes exhibit a higher prevalence of aggressive behavior, compared with
children who are not in institutional care. The children placed in institutional care display less obvious
advantages for the prevention of disturbances in behavior, in comparison with children from common
families. Furthermore, it was revealed that children from institutional care have poorer scholastic success,
as well as poorer results in Nature/Biology. We have found statistically significant correlations between the
dimensions of the constructs used in our research: negative and statistically significant correlation between
the occurrence of aggressive behavior and the check-list of advantages and general scholastic successes
and positive correlation between the check-list of advantages in preventing disturbances in behavior and
achievement in English. The results indicate the imperative need for the examination of alternative forms
of care for children without adequate parental care, by close cooperation between all relevant factors that
provide care for children.
Iva Hrastinski¹, Ronnie Wilbur²
¹Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
²Purdue University, West Lafayette, Indiana, USA
E-mail: [email protected]
U-81
Factors contributing to the English language performance of deaf
children in a bilingual educational setting: home language
The goal of this project is to determine the effects of home language (American Sign Language (ASL) vs.
English) on academic performance and reading comprehension abilities of deaf signing students. Therefore,
the main question of the present study is whether 6th-12th grade deaf or hard-of-hearing students who use
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ASL as their home language achieve higher scores on reading comprehension assessments compared to their
classmates whose home language is English?
Background information (home language), reading comprehension scores and general educational test
scores (Northwest Evaluation Association (NWEA) Reading, Language Usage and Math subtests and a state
required English and Math test) of 72 deaf and hard of hearing students, without any additional diagnoses,
attending 6th-12th grade at an American Deaf School were obtained. The school emphasized a bilingualbicultural educational approach, fostering the development of American Sign Language (ASL) skills as a
linguistic foundation for literacy development in English.
Having ASL as home language is correlated with better overall English reading comprehension skills,
as seen in better scores on NWEA reading test of students who used ASL at home. Also, deaf students with
ASL home language outperform students who use English at home scoring between 30th and 60th percentile in English language use compared to the latter ones who fall between 5th and 30th percentile. Finally,
NWEA Math scores support the hypothesis of better academic achievement of deaf students with ASL as
home language.
Deaf students with ASL as home language perform better in reading comprehension tests, but also in
other assessments of academic achievement, such as mathematics knowledge, compared to their peers who
use English at home. This study provides another piece of evidence supporting the role of ASL in the development of reading comprehension and overall literacy of deaf students.
U-83
Jelena Pensa Galian,1 Marlena Plavšić2,
1
Centar Vinko Bek, Zagreb, Hrvatska
Centre Vinko Bek, Zagreb, Croatia
2
Sveučilište Jurja Dobrile u Puli, Hrvatska
Juraj Dobrila University of Pula, Croatia
E-mail: [email protected]
Stavovi studenata pomažućih i nepomažućih struka
prema zaposlenim osobama oštećena vida
U istraživanju polazimo od pretpostavki diferencijalističke teorije podudaranja ličnosti i posla (Holland,
1997) koja je temeljena na predodžbi podudaranja karakteristika pojedinca i njegove radne okoline. Prema
Hollandovim RIASEC kodovima, studenti i studentice pomažućih struka imaju više izražen društven tip ličnosti
(Holland, 1997). Na osnovi toga možemo pretpostaviti da će studenti i studentice pomažućih struka preferirati
aktivnosti koje uključuju pomaganje drugima i biti skloniji građanskom aktivizmu, što će imati utjecaj na
formiranje njihovih stavova o zaposlenim osobama oštećena vida. Ciljevi ovog rada bili su (1) provjeriti postoje
li razlike u stavovima studenata i studentica pomažućih i nepomažućih struka prema zaposlenim osobama
oštećena vida (SZS ljestvica) te (2) ispitati ima li razlika u istim stavovima s obzirom na volontersko iskustvo
studenata i studentica. U istraživanju je sudjelovalo 427 studentica i studenata prosječne dobi od 20.7 godina
sa sedam studijskih grupa, podijeljenih na pomažuće (65,5%): učiteljski studij, socijalni rad, edukacijsko-rehabilitacijski studij i fizioterapija te nepomažuće (34,4%): agronomija, ekonomija, elektrotehnika i računalstvo.
Od ukupnog broja studenata i studentica 47,5% ih izjavljuje da je bilo uključeno u rad neke udruge, civilne
inicijative ili vjerske organizacije. Rezultati pokazuju da se studentice i studenti pomažućih i nepomažućih
struka razlikuju u pet od 24 stava prema zaposlenim osobama oštećena vida, a dvije su razlike nađene u stavovima s obzirom na uključenost studentica i studenata u udruge, civilne inicijative ili vjerske organizacije.
Dobiveni se rezultati raspravljaju iz perspektive obrazovanja za pomažuće struke i građanskog aktivizma.
Attitudes of students of helping and non-helping professions
towards employed visually impaired persons
Theoretical base for this study is Holland’s theory which considers that the choice of a vocation is an
expression of personality: personalities seek out and flourish in career environments they fit (Holland, 1997).
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According to Holland’s RIASEC codes, students of helping professions dominantly have socially oriented
personalities. We can assume that students of helping professions will prefer pro-social activities and involvement in civil society organisations, what will influence forming of their attitudes towards employed visually
impaired persons. The aims of this study were: (1) to investigate possible differences in attitudes towards
employed visually impaired persons (SZS scale) between students of helping and students of non-helping
professions and (2) to examine the possible differences in the same attitudes concerning the voluntary experience students have or have had. There were 427 participants (mean age M=20.7) from seven study groups in
Croatia, divided to helping (65,5%): teaching, social work, education, rehabilitation and physiotherapy and
non-helping professions (34,4%): agronomy, economy, electrical engineering and computing. 47,5% of all
students said they were involved in a civil society organisation, initiative or a religious organisation’s work.
Results show that students of helping and non-helping professions significantly differ in five of 24 attitudes
towards employed visually impaired persons and two differences were found in students’ attitudes towards
employed visually impaired persons whether students were involved in civil society organisations, initiatives
or religious organisations. Results of this study are discussed from the perspective of specific education aimed
for helping professions and from the point of view of civil society activism.
Suzana Pulec Lah
University of Ljubljana, Faculty of Education, Slovenia
E-mail: [email protected]
U-84
Teachers’ Knowledge and Beliefs about Attention Deficit Hyperactivity Disorder
Attention Deficit Hyperactivity Disorder (ADHD) is one of the most controversial and yet the most
commonly diagnosed disorder in school aged children (Evans et al., 2008). The overall presence is estimated
to be from 3 – 8 % (Pastor, 2008), meaning that in every classroom is likely to be at least one student with
ADHD. Main characteristics of children with ADHD are in direct conflict with core school demands and
many children with ADHD face their greatest challenges in school (Graczyk, Atkins, Jackson & Letender,
2005). Schools in general and teachers in particular play a pivotal role in creating a supportive learning environment that promotes the success of all students, including children with ADHD. Many teachers report
lack of confidence in their ability to effectively manage the complex needs of students with ADHD. Since
research has shown that teachers’ knowledge affects their behavior and perceptions of students with ADHD
(Kos, 2008) and lack of teachers’ knowledge about ADHD has been identified as one of the greatest obstacles
in attending to the needs of children with ADHD (Shapiro & DuPaul, 1993), the aim of the present study
was to explore the knowledge and beliefs of primary school teachers in Slovenia. The sample included 157
teachers from different regions of Slovenia. A quantitative study using two survey instruments, designed
specifically for this study and a demographic questionnaire, was conducted. The gathered data were analyzed
1.) to determine the level and content of teachers’ knowledge (basic facts, characteristics, etiology, assessment and treatment) and their beliefs (about children, their parents, teaching and classroom management)
regarding ADHD as well as 2.) to explore how teachers’ knowledge and beliefs are affected by different demographic characteristics (teachers’ age, gender, years of teaching, teaching position, prior experience with
students with ADHD). The main findings are discussed in terms of teachers needs for future professional
training and support.
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U-85
Marina Malis Sazdovska, Dragana Batic, Snezana Mojsoska
University of “St. Kliment Ohridski” Bitola, Faculty of Security Skopje,
Republic of Macedonia
E-mail: [email protected]
Prevention of violence in secondary schools in Macedonia
Schools in the Republic of Macedonia are less safe, that witnessed several murders that occurred in recent
years. The problem of safety in secondary schools in Macedonia, and the development of safety culture in
them, hasn’t been recognized and never been practical and theoretical examined. The purpose of this paper
is to present research results and to provide models for preventive action and combat violence in schools.
The research was conducted on a representative sample of 549 students in all secondary schools in Skopje,
as well as teachers and managerial personnel who gave their views on the seriousness of the situation with
security threats in schools and emergent forms of violence among young people. The results of the survey
confirmed the general hypothesis that in secondary schools in Skopje there are potential hazards that represent
safety risks of social psychological nature for students. In this study will be proposed models for preventive
actions such as preventive psychosocial programs in schools which aim is developing self-awareness, selfunderstanding, develop positive values, thus contributing to the development of emotional intelligence and
controlling emotions, especially aggressiveness, which is the key factor for school violence.
U-86
Kathleen Beadoin1, Sanja Skočić Mihić2, Darko Lončarić2
University of Washington /Tacoma, USA
2
Sveučilište u Rijeci, Učiteljski fakultet, Hrvatska
University of Rijeka, Faculty of Teacher Education, Croatia
E-mail: [email protected]
1
Samoprocijenjena kompetencija odgajatelja u
upravljanju zahtjevnim ponašanjem djece
Odgajatelji se suočavaju s nizom zahtjevnih ponašanja djece kao što su internalizirana ponašanja (npr.
povučenost, nedovoljna socijalna uključenost) i eksternalizirana ponašanja (agresivnost, ometanje, izazivanje,
otežano kontroliranje emocija, zahtjevnost...). Ova ponašanja ometaju odgojno-obrazovni rad, odgajatelje
i djecu u dnevnim rutinama. Osjećaj kompetencije odgajatelja da može upravljati ili regulirati zahtjevna
ponašanja djece utječe na oblikovanje odnosa u skupini, grupnu dinamiku i ozračje ili klimu u skupini. Cilj
je ovog rada bilo ispitati latentni prostor samoprocijenjene kompetencije odgajatelja u upravljanju zahtjevnim ponašanjima djece u skupini i utvrditi čimbenike koji mogu objasniti istu kompetenciju. Istraživanje
je provedeno na uzorku 204 odgajatelja zaposlena u dječjem vrtiću Rijeka. Kreirana je skala kompetencije
upravljanja zahtjevnim ponašanjem. Faktorskom analizom utvrđena je jednofaktorska struktura skale koja
je pokazala dobre metrijske karakteristike. Dobiveni faktor nazvan je samoprocijenjena kompetencija upravljanja zahtjevnim ponašanjima a odnosi se na kompetencije odgajatelja u prevenciji zahtjevnih ponašanja,
primjene intervencija i suradnje sa drugim stručnjacima i roditeljima. Utvrdilo se da odgajateljevu procjenu
kompetencija u upravljanju zahtjevnim ponašanjima objašnjava razina podrške koju imaju u radu s ovom
djecom i njihova educiranost u upravljanju grupom (‘’classroom management’’). Odgajatelji koji imaju višu
razinu podrške u radu s ovom djecom i pohađali su edukacije o tome kako upravljati grupom procjenjuju
se kompetentnijima u upravljanju zahtjevnim ponašanjima. Rezultati upućuju na moguću slabiju razinu
kompetencija odgajatelja u upravljanju zahtjevnim ponašanjima i potrebu za dodatnom edukacijom, možda
najvećim dijelom i radi oskudno prisutnih teorijskih i praktičnih znanja u hrvatskoj stručnoj i znanstvenoj
literaturi o upravljanju grupom.
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Preschool teacher’s perceived competence in managing
challenging behaviors of children
Preschool teachers encounter a variety of challenging behaviors such as internalizing behaviors (e.g. withdrawn behavior, poor interpersonal interactions) and externalizing behaviors (aggressive behavior, showing off,
teasing, displaying a temper, being demanding …). These behaviors interfere with the instructional routines
of the classroom and the learning that occurs therein. The sense of competence that teachers hold regarding
their ability to manage the challenging behaviors of children can affect the formation of relationships in the
group, group dynamics and the atmosphere or climate in the classroom. The aim of this study was to examine
the perceptions held by educators regarding their own competency for managing the challenging behaviors
of children and to identify the factors that affect these beliefs. The study was conducted on a sample of 204
teachers working in DV Rijeka kindergarten. A rating scale of competence in managing challenging behaviors
was created and used in this research. Factor analysis revealed a one-factor structure and scales showed good
psychometric properties. The resulting factor is called self-assessed competencies in managing challenging
behaviors and refers to the competence of preventing challenging behaviors, applying intervention and working with other professionals and parents. Preschool teacher assessment of their own competence in managing
challenging behaviors is explained by the level of support they have when faced with children’s challenging
behaviors and with their classroom management education. Participants with a higher level of support and
education in classroom management estimate themselves more competent in managing challenging behaviors. The results suggest possible lower levels of competence of preschool teachers in managing challenging
behaviors and the need for more education. Possible reasons for these findings may be insufficient theoretical and practical knowledge about classroom management in Croatian professional and scientific literature.
Iskra Akimovska Maletic, Bogdanco Gogov, Aleksandar Ivanov
University of “St. Kliment Ohridski” Bitola, Faculty of Security Skopje,
Republic of Macedonia
E-mail: [email protected]
U-87
Normative and institutional preconditions for achieving security in
schools (research on security in secondary schools in the City of Skopje)
Children should have special treatment in society and state institutions should show increased interest in their
complete development, taking into account the vulnerability of this age category. The schools as a social primary
group - an institution that has functions to educate and up bring young generations, is the first institution in which
the child begins to work, learns to take responsibility, gets used to the discipline, exercise communication and
interaction with peers and teachers in a given cultural-sociological matrix where his success or failure in terms of
tasks which are set to him have been evaluated. The aim of this paper is to analyze the current situation relating
to the safety of pupils in secondary schools in the City of Skopje, primarily through analysis of current legislation,
and institutional solutions in this area. For that purpose empirical data will be presented derived from empirical
research “Safety in Schools” conducted in secondary schools in the City of Skopje in 2011 and Yearbooks of the
State Statistical Office. The survey was conducted in all 23 secondary schools on the territory of Skopje based
on a random sampling of 549 students into the third school year between 10.03.2011 to 24.03.2011 year. The
data are processed with statistical processing using multifactorial analysis. The object of scientific observation in
this paper is going to be presentation and analysis of data from the survey relating to the following questions: 1.
Existence of the regulations in the schools, 2. The foreseen measures for disciplining the students in compliance
the law and other regulations; 3. The awareness of the existence of the legal procedures in relation to the discipline
of students and the responsibility for the establishment of that same responsibility. Also are analyzed data going
to be presented for a period of 5 - 10 years gathered from the statistical Yearbooks of the Republic of Macedonia
State Statistical office, referring on the number of reported and convinced juveniles. This data are referring to:
1. Criminal offenses against property on juveniles for the period 2005 -2009; 2. Crimes against life and body on
juveniles for the period 2005 -2009; 3. Total reported and convicted juveniles on juveniles for the period 1999 -2009.
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U-88
Gordana Kovačić¹, Emica Farago²
¹Hrvatski radio, HRT, Zagreb, Hrvatska
Croatian Radio and Television, Zagreb, Croatia
²Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
Subjektivna procjena kvalitete glasa nastavnica s vokalnim
zamorom i nastavnica bez vokalnog zamora
Vokalni je zamor učestao problem nastavnika. Budući da se temelji na brojnim subjektivnim smetnjama,
željelo se ispitati kako se odražava na kvalitetu glasa nastavnica koje se žale na simptome vokalnoga zamora. Devet uvježbanih procjenjivačica (studentica logopedije) subjektivno je na skali GRBAS procjenjivalo
kvalitetu glasa uzoraka govora nastavnica bez vokalnoga zamora (kontrolna skupina, N=27) i nastavnica s
vokalnim zamorom (eksperimentalna skupina, N=23). Hipoteza prema kojoj između skupina nastavnica
postoje statistički značajne razlike u kvaliteti glasa testirana je analizom varijance i diskriminativnom analizom. Osnovnom statističkim obradom ustanovljeno je da kontrolna skupina ima laganu šumnost (B0,93) i
laganu promuklost (G0,88) te vrlo lagane napetost (S0,74) i hrapavost (R0,68), dok eksperimentalna skupina
ima lagane promuklost (G1,27), hrapavost (R1,17) i šumnost (B1,02) te vrlo laganu napetost (S0,56). Slabost
glasa (A) u obje je skupine odsutna (A).
Subjective evaluation of voice quality in teachers
with vocal fatigue and those without it
Vocal fatigue is frequent problem among teachers. Since it is based on many subjective complaints, the
question is how it affects the voice quality of teachers who complain of symptoms of vocal fatigue. Nine trained
listeners (student of speech and language pathology) evaluated the speaking voices of teachers without vocal
fatigue (control group, N=27) and teachers with vocal fatigue (experimental group, N=23) using GRBAS scale.
The hypothesis that there are statistically significant differences in voice quality between teacher groups was
tested by variance analysis and discriminative analysis. The descriptive statistics revealed that the average
voice quality of control group is defined by mild degrees of breathiness (B0,93) and hoarseness (G0,88), and
very mild degrees of strain (S0,74) and roughness (R0,68), while the experimental groups’ voice quality is
characterized by moderate degrees of hoarseness (G1,27), roughness (R1,17) and breathiness (B1,02), and
very mild degree of strain (S0,56). The asthenic vocal quality was not found in groups (A).
U-90
Ljiljana Igrić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
Roditeljska percepcija teškoće djeteta i savjetovanje
Dosadašnja su istraživanja kako u svijetu tako i u Hrvatskoj (Fulgosi-Masnjak, Gustović-Ercegovac, Igrić,
1998; Igrić, Cvitković, Wagner, 2007) ukazala na važnost roditeljske percepcije vlastitog djeteta s teškoćama i
njen utjecaj na stav prema djetetu te na emocionalni razvoj djeteta. Stoga je neophodna psihološka podrška
roditeljima (Turnbull et al., 1984; Kraljević, 2007) za uspješno uključivanje djece s teškoćama u zajednicu.
Podrška u raznim fazama prilagodbe na teškoću djeteta je zaštitni čimbenik stabilnosti obitelji i njihove aktivne participacije. Potrebno je da su stručnjaci koji surađuju s obiteljima, posebno u savjetovalištima upoznati
s izazovima na koje nailaze roditelji u cilju odabira prikladne podrške. Cilj je ovog rada istražiti roditeljsku
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percepciju teškoće svog djeteta, percipiranu obiteljsku situaciju i podršku koju dobivaju od uže i šire sredine.
Sudionici ovog istraživanja su trinaestero roditelja djece s teškoćama, koji su došli prvi put na savjetovanje u
Centar inkluzivne podrške IDEM. Svako savjetovanje je trajalo oko 60 minuta, razgovor je, uz pristanak sudionika, sniman. Audio zapisi su transkribirani te je primijenjena kvalitativna metoda obrade podataka. Roditelji,
koji dolaze u Savjetovalište percipiraju da je uzrok teškoća njihovog djeteta, izostanak podrške u školi, ali i u
odnosima među roditeljima. Smatraju da zajednica ne daje dovoljno podrške. Njihovi stavovi prema djetetu
idu od prihvaćanja do prezaštićivanja. Aktivni su u radu s djetetom, više majke nego očevi. U Savjetovalištu
očekuju psihološku podršku za nošenje sa svim izazovima i informacije kako ostvariti konkretnu pomoć
djetetu u školi. Analizom sadržaja savjetovanja roditelja jasno su utvrđene njihove potrebe kao i teškoće
da ostvare neophodnu podršku u procesu odgoja i obrazovanja djeteta s teškoćama. Da bi hrvatska škola
odlučnije krenula prema “školi za sve”potrebna je bolja komunikacija škole i roditelja, dostupnost roditelja
informacijama i više mjesta gdje mogu dobiti psihološku podršku
Parental perception of own child disabilities and counseling procedures
Research and studies carried out in the Republic of Croatia and on the wider global scale (Fulgosi-Masnjak,
Gustović-Ercegovac, Igrić, 1998; Igrić, Cvitković, Wagner, 2007) have indicated the importance of parental
perception of own child with disabilities and its influence on parental attitude towards the child and on
emotional development of children. Because of these findings, psychological support for parents is needed
(Turnbull et al, 1984; Kraljević, 2007) in order to achieve successful inclusion of children with disabilities
into the wider community. Providing support to parents during various phases of adjustment to a child’s
disability is a very important protective factor of family stability and active parental participation. In order to
provide adequate support to parents, professionals working with families and especially professionals working as counselors should be acquainted with challenges these parents face. The goal of this study is to explore
parents perception of own child disability, to perceive present situations in these families and to examine modes of
support provided to these parents by their immediate and wider environment. Thirteen parents of children with
disabilities took part in this study. Participants have attended counseling sessions at the Inclusive Support
Centre IDEM for the first time. Each counseling session lasted for approximately 60 minutes. Following
participant approval, each session was taped. Audio recordings of these sessions have been transcribed and
analyzed using qualitative data analysis procedures. Parents who have attended counseling sessions perceive
the lack of support in schools and relationships between parents as main causes of difficulties their children
face. They believe that the wider community is not supportive enough. Their attitudes towards own child
range from acceptance to overprotection. They are active and engaged with their child, although mothers
tend to be more engaged than fathers.
Elmedin Muratbegović,
Faculty of Criminal Justice, Criminology and Security Studies, Sarajevo,
Bosnia and Herzegovina
E-mail: [email protected]
U-91
Strengthening of juvenile justice in Bosnia and
Herzegovina: application of alternative measures
Considering the presence of such an acute problem of juvenile delinquency in Bosnia and Herzegovina
and taking into account that, as one of the ways to respond to the growing problem of juvenile delinquency,
a concept of the so-called ‘restorative justice’ has emerged over the recent decades in the international public
but also in the legislation of a great number of individual countries, this concept has generally been accepted
in our country as well. However, as theory is one thing, while practice is very often something completely
different, the general idea of this research was to find out specifically what practices exist in application of
the restorative justice approach to combating juvenile delinquency. Therefore, the main objectives of this
research could be identified as follows:
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• To explore whether there is an established practice of applying alternative measures for juvenile delinquents in Sarajevo and Banja Luka through various judicial, social care and educational institutions
and non-governmental organizations; to carry out to that end a brief analysis of legal treatment of
children that are in conflict with the law in Bosnia and Herzegovina;
• To identify resources (both human and financial) for implementation and monitoring of, and reporting
about, the application of alternative measures for juvenile offenders;
• To detect real and potential problems encountered in the application of alternative measures for juveniles in Sarajevo and Banja Luka in the judicial, social care and educational institutions and nongovernmental organizations;
To that end, author conducted the focus group interviewing with four categories of respondents in the
two aforesaid cities. Data was being collected from different categories of respondents who, each category
in their own respective way, participated in the imposition, monitoring and reporting with regard to these
corrective recommendations. Therefore, this research has included nine judicial officials, ten police officials, eleven employees of social welfare authorities, sixteen members of responsible school staff, seventy
representatives of parents’ school councils, and sixty-five students and ten employees of non-governmental
organizations. Through this paper we would like move the imaginary limits that exist in the perception of
alternative measures for juveniles, whether in the context of the very purpose of these measures or in the light
of traditional skepticism regarding the realistic social adaptability of juveniles in Bosnia and Herzegovina.
U-94
Lidija Magajna, Marija Kavkler, Milena Kosak Babuder
University of Ljubljana, Faculty of Education, Slovenia
E-mail: [email protected]
Model of intervention for students with learning difficulties in Slovenia
The purpose of the paper is to present the development, implementation and evaluation of a comprehensive
model of systematic support to children and adolescents with learning difficulties involving several research
projects. The model was conceived within a broader context of educational and socio-cultural changes on
the basis of contemporary theoretical concepts and models (the inclusive paradigm, strength perspective,
response to intervention model, risk and resiliency, ethics of participation, etc.) and empirical findings from
an extensive research including a random sample of 100 primary schools in Slovenia, 1139 school professional
workers (teachers, psychologists, special teachers, head teachers and other), 277 students with learning difficulties and their parents. Descriptive and qualitative analysis of the research data revealed strengths in the
existing support system as well important issues and barriers that prevented efficient educational assistance
to students with learning difficulties. The developed five-step hierarchical model of assessment and comprehensive support connected the continuum of special educational needs of students with the continuum of
professional support available in the schools and other institutions making possible early and more efficient
interventions. Further research projects aimed at providing professional support for the implementation of the
model, training, upgrading and improving the model. The members of the project group trained 32 members
of 9 inclusive teams that supported and supervised 190 members of the school teams in 24 schools from all
parts of the country during the implementation and evaluation phase. The projects generated several analyses
with recommendations, e-materials and publications related to assessment, intervention and team co-creation
of support, a computer program for school teams and important empirical results from the experimental
implementation of new assessment strategies (curriculum based assessment in reading and mathematics on
2630 children) and trainings. Dissemination included professional trainings, conferences, websites and other
media resources. Discussion addresses the implications of project results for teacher education in Slovenia
and changes in legislation (Placement of Children with Special Needs Act, 2011) that include requirements
for timely and continuous assistance and professional support to children at risk for educational failure.
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Milko Mejovšek
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
U-95
Evaluacija intervencijskih programa u kriminologiji
Glavni cilj evaluacije intervencijskih programa je provjera učinkovitosti programa, s namjerom poboljšanja kvalitete programa. Znanstvena evaluacija se najčešće provodi prema eksperimentalnom modelu
nezavisnih grupa (eksperimentalna i kontrolna) u dvije vremenske točke: prije primjene (pretest) i nakon
primjene (posttest) programa u eksperimentalnoj skupini. Na temelju dobivene razlike u kriterijskoj varijabli
(najčešće recidiv) eksperimentalne i kontrolne grupe u posttestu zaključuje se o učinkovitosti programa.
Razlika se iskazuje kao pomak u dijelu standardne devijacije grupa (Cohenov d), koeficijentom korelacije ili
hi kvadrat testom. U evaluaciji intervencijskih programa često se koristi i meta-analiza. Meta-analize provedene u području kriminologije pokazuju da izvjesnog utjecaja u interpretaciji rezultata imaju i subjektivni
faktori koji proizlaze iz stavova i očekivanja autora. Evaluacija intervencijskog programa može se provoditi
i za vrijeme provođenja programa. Taj pristup omogućava pravovremene korekcije kada se programom ne
postižu željeni efekti. To se postiže kibernetičkim programiranjem.
Evaluation of intervention programs in criminology
The principal aim of evaluation of intervention programs is the checking of program efficiency. The
purpose is the improvement of program quality. In the most cases the scientific evaluation is performed
using experimental model of independent groups. (experimental and control) in two time points: before
the application of program (pretest) and after the application of the program in the experimental group
(posttest). On the basis of observed difference in criterion variable (in most cases recidivisme) between
experimental and control group in the posttest, the conclusion concerning program efficiency is made. The
difference between experimental and control group is presented as standard deviation shift (Cohen d), correlation coefficient or chi square test. Meta-analysis is often used in intervention programs evaluation. In the
field of criminology in some cases the influence of subjective factors can take place coming from different
attitudes and expectations of authors. Evaluation of intervention programs may be performed in the course
of program application. This approach enables right time intervention in program realization when program
does not perform expected subject’s changes. This is done by cybernetic programming.
Slađana Marković Stojanović
Fondacija solidarnosti Srbije, Beograd, Srbija
The Solitary Foundation of Serbia, Belgrade, Serbia
E-mail: [email protected]
U-97
The role of media in reporting about people with disabilities
Often the question is if the media are just a mirror of society or have a part in the creation adverse stereotypes and prejudices about the creation certain marginalized groups. The truth is probably somewhere
in between. Bear in mind that the media not only represent, but also construct of reality, nature of reality
depends largely on the media sent messages. Since the population of persons with disabilities, though often
insufficiently visible, the number of people affected some form of disability is around 10% of the world. When
we talk about the representation of disability in the media, we have to emphasize that the media has a large
and sometimes critical influence on the public thinking in terms of disability and the perceiving of people
with disabilities. Improvement the position of persons with disabilities is very important role of media in
the sense of articles on their rights, status and opportunities in community involving. Equally important is
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the relation that the media have towards people with disabilities when reporting on them. The role of media
in promotion of diversity and redefining the values generally in society such as ours which is not highly
sensitive to the diversity of is very large and highly responsible.
U-98
Magdalena Perić¹, Lejla Osmančević Katkić², Rea Fulgosi Masnjak¹
¹Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
²Centar za odgoj i obrazovanje, Zagreb, Hrvatska
Center for Education, Zagreb, Croatia
E-mail: [email protected]
Pogledi na budućnost adolescenata s teškoćama u razvoju
Period adolescencije je veoma burno razdoblje u životu svakog pojedinca, pa tako i u životu adolescenata
s teškoćama u razvoju. To je period kad treba donijeti važnu životnu odluku – zaposliti se i otići od roditelja
ili nastaviti školovanje, pri čemu adolescenti s teškoćama u razvoju nemaju baš mnogo izbora. U Republici
Hrvatskoj većina adolesecanata s teškoćama u razvoju nakon završetka srednje škole nema mogućnost nastaviti svoje školovanje stoga je prisiljena na zapošljavanje. Međutim, pri zapošljavanju se javljaju problemi, a
jedan od razloga je školovanje za zanimanja koja nisu prepoznata na tržištu rada. Ovo istraživanje provedeno
je na uzorku od 112 učenika srednje strukovne škole “Tomislav Špoljar” iz Varaždina. Od toga je bilo 56 učenika s teškoćama u razvoju i 56 učenika bez teškoća u razvoju oba spola. Dio učenika s teškoćama u razvoju
bio je uključen u posebna razredna odjeljenja, a dio u redovna razredna odjeljenja. Zanimanja za koja su se
školovali učenici su: pomoćni pekar (9), pekar (34), stolar (17), krojač (17), galanterist (8), mesar (1), frizer
(2), soboslikar (5), autolimar (4), pomoćni stolar (12), pomoćni krojač (3). U istraživanju je korišten Opći
upitnik (Osmančević Katkić, Fulgosi Masnjak, 2010.) kojim su prikupljeni deskriptivni podatci o uzorku, a
za ispitivanje pogleda na budućnost su korišteni upitnici: Očekivanja od budućnosti (Ajduković, Kulenović,
1992) i Kako ja procjenjujem svoju budućnost (Urbanc, 1999). Podatci su obrađeni deskriptivnim statističkim
tehnikama, a za utvrđivanje razlika među ispitivanim skupinama korištena je jednosmjerna analiza varijance.
Adolescents with developmental disabilities and their expectations from future
Adolescent period is a very turbulent period in life of each individual, particularly in lives of those with
developmental disabilities. One should make a decision weather to become employed and start independent
living or to continue education. In each case adolescents with developmental disabilities have limited or no
choice. In the Republic of Croatia the majority of adolescents with developmental disabilities after finishing
secondary school have no possibility for further education and has to get employed. There are numerous
problems in becoming employed, one of the most important are professions which aren’t recognized at the
labour market. This investigation is carried out on the sample of 112 secondary school students of both
sexes from the town of Varaždin. 56 students had no developmental disabilities and were attending the
regular educational program. 56 were students with developmental disabilities who were included either in
the regular, or in the special educational program. Students were educated for further professions: helping
baker (9), baker (34), carpenter (17), tailor (17), galanterist (8), butcher (1), hairdresser (2), painter (5), carbody repairman (4) , helping carpenter (12), helping tailor (3). General questionnaire (Osmančević Katkić,
L. Fulgosi Masnjak, R., 2010.) was used for collecting data about participants, while their expectations from
future were investigated with Questionnaire - Expectations from future (Ajduković, Kulenović, 1992) and
Questionnaire - My expectations from future (Urbanc, 1999). Collected data were analyzed through descriptive statistical techniques, differences between groups of participants were tested with one way analysis of
variance.
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Aud Torill Meland
University of Stavanger, Norway
E-mail: [email protected]
U-99
Responsibility for their own learning – the student’s voice
In Norway there has been increasing interest in studying of how students take responsibility for their
own learning, how they self-regulate, and use such skills. The main purpose of my presentation is to throw
some interesting light, and gives some review on how different tasks affect student’s performance to regulate
their own self-regulate behaviour. Self-regulation learning has become a typical phenomenon of post modernity society. This can be related to the fact that changes in modern society and culture increase demand
on reflectivity on individuals. Educational policy in Norway emphasized personal flexibility, responsibility,
and freedom of choice for learners. Boekaert (1997) claims that self-regulated skills are vital not only to
guide one’s own learning during education, but also after leaving school. Students must be prepared for
the unknown, ready to cope with changes, exert influence on learning content, and more specifically, they
must learn about and be able to analyse their own learning. To stimulate the student’s self-regulation skills
teachers in my study used close-ended, open end and project-based tasks. The close-ended tasks can be
characterized as “closed”. The opened-ended questions were design to encourage meaningful answer using
the student’s own knowledge. Such tasks gave more opportunities for decision making and choices combine
to the close-ended. Such tasks required students to generate a solution or response to a problem where there
was no single answer. Teachers also used project-based as an approach for support and develop self-regulation
skill. The purpose was consisted of two related processes: problem orientation and problem-solving skills.
Problem-based-learning affords opportunities for self-direct learning by giving students choice and control
of what to work, how to work and what products to generate. For example, students can select their own
project questions, activities and determine how to approach the problem. The purpose w as to stimulate the
student’s self-regulated skills.
Anja Mirosavljević
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
U-100
Izazovi vezani uz akcijsko evaluacijsko istraživanje
izvansudske nagodbe za mlade u sukobu sa zakonom
Izvansudska nagodba za mlade u sukobu sa zakonom posebna je obveza koju nalaže općinsko državno
odvjetništvo (Zakon o sudovima za mladež, 2011) i predstavlja novinu u našem kazneno-pravnom sustavu.
Pitanje dosadašnje evaluacije postupka izvansudske nagodbe (Kovačić, 2008; Mirosavljević, Koller – Trbović
i Lalić – Lukač, 2010) zbog određenih metodoloških nedostataka kao i, prije svega, deskriptivne prirode
studija, odgovoreno je na razini procesa i provjere primjene standarda kvalitete sukladno modelu na kojem
počiva. Evaluacija intervencija u Hrvatskoj iznimno je rijetka i gotovo nikada se ne previđa njena provedba
kod planiranja nekog projekta/programa/intervencije, barem ne ona sustava i sveobuhvatna. Osnovna specifičnost akcijskog evaluacijskog istraživanja je da ono evaluira učinak projekta koji je u tijeku te je usmjereno
je na akciju, promjenu ili kontinuirano poboljšanje intervencije. Na taj način, evaluacijom programa koji
je još u tijeku, omogućuje se i praktičarima i donositeljima odluka stjecanje uvida u značenje, ali i kontekst
svoga rada, dokumentiranje strategija rada, provjeru te redefiniranje intervencije, ako je potrebno. Uz to, tako
intervencija postaje osjetljivija na različite potrebe njenih korisnika te im se prilagođava kako bi u konačnici
bila uspješnija i učinkovitija. Stoga ćemo u ovom izlaganju analizirati iskustva s evaluacijom izvansudske
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nagodbe za mlade i otvoriti neka od pitanja vezana uz dizajn, mjerenje ishoda i učinkovitosti ove intervencije,
ali i etičke izazove evaluacijskog istraživanja.
Challenges related to the action evaluation research of out of
court settlement for the youth in conflict with the law
Out of court settlement for youth in conflict with the law is a special obligation imposed by the district
attorney (juvenile courts act, 2011) and represents a novelty in our criminal justice system. Evaluation of
out of court settlement done to date (Kovačić, 2008; Mirosavljević, Koller - Trbović and Lalić - Lukač, 2010)
had given answers at the process level and verification of implementation of quality standards in accordance
with the model underlying it due to the certain methodological weaknesses and, above all, the descriptive
nature of studies. Evaluation of interventions in Croatia is extremely rare and almost never planned when
implementing project/program/intervention, at least not systematic and comprehensive one. The main
specificity of action evaluation research is to evaluate outcomes and impact of an ongoing project and it is
focused on action, change or continuous intervention improvement. In this way, evaluation of a program
which is still in progress enables the practitioners and decision makers to gain insight into the meaning as
well as context of their work, to document their work strategy and check and redefine the intervention, if
necessary. In addition, in that way intervention becomes more sensitive to the different needs of its users but
it also adjusts to them in order to be more successful and effective in the end. Therefore, in this presentation
we will analyze our experience with the evaluation of out of court settlement for the youth and open up some
of the issues related to design, measurement of outcomes, impacts and effectiveness of this intervention in
general, as well as related ethical challenges.
U-101
Jasmina Frey Škrinjar1, Renata Vragović2
1
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
2
Centar za autizam, Zagreb, Hrvatska
Center for Autism, Zagreb, Croatia
E-mail: [email protected]
Evaluacija promjena u socijalnim kompetencijama
odraslih osoba s PAS nakon smještaja u zajednicu
Cilj ovog rada je utvrditi promjene u socijalnim kompetencijama odraslih osoba s autizmom nakon
uključivanja u program stanovanja u zajednici. Izvršene su dvije procjene, prva na početku tranzicijskog
programa pripreme za preseljenje iz ustanove i druga procjena godinu dana nakon preseljenja u životnu
zajednicu. Procijenjeno je šest djevojaka u dobi od 22 do 24 godine s potrebama kompleksne podrške, koje
su nakon višegodišnjeg smještaja u ustanovi izabrane kao prve osobe koje su grupno deinstitucionalizirane
iz ustanove u prvu životnu zajednicu Centra za autizam u Zagrebu. Utvrđivanje statističke značajnosti razlika
u socijalnim kompetencijama koristiti će kao pokazatelj primjerenosti programa podrške u stanovanju i dati
će smjernice za unapređivanje osobno usmjerenih programa.
Evaluation of changes in social competences of adults
with ASD after placement in the community
The paper aims to determine the changes in social competences of adults with autism after involvement
in community housing program. Two estimates have been made, one at the beginning of transition program
which was a preparation for deinstitutionalization. The second point of estimation was an evaluation done
a year after moving to community living setting.(the first supported living in community run by Center for
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autism Zagreb). The subjects were six 22 to 24 years old girls with complex needs’ support.who lived most of
their life in institution by determine statistically significance differences in social competences use served as
indicators of program appropriateness and will provide guidelines for personal centered program.
Višnja Pranjić1, Diana Arapović2
1
Škola za medicinske sestre, Zagreb,Hrvatska
School for Medical Nurses, Zagreb, Croatia
2
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
U-102
Ekspresivne sposobnosti djece s Downovim sindromom
i djece s Williamsovim sindromom
Downov sindrom (nadalje DS) je u ljudi najčešća kromosomopatija, s incidencijom 1:600. Williamsov
sindrom (nadalje WS) je rijedak neurorazvojni poremećaj s incidencijom 1:20000-25000. Osobe s takvim
poremećajima imaju podjednak kognitivni deficit, ali različite jezične sposobnosti. Cilj rada bio je ispitati
ekspresivne sposobnosti djece s DS i djece s WS. Istraživanje je provedeno na uzorku od 40-ero djece s DS i
5-ero djece s WS, te 40-ero djece urednog jezičnog razvoja (nadalje UJR). Djeca su bila izjednačena prema
kriteriju receptivne dobi. Za procjenjivanje receptivne dobi ispitanika korišten je Peabody slikovni test rječnika (PPVT-III-HR; Kovačević i sur., 2009). Ekspresivne sposobnosti ispitane su na varijablama: imenovanje
pojmova, naracija i verbalni opis majke. Pretpostavka je bila da će na svim ispitanim varijablama djeca s WS
postići bolje rezultate negoli djeca s DS, dok će obje skupine imati slabije rezultate od kontrolne skupine
djece. Statistički značajne razlike dobili smo na varijablama naracija i verbalni opis majke. Kao što smo
pretpostavili, djeca s DS postigla su značajnije niže rezultate u odnosu na djecu s WS i djecu UJR. Međutim,
statistički značajne razlike nisu zabilježene između djece s WS i djece UJR. Rezultati govore u prilog deficitarne ekspresije u djece s DS i njene dobre očuvanosti u djece s WS.
Expressive ability of children with Down syndrome
and children with Williams syndrome
Down syndrome (further SD) is the most common chromosomopathy with incidence of 1: 600. Williams
syndrome (further WS) is a rare neurodevelopmental disorder with incidence of 1:20000-25000. Persons with
these disorders have comparable cognitive deficit, but different language abilities. The goal of this research
was to test narrative ability of children with DS and children with WS. The research was carried out on a
sample of 40 children with DS, 5 children with WS and 40 children with normal language development. The
children were equalized on the criteria of receptive age. For receptive age assessment, we used the Peabody
Picture Vocabulary Test (PPVT-III-HR; Kovačević et al., 2009). Expressive ability was tested on the variables:
naming concepts, narration, and verbal description of the mother. The assumption was that the children
with WS, according to all tested variables, would have better ability than children with DS, but poorer than
children with normal language development. A statistical difference was found in two variables: narration and
verbal description of the mother. As we assumed, the children with DS achieved significantly lower results
then children with WS and children with typical development. However, statistically significant difference
between children with WS and children with regular development was not found. The results confirm deficient
expression in children with DS and its relatively well preservation in children with WS.
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U-103
Haris Memisevic, Selmir Hadzic, Saudin Hodzic
Center For Education and Rehabilitation of Children with Intellectual
Disability, Mjedenica, Bosnia and Herzegovina
E-mail: [email protected]
Fine motor skills and language disorders in preschool
children - the age and gender effects
The goal of this study was to examine the relationship between fine motor skills and language disorders
in preschool children. An additional goal was to check for the effects of child’s gender and age on fine motor
skills and language. We assessed 316 children, aged 3-6 years, who attended regular kindergartens in Canton
Sarajevo, Bosnia and Herzegovina. For the assessment of fine motor skills we used Grooved pegboard test
and Lafayette pegboard test. For the language assessment we used Bosnian test for assessment of articulation
disorders. The number of children with fine motor skills deficit was 20 children or 9.2%. The prevalence of
language disorders was 34.5%. There was a significant relationship between fine motor skills and language
disorders. The gender and age effects were significant for both fine motor skills and language development.
Given the high prevalence of motor and language disorders in preschool children, early remediation and
rehabilitation of these developmental domains should be mandatory in preschool institutions.
U-104
Anastasia Alevriadou, Eleni Griva, Μaria Massi
University of Western Macedonia, Greece
E-mail: [email protected]
An intervention programme related to reading development:
a case study of a child with Williams syndrome
Williams syndrome (WS) is a rare neurodevelopmental disorder, which is characterized by a distinctive set of facial features, cardiovascular anomalies, and mild to moderate intellectual disability (Bellugi et
al., 2000; Mervis, 2009). Language abilities may be expected to be at, or slightly higher than, level of overall
cognitive ability. Specifically, children with WS indicate relative strengths in receptive concrete vocabulary,
phonological processing, and verbal short-term memory. Weaknesses include relational vocabulary, grammatical comprehension, verbal working memory, comprehension monitoring, and discourse-level processing.
Concerning WS children’s reading development, systematic phonics instruction results into significantly better performance in decoding and comprehending compared to whole-word methods. The main purpose of
the present study was to enhance phonological awareness and reading skills of a child with WS, through an
intervention reading programme aiming at child’s learning to read a series of everyday concrete vocabulary.
Jane was a 9 year-old-girl with WS and a mild intellectual disability. Difficulties were noted with fine motor skills and concentration. There were also severe deficits in her phonological awareness, since she could
not read a single word or sentence. Explicit reading instruction and extensive practice for Jane was used to
help her read. She was taught to read by using a phonics instruction carried out in two basic phases. In the
first phase, certain phonological awareness tasks were administered: decoding word and nonword reading, rhyme detection, rhyme production, phoneme deletion, rhyme detection, segmentation. In the second
phase, decoding and reading words were administered through explicit and systematic instruction. It aimed
at making her understand (a) letter–sound correspondence, by using mnemonic strategies, incorporating
a photograph of an object, (b) concrete vocabulary presented both in isolation and in a sentence context.
The data revealed the benefits of training the child with WS in certain phonemic awareness skills, such as
‘blending’ and ‘segmentation’.
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Nivex Koller-Trbović
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
U-105
Vrste i razine rizika/potreba djece i mladih koji ulaze u
sustav intervencija zbog problema u ponašanju
Ovaj je rad dio većeg projekta pod nazivom “Usklađivanje intervencija s potrebama djece i mladih u
riziku: izrada modela”, kojeg je odobrilo i financiralo MZOŠ RH, a provodi Odsjek za poremećaje u ponašanju Edukacijsko-rehabilitacijskog fakulteta Sveučilišta u Zagrebu. Voditeljica projekta je prof.dr.sc.
Antonija Žižak. Na jednogodišnjem uzorku ispitanika djece i mladih koji ulaze u sustav intervencija prvi
puta, a temeljem problema u ponašanju, cilj je utvrditi razinu rizika i specifična područja rizika/potreba ove
djece i mladih. Znanstveno utemeljene procjene rizika / potreba pokušati će se dovesti u vezu s potrebnim /
adekvatnim intervencijama. Istraživačka pitanja idu, stoga, u više pravaca: Postoje li specifične vrste i razine
rizika / potreba kod djece i mladih obzirom na sljedeća obilježja: dob, spol, činjenicu jesu li ili ne u sukobu
sa zakonom, razinu obrazovanja, ranije provođene intervencije? Postoji li usklađenost vrsta i razina rizika
obzirom na korištene instrumente procjene? Kakva je mogućnost usklađivanja vrsta i razina procijenjenih
rizika / potreba kod djece i mladih s problemima u ponašanju sa sustavom intervencija koji bi zadovoljio
procijenjene potrebe? Istraživanje je provedeno na uzorku ispitanika koji su 2008. godine bili u procesu
početne procjene u centrima za socijalnu skrb ili općinskim državnim odvjetništvima u RH, a zbog problema u vlastitom ponašanju. Ukupan uzorak ispitanika iznosi 612. Istraživanje je provedeno upotrebom tri
vrste instrumenata za procjenu rizika / potreba, odnosno, problema u ponašanju i emocijama. Procjenu su
vršili stručnjaci, socijalni pedagozi, u spomenutim institucijama nakon što su prošli edukaciju iz procjene.
U rezultatima se daju odgovori i diskusija u odnosu na pojedinačna istraživačka pitanja.
Types and levels of risks/needs of children and youth newcomers
in the intervention system due to behavioural problems
This paper is part of a larger project entitled Matching interventions with the needs of children and youth
in risk: making a model, which was approved and funded by the Croatian Ministry of Science and Sport. The
project is carried out by the Department for Behavioural Disorders, Faculty of Education and Rehabilitation
Sciences at the University of Zagreb. The project leader is Antonija Žižak Ph.D. The goal is to determine the
level of risks and specific areas of risks/needs of children and youth based on their behavioural problems on
the one year sample of children and youth who enter the intervention system for the first time. An attempt
will be made to match the scientific based risk/needs assessment with the appropriate/ adequate interventions. Therefore, the research questions go in several directions: Are there specific types and levels of risk/
needs of children and young people given the following characteristics: age, sex, the fact whether or not
they are in conflict with the law, level of education, previously undertaken interventions? Is there a match
between type and level of risk considering used assessment instruments? What is the possibility of matching
the type and level of assessed risks /needs of children and youth with behavioural problems with a system
of interventions that meets the assessed needs? The study was conducted on a sample of participants in the
2008 who were in the process of initial assessment in social welfare centres or district attorney’s office in
Croatia, due to problems in their own behaviour. The total sample of respondents was 612. The study was
conducted using three types of instruments for assessing risks/needs or problems in behaviour and emotions.
The assessment was done by the professionals, social pedagogues in the above mentioned institutions after
they underwent the assessment training. In the results answers are given and discussion is made related to
the above research questions.
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U-106
Goran Bubas
University of Zagreb, Faculty of Organization and Informatics, Croatia
E-mail: [email protected]
Official statistics, public opinion surveys and corruption (white collar
crime) related criminal offence reporting in the daily press in Croatia
The official documents on the structure of corruptive criminal offences in Croatia for reported persons in
the 2008-2010 period (Croatian Bureau of Statistics, 2012, p. 46) indicate that as many as 87% of offences were
related to abuse of office and official authority, 10% were associated with accepting or offering a bribe, and 3%
to other criminal offences. The results of the investigation of public perception in Croatia regarding corruption
in 2010 revealed that (a) corruption was not decreasing, (b) numerous malpractices related to abuse of office
and official authority (including bribery) by public service officials or political representatives were perceived
as frequent or very frequent by 50% or more subject in this research, and that (c) prevalence of bribery in the
public perception holds the highest rate in relation to other types of crime (UNODC, 2011, pp. 39-43). According
to the Transparency International survey in July 2010 as many as 57% of respondents stated that corruption
in Croatia had increased in the 3 preceding years and 56% of them believed that the government was unsuccessful in fighting corruption (Transparency International, 2010). However, it must be not that various forms
of institutional support for fighting corruption in Croatia have gradually advanced since 2001 (Malenica &
Jeknić, 2010). One additional action that was recently considered by the EU Commission to supplement legal
instruments developed for addressing the problem of corruption includes “the training of media professionals to
strengthen knowledge in specific areas relevant for the detection of corruption (e.g. money laundering, political
party financing, banking, stock exchange markets)”. The proposed paper will analyze the types of corruptive
and/or “white collar” criminal offences covered by two main daily press media in Croatia in the 2011-2012
period, i.e. the most frequently reported types of offences and the style of reporting in the news related to such
offences (for an overview of reporting styles see: Dekeseredy and Dragewicz, 2011). Finally, for two Croatian
corruption cases that were extensively reported in 2011 the mediated image management and public relations
actions of offenders in the press media will be analyzed before and after their detention for corruption charges.
U-107
Ivana Sekol
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
Domska subkultura i vršnjačko nasilje u institucionalnom tretmanu
djece i mladih: kvalitativna studija
Dok je zabilježen porast kvantitativnih istraživanja vršnjačkog nasilja u institucionalnom tretmanu
mladih (Sekol i Farrington, 2009, 2010, 2011, pod recenzijom), do danas je samo jedno istraživanje mladih u
dječjim domovima (Barter, Renold, Berridge, i Cawson, 2004) i samo jedno istraživanje među institucionaliziranim maloljetnim prijestupnicima (Spain, 2005) kvalitativno istražilo vršnjačko nasilje među korisnicima
institucionalnog tretmana. Obje spomenute kvalitativne studije bile su provedene u Engleskoj. Ni jedna
kvalitativna studija vršnjačkog nasilja u institucionalnom tretmanu mladih do sad nije provedena u drugim
zemljama. Fokusirajući se na kvalitativnu metodologiju, ovaj rad nastoji doprinijeti literaturi kroz istraživanje
vršnjačkog nasilja među mladim korisnicima dječjih domova i korekcijskih ustanova (uključujući domove za
odgoj, odgojne domove i kaznene zavode). Za razliku od kvantitativne metodologije, kvalitativna metodologija pruža detaljne i bogate informacije o osobnim iskustvima i pogledima mladih ljudi u institucionalnom
tretmanu. Koristeći kvalitativnu metodologiju, ovaj rad nastojat će nadograditi saznanja spomenutih dvaju
kvalitativnih studija nudeći ‘dublje’ viđenje vršnjačkog nasilja oslanjajući se na izravne izjave mladih ljudi
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u institucionalnom tretmanu (Spain, 2005). Koristeći principe Utemeljene Teorije, ovaj rad nastoji istražiti
norme, pravila i vrijednosti ‘domske subkulture’ te procijeniti kako oni doprinose oblikovanju vršnjačkog
nasilja u institucionalnom tretmanu. Rad također nastoji ispitati kako grupna dinamika, grupna hijerarhija i
‘vršnjački red’ doprinose vršnjačkom nasilju u institucionalnom smještaju. Dvadeset i jedna fokusna skupina
provedena je s ciljem poticanja diskusije s korisnicima institucionalnog tretmana kako bi se potaklo izražavanje njihovih osjećaja i percepcija njihovog institucionalnog iskustva. Svaka fokusna skupina provedena je
u drugoj ustanovi institucionalnog tretmana u Hrvatskoj te se sastojala od skupine od maksimalno 8 mladih
korisnika, u dobi između 11 i 21 godine. Kao sredstvo poticanja razgovora u fokusnim skupinama korištena
je vinjeta. Korištena vinjeta predstavljala je modificiranu verziju vinjete korištene u istraživanju Spain (2005)
među maloljetnim prijestupnicima. Rezultati su ukazali na postojanje snažne ‘domske subkulture’ u hrvatskom
institucionalnom tretmanu. Navedena subkultura prije svega je karakterizirana ‘antidrukerskim’ kodom,
visokim vrednovanjem cigareta i negativnim odnosom s osobljem. Određeni koraci k strategiji suzbijanja
vršnjačkog nasilja u institucionalnom tretmanu predloženi su na osnovi navedenih rezultata.
Residential peer cultures and bullying in adolescent
residential care: A qualitative study
While there has been an increasing number of quantitative studies on bullying in adolescent residential
care (Sekol & Farrington, 2009, 2010, 2011, under review), to date, only one study qualitatively explored
bullying amongst young people in children’s homes (Barter, Renold, Berridge, i Cawson, 2004) and one study
qualitatively studied bullying amongst young offenders (Spain, 2005). Both of the above-mentioned qualitative studies were conducted in England, with no qualitative studies being conducted in other countries. This
paper aims to contribute to the literature by focusing on the application of qualitative methodology to explore
bullying amongst young people in children’s homes and correctional institutions. Compared to quantitative
methodology, qualitative methods provide detailed and rich information about personal experiences and views
of young people in care. By applying a qualitative approach this study hopes to build on the findings of the
above-mentioned quantitative studies by providing a more in-depth perspective of bullying using the actual
words of young people in care (Spain, 2005). By adopting a Grounded Theory approach, this study aims to
explore norms, rules and values of residential peer cultures and assess how they contribute to shaping bullying
in adolescent residential care. The study also aims to examine how group dynamics and hierarchies as well as
resident’s pecking orders contribute to bullying in care. Twenty one focus groups were employed to generate
a discussion with the young people in order to facilitate expressions of feelings and perceptions about their
experiences. Each focus group was conducted in a different residential care facility in Croatia and contained
a group of up to 8 young people, between the ages of 11 to 21. A vignette was used as a means for discussion
in the focus groups. The vignette was a modified version of a vignette used amongst young offenders by Spain
(2005). The results demonstrated that there is a strong residential peer culture in Croatian residential care. This
culture was predominately marked by a strong anti-grassing code, a high respect of cigarettes and a negative
relationship with staff. Based on these findings, policy recommendations are proposed.
Antonija Žižak
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
U-108
Smjernice za razvoj modela intervencija za djecu i mlade s
problemima u ponašanju utemeljene na rezultatima istraživanja
Znanstveni projekt “Usklađivanje intervencija s potrebama djece i mladih u riziku: izrada modela” provodi
se od 1. siječnja 2007. godine. Glavi cilj istraživanja odnosi se na osmišljavanje smjernica za razvoj modela
intervencija za djecu i mlade u riziku i/ili s problemima u ponašanju. Operacionaliziran je kroz veći broj
specifičnih ciljeva, koji se odnose na razvijanje i standardizaciju instrumenata za procjenu područja i razina
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rizika te na snimanje i opisivanje populacije djece i mladih s problemima u ponašanju u odnosu na područja
i razine rizika. Paralelno s tim, uključena je i procjena primjerenosti intervencijskog sustava za zadovoljenje
potreba korisnika. Formirana su tri uzorka ispitanika (N1= 998 djece i mladih uključenih u neki od programa
institucionalnog, poluinstitucionalnog ili izvaninstitucionalnog tretmana; N2 = 612 djece i mladih koji su
kao novi korisnici tijekom 2008. godine ušli u sustav intervencija; N3 = 140 osoba, dionika intervencijskog
sustava, s kojima je proveden razgovor o njihovom viđenju problema u ponašanju i intervencijskog sustava).
Za procjenu područja i razina rizika korištena su tri recentna instrumenta. Dobiveni rezultati su stručnjacima
i javnosti predstavljeni kroz veći broj znanstvenih radova i prezentacija na skupovima tijekom 2009., 2010.
i 2011. godine. Cilj ovog rada usmjeren je na generiranje smjernica za razvoj i/ili unapređenje sustava intervencija za djecu i mlade u riziku i/ili s problemima u ponašanju, usklađenih s procijenjenim razinama rizika
te obilježja intervencijskih potreba i korisničkih potencijala. U nastojanju da se taj, izuzetno složeni postupak
iniciranja prijenosa novostvorenih znanja u praksu, utemelji na rezultatima istraživanja, u ovom radu će biti
analizirani i integrirani rezultati prezentirani u 17 znanstvenih radova (14 objavljenih, tri u tisku). Kriteriji
za generiranje smjernica odnose se na: 1) obilježja djece i mladih; 2) usklađenost razina i područja rizika s
pojedinim vrstama intervencija; 3) nove intervencijske potrebe djece i mladih s problemima u ponašanju.
Evidence based guidelines for developing model of intervention
for children and youth with behaviour problems
Research “Matching interventions with the needs of children and youth at-risk: creating a model” has
been in realization since 2007. The main goal is to create and propose an intervention model for children
and youth at risk of developing behaviour problems, based on their intervention needs. It is operationalized
through several specific goals, related to development and standardization of several measures for the assessment of risk domains and levels, as well as screening the population of children with behaviour problems
regarding risk levels and domains. Adequacy of the present intervention system for satisfying users’ needs
is being conducted simultaneously. Three samples had been formed (N1 = 998 children and youth included
in treatment programs, residential or community; N2 = 612 children and youth who entered the system of
intervention in 2008; N3 = 140 persons, different stakeholders who were interviewed on their perspective
regarding behaviour problems and system of intervention). For the assessment of risk levels and domains
three highly relevant instruments were applied. Main results had been presented to the professionals at scientific conferences and through scientific papers published from 2009 until 2011. The goal of this paper is to
generate guidelines for improvement of the existing system of interventions for children and youth at risk of
developing behaviour problems, based on matched levels of assessed risk and characteristics of intervention
needs, and on users’ strengths. Due to the challenge to disseminate new knowledge as the evidence based
in the practice, this paper analyses and integrates the research results presented in 17 scientific papers (14
published, 3 in press). Guidelines creation will be related to the following: 1) characteristics of children and
youth; 2) matching levels and domains of risk with the type of intervention; 3) new intervention needs of
children and youth with behaviour problems.
U-109
Sretna Vrdoljak-Roguljić1, Ada Reić2
1
Obiteljski centar Splitsko-dalmatinske županije, Split, Hrvatska
Family Center of Split-Dalmatia County, Split, Croatia
2
Udruga mladih “Prijatelj”, Split, Hrvatska
Youth Association ‘’Prijatelj’’, Split, Croatia
E-mail: [email protected]
Izazovi participacije u programu “Mladi na djelu”
Jedan od najznačajnijih razloga nepotpune socijalne integracije mladih proizlazi, među ostalim, iz procesa
njihova prinudna zadržavanja u statusu dugoročno nezaposlenih osoba. Rezultati malobrojnih istraživanja
u Hrvatskoj pokazuju da je za mlade nezaposlenost središnji čimbenik ne samo materijalne egzistencije,
već i smisla života. Nezaposlenost doživljavaju kao nepravdu, diskriminaciju, napuštenosti od strane osoba
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i institucija, a jedna od posljedica je gubitak vjere u sebe i život, porast kriminala, alkoholizma, depresije
i preuzimanje pasivne uloge u procesu zapošljavanja. Naše izlaganje će se reflektirati na rezultate projekta
Dječji grad iz programa Mladi na djelu koji je pokrenut iz potrebe grupe mladih nezaposlenih osoba da
izađu iz pozicije”žrtve”, društveno se uključe u život zajednice i kroz aktivno sudjelovanje razviju osobne
snage, resurse, nova znanja i vještine, važne za zaposlenje. Autorice će predstaviti vlastito iskustvo u korištenju različite razine participacije, iz pozicije mlade osobe predstavnice Neformalne grupe mladih “Prijatelj”
i odrasle osobe, mentorice grupe. Prvi aspekt se odnosi na participaciju mladih u iniciranju, osmišljavanju
i vođenju projekta. Drugi se odnosi na participaciju predstavnice Obiteljskog centra u pružanju podrške i
potpore sudionicima projekta, bez sudjelovanja u procesu odlučivanja. Osnovna je namjera izlaganja pokazati
kako su različiti nivoi participacije utjecali na uspješnost projekta i na jačanje resursa sudionika i stručnjaka.
Challenges in participating in the “Youth in action” program
One of the most important causes of incomplete social integration of young people is, among others,
long term unemployment. Little research has been done on this topic in Croatia but the results, however,
show that unemployment is a very important topic for young people. They consider it as an act of injustice,
discrimination, abandonment from people and institutions and as a consequence, loss of faith in themselves
and life in general. It encourages criminal activities, alcoholism, depression and passive attitude towards
future employment. Our presentation will reflect on the results of the “Child’s town” project from the “Youth
in action” program, which was initiated by a group of young unemployed people willing to build their
self-confidence by being more socially active in their community. They can also find new resources, new
knowledge and skills which are very important for future employment. The authors will present and describe
their personal experience while using different levels of participation. One of them is a representative of an
informal group of young people called “Friend” and the other one is an adult, a mentor of the mentioned
group. The first aspect refers to participation of young people in initiating, designing and managing the
project. The second aspect refers to participation of the Family center representative who offered support to
the project’s participants but wasn’t a part of decision making process. The main purpose of this presentation
is to show how different levels of participation affected the success of the project and how they strengthened
resources of the participants and experts.
Neven Ricijaš1, Snježana Maloić2, Saša Rajić2
1
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
2
Ministarstvo pravosuđa Republike Hrvatske, Uprava za kazneno pravo i
probaciju, Zagreb, Hrvatska
Republic of Croatia Ministry of Justice, Directorate for Criminal Law and
Probation, Zagreb, Croatia
E-mail: [email protected]
U-110
Doživljaj posla probacijskih službenika u Hrvatskoj
Mogućnost rada s počiniteljima kaznenih djela u zajednici kroz sustav alternativnih/probacijskih sankcija
već je dugi niz godina prisutna u hrvatskoj kaznenopravnoj zakonskoj regulativi. Međutim, s konkretnim
izvršavanjem zaštitnog nadzora uz uvjetnu osudu i rada za opće dobro na slobodni započelo se tek krajem
2001. godine, nakon što su doneseni poseban zakon i provedbeni propisi kojima je izvršavanje detaljno
regulirano. Te sankcije provodili su posebno educirani povjerenici izvan svojih redovnih radnih aktivnosti,
najčešće zaposleni u zatvorskom sustavu i sustavu socijalne skrbi. Nakon desetak godina iskustva u provođenju ovih sankcija na gore opisan način, donesen je Zakon o probaciji kojim se propisuju probacijski
poslovi koje izvršavaju službenici probacije u okviru sustava probacije. Nova zakonska regulativa dovela je do
profesionalizacije ovih poslova, odnosno otvorila je novo zanimanje u hrvatskom društvu. Zakon je ujedno
doprinio organizacijskim promjenama u okviru hrvatskog pravosuđa, te su 2011. godine s radom započeli
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regionalni probacijski uredi kojima je povjereno, između ostalih poslova, izvršavanje zaštitnog nadzora uz
uvjetnu osudu i rada za opće dobro na slobodi. Cilj ovog rada je stjecanje uvida u doživljaj posla probacijskih
službenika u Hrvatskoj, što je s obzirom na ranije opisane okolnosti neistraženo i potpuno novo područje
na našim prostorima. U tu svrhu, uz važna socio-demografska i radna obilježja, ispitat ćemo samoprocjenu
kompetentnosti probacijskih službenika za posao koji obavljaju, njihovo zadovoljstvo i motivaciju poslom
te intenzitet doživljenog stresa na poslu. Istraživanje će biti provedeno tijekom svibnja i lipnja 2012. godine.
Ispitanici će grupno ispunjavati upitnik uz garanciju anonimnosti te će sudjelovanje biti dobrovoljno, pri
čemu će ispitanici biti upoznati s osnovnim ciljem istraživanja. Planirani uzorak ispitanika je oko n=50 (svi
probacijski službenici u Hrvatskoj). Rezultati će biti prikazani na način da omogućavaju stjecanje uvida u
doživljaj posla probacijskih službenika, pri čemu će se istražiti i eventualne razlike u ispitivanim obilježjima
s obzirom na relevantne kriterije.
Probation officers’ perception of work in Croatia
For a long period of time, Croatia has a legal possibility of providing treatment for adult offenders in the
community setting through alternative/probation sanctions. However, we started with conducting conditional sentence with supervision and community work just at the end of 2001, after special legal regulations
(law and ordinances) specific for this purpose came into force. At that time, sanctions mentioned above
were conducted by specially educated officers (commissioners) as their part-time job, after regular working activities, mainly in the prison or welfare system. After approximately ten years of experience, the law
on probation was brought. This new legal act defined all elements of probation work, as well as probation
officers who work in newly open probation offices. This change also led to professionalization of probation
work, in other words, provided new profession in Croatian society. Regional probation offices opened in
2011, and among other tasks, they are responsible for conducting conditional sentence with supervision and
community work. The main goal of this paper is to gain insight about probation officers’ perception of work
in Croatia, which represents unexplored area in given circumstances. With this purpose, we shall explore
important socio-demographic and work characteristics, self-evaluation of competence for probation work,
their satisfaction and motivation for work, as well as the intensity of perceived stress related to work. Research
will be conducted in April and May 2012, in a group setting with guarantee of anonymity. Participants will
be informed about the main purpose of the research, and their involvement will be voluntary. We plan a
sample of around n=50 probation officers (all probation officers in Croatia). Results will be presented in
a way that allows insight into the perception of the work of probation officers, while we shall also explore
possible differences in measured characteristics with regard to relevant criteria.
U-111
Gordana Milanović
Center for Placement and Day Care of Children and Youth with
Developmental Disorders, Belgrade, Serbia
E-mail: [email protected]
Specificity of providing health care services in
social care - beneficiary as a patient
The aim is to show the domain organization of health services by social protection of its activities in
thirteen living rooms and two stationary units for people with intellectual disabilities and autism. The paper
discusses the application of drug therapy, the life period in which it is usually introduced, the same efficiency
as to the factors that influence (patient age, sex, diagnosis, timeliness of application, administration or in the
family institution, the length of the drug). It points to the importance of partnerships between institutions the family and the same positive effect on the mental health of people with intellectual disabilities. This paper
presents the problem related to the achievement of hospital stay of our patients, both in psychiatric wards
for children, and the classes for adults. Due to the lack of adequate conditions in the existing psychiatric
institutions, as well as the unrealistic expectations that stationary social welfare institutions to provide health
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services secondary level, the mental and somatic health of people with intellectual disabilities and autism are
further threatened. The experience of many years of practice indicates that the family, social care and other
relevant institutions are equally important factors in maintaining mental health of people with intellectual
disabilities and autism. It is therefore important that their activities be coordinated and harmonized with¸
objective needs for health services of this category of patients.
Anamarija Žic Ralić, Natalija Lisak
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
U-112
Utjecaj financijskog blagostanja na kvalitetu života
obitelji djece s teškoćama u razvoju
S ciljem istraživanja utjecaja financijskog blagostanja na kvalitetu života obitelji djece s teškoćama u
razvoju koristio se upitnik The Family Quality of Life Survey (Brown et al., 2006), preveden na hrvatski
jezik (Žic-Ralić, 2011). Upitnik je prvi puta proveden u Hrvatskoj pa je cilj isto tako bio ustanoviti njegovu primjenjivost u kontekstu hrvatskog društva. Uzorak čini 51 roditelj djece s intelektualnim teškoćama
školske dobi, koji žive u vlastitoj obitelji, a školuju se u posebnim uvjetima obrazovanja u Zagrebu, Osijeku i
Varaždinu. Deskriptivna analiza pokazuje da 25% ispitanih obitelji ima prihode niže od hrvatskog prosjeka,
dok 13% obitelji ima prihode iznad prosjeka. Prema vlastitoj procjeni 58 % obitelji jedva preživljava ili se
nekako snalazi s prihodima dok 16 % dobro živi . Od ukupnog broja obitelji njih 23% dobiva dječji doplatak,
osobnu invalidninu i sl. Kod 19 % obitelji više od 25% ukupnog prihoda odlazi na lijekove, potrebnu opremu
i njegu svojeg člana s teškoćama. Većina obitelji procjenjuje da su im vrlo važne financije i poduzima mnogo
da bi financijsko stanje bilo bolje, no većina ih nije zadovoljna s prihodima u obitelji te smatraju da nemaju
dovoljno mogućnosti povećati ih. Rezultati t-testa pokazuju da se one obitelji koje imaju ispodprosječne
prihode razlikuju statistički značajno od obitelji koje imaju iznadprosječne prihode u nekim aspektima
obiteljske kvalitete života. Obitelji koje imaju iznadprosječne prihode značajno su zadovoljnije financijskim
blagostanjem od obitelji s ispodprosječnim prihodima što je za očekivati, te su zadovoljnije i ukupnom
kvalitetom života, no ne i ukupnim zadovoljstvom kvalitetom života.
Influence of financial wellbeing on quality of life on
families with children with disabilities
Aimed to research influence of financial wellbeing on family with disabilities quality of life, The Family
Quality of Life Survey (Brown et al., 2006.) was translated in Croatian language (Žic-Ralić, 2011). This survey
has been used for the first time in Croatia that is why the purpose was to verify its applicability in the context
of Croatian society. The sample consisted of 51 parents of school age children with intellectual disabilities,
who live in their own families and get their education in special education system in Zagreb, Osijek and
Varaždin. Descriptive analysis show that 25% of those families have incomes below the Croatian average and
only 13% of families have above average incomes. According to their own assessments 58% of them are barely
surviving or somehow settling down while 16 % are living well. Only 23% of families are getting allowance
for children and disabilities. 19% families spend 25% of total income for medicaments, equipment and care
for their member with disability. Most of those families find their financial condition as very important and
put a lot of efforts to improve it but, accordingly to their estimations, are not satisfied with current financial
situation and cannot see possibilities for improvement. T-test showed significant difference between families
with below average income and families with above average incomes in some aspects of family quality of
life. As it was expected, families with above average incomes were more satisfied with their financial situation and estimate better general quality of life then families with below average incomes. On the other hand
there were no differences between those two groups in estimations of total satisfaction with quality of life.
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U-113
Daniela Cvitković, Ana Wagner-Jakab
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
Utjecaj sustava vrijednosti i interakcije sa zajednicom na
kvalitetu života obitelji djece s teškoćama u razvoju
S ciljem istraživanja utjecaja sustava vrijednosti na kvalitetu života obitelji djece s teškoćama koristio se
upitnik The Family Quality of Life Survey (Brown et al., 2006), preveden na hrvatski jezik (Žic-Ralić, 2011).
Ovaj upitnik se prvi puta koristio u Hrvatskoj pa je cilj također bio ustanoviti njegovu primjenjivost u kontekstu
hrvatskog društva. Uzorak čini 51 roditelj djece s intelektualnim teškoćama školske dobi, koji žive u vlastitoj
obitelji, a školuju se u posebnim uvjetima obrazovanja u Zagrebu, Osijeku i Varaždinu. Deskriptivna analiza
pokazuje da od ukupnog broja obitelji oko pola njih živi u zajednici koja prihvaća invaliditet, pomaže u suočavanju s teškoćama, zadovoljavanju emotivnih i praktičnih potreba dok polovica obitelji nema zadovoljavajuću
podršku zajednice. Korelacijska analiza pokazuje da je stupanj u kojem zajednica prihvaća invaliditet, pomaže
i daje podršku obitelji, statistički značajno povezan s ukupnom kvalitetom života obitelji, no ne i sa zadovoljstvom kvalitetom života. Rezultati t-testa pokazuju da one obitelji koje imaju usvojene vjerske vrijednosti i
tome pridaju veću važnost procjenjuju veće zadovoljstvo stupnjem do kojeg osobne, duhovne, vjerske i/ili
kulturne vrijednosti doprinose kvaliteti života njihove obitelji te se više trude ojačati i održati takve vrijednosti.
The impact of values and interaction with community on
quality of life in families with children with disabilities
Aimed to research influence of values on family with disabilities quality of life, The Family Quality of Life
Survey (Brown et al., 2006.) was translated in Croatian language (Žic-Ralić, 2011). This survey has been used for
the first time in Croatia that is why the purpose was to verify its applicability in the context of Croatian society.
The sample consisted of 51 parents of school age children with intellectual disabilities, who live in their own
families and get their education in special education system in Zagreb, Osijek and Varaždin. Descriptive analysis
shows that from the total number of families, about half of them live in a community that accepts disability,
helps in dealing with disabilities, meets the emotional and practical needs, while half of the families do not have
sufficient community support. Correlation analysis shows that level in which community accepts disability
and support family significantly positive correlate with total family quality of life. That is not the case with
estimated feeling of satisfaction with family quality of life. T-test results show that families who have adopted
religious values and emphasize them, assess more satisfaction with contribution of personal, spiritual, religious
and/or cultural values on their family quality of life. They also work harder to empower and maintain them.
U-114
Draženka Blaži1, Marijana Balažinec2, Helena Obučina2
1
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
2
Logopedski kabinet Blaži, Sesvete, Hrvatska
Cabinet for speech and language pathology Blaži, Sesvete, Croatia
E-mail: [email protected]
Slušno procesiranje kod djece s jezičnim teškoćama
Slušno procesiranje (slušna obrada) označava način na koji središnji živčani sustav prepoznaje i obrađuje zvukove oko nas. Unatoč urednom sluhu, slušno procesiranje pristiglih informacija može biti narušeno.
Poremećaji slušnog procesiranja mogu značajno utjecati na jezično-govorni razvoj, na učinkovitu komunikaciju,
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na usvajanje vještine čitanja i pisanja te konačno na akademski uspjeh. U hrvatskoj znanosti ispitivanja slušnog
procesiranja vrlo su rijetka i cilj je ovog istraživanja ispitati sposobnost slušnog procesiranja jezičnih elemenata
kod djece s jezičnim teškoćama te njihove rezultate usporediti s rezultatima djece urednog jezično-govornog
razvoja. Također, cilj nam je utvrditi postoje li razlike unutar skupine djece s jezičnim teškoćama u sposobnosti slušnog procesiranja s obzirom na različite podtipove jezičnih teškoća, te postoje li razlike u sposobnosti
slušne obrade informacija s obzirom na dob ispitanika. Očekujemo da će ispitanici s jezičnim teškoćama imati
značajno više teškoća u slušnom procesiranju u odnosu na ispitanike urednog jezično-govornog razvoja, te da
slušno procesiranje postaje značajno bolje s porastom kronološke dobi. Za potrebe ovog istraživanja korištena
je Baterija testova za ispitivanje poremećaja slušnog procesiranja PSP – 1 (Hedjever, 2011). Uzorak ispitanika
čini 60-oro ispitanika podijeljenih u eksperimentalnu i kontrolnu skupinu. Eksperimentalnu skupinu čini 30oro ispitanika kod kojih je utvrđena dijagnoza “jezične teškoće” kronološke dobi od 5,06 do 7,06 godina. Uzorak
ispitanika eksperimentalne skupine podijeljen je na 3 subuzorka: po dobi i podtipu jezičnih teškoća. Kontrolnu
skupinu čini 30-oro djece urednog jezično-govornog statusa izjednačenih s eksperimentalnom skupinom po
dobi i spolu. Uzorak ispitanika iz kontrolne skupine također je podijeljen na 3 subuzorka s obzirom na dob ispitanika. Sva su djeca urednog intelektualnog statusa i bez utvrđenih dodatnih poteškoća. Ispitivanje se provodi
individualno, uz suglasnost roditelja i poštujući etička načela u znanstvenom istraživanju. Za analizu rezultata
biti će izračunati osnovni statistički parametri, a značajnost razlika utvrđivat će se t-testom.
Auditory processing in children with language impariment
Auditory processing defines a way in which our central nervous system recognizes and processes sounds that
we hear. Despite intact hearing abilities, auditory processing can be impaired. Auditory processing deficit can
significantly affect language development, effective communication skills, reading and writing skills and finally
academic achievement. In Croatian science this kind of research is very rare, so our goal is to examine auditory
processing ability of language elements in children with language impairment and to compare their results with
the results of normal language developed children as the control group. Also, our goal is to determine if there
are any differences in auditory processing ability among children with language impairment, considering different subtypes of language impairments, and to confirm differences in auditory processing ability considering
in different age groups. We expect that the group of children with language impairment will have significantly
more difficulties in auditory processing ability, considering the control group, and that auditory processing ability
increases with the increase of the chronological age. For the needs of this research we used Battery of tests for
detection of hearing processing disabilities PSP-1 (Hedjever, 2011). The sample consists of 60 examinees divided
into experimental and control group. Experimental group consists of 30 examinees with diagnose of language
difficulties, aged from 5, 06 to 7, 06. This sample is divided into three subgroups – considering the chronological
age and the type of language difficulties. Control group consists of 30 children of normal language development
equaled with the experimental group considering their age and gender. Control group sample was also divided
into three subgroups – considering their chronological age. All children included in the research have normal
intellectual status without any confirmed additional difficulties. Examinations were held individually with each
child under the consent of their parents and considering ethical principles in science research. In the analysis of the
results basic statistical parameters were calculated and statistically significant difference was determined by t-test.
Oriola Hamzallari
University “Aleksander Moisiu”, Durrës, Albania
E-mail: [email protected]
U-115
Developing a responsive curriculum in Albanian daycares
This paper puts emphasis on the importance of creating a responsive curriculum for infants and toddlers
in daycares. Responsive curriculum is defined as creating a program which includes an appropriate everyday
practice with infants and toddlers by respecting their developmental needs. In this study there have been
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taken 26 semi-structured interviews with educators in five Albanian daycares. The interview questions were
mostly based on work conditions and curricular issues. Some findings revealed that educators in Albanian
daycares are faced with challenging work conditions such as low salaries and the increasing number of
children in daycares. Therefore, educators’ most difficult challenge is to give the necessary attention to every
child’s need. On the other hand, the daycares’ curriculum is mostly based on play activities. Specifically,
children and educators carry out some age-appropriate play activities during the day. Even though the curricular play activities often encourage children’s interaction with educators and other children, sometimes
these play activities are not successful. According to educators, some of the reasons that children do not get
involved in the play activities are the children’s temperament and the large number of children in the groups.
In conclusion, there is a need to transform the daycares’ curriculum so as to be developmentally appropriate for infants and toddlers by expanding the concept of curriculum not only as play activities but as a
structure which guides educators on how to do the everyday activities with children in a way that promotes
emotional, social, cognitive and physical development.
U-116
Nikolina Kolić1, Miroslav Mihoci1, Irma Kovčo Vukadin2
1
Odgojni zavod Turopolje, Velika Gorica, Croatia
Rehabilitation Centre Turopolje, Velika Gorica, Hrvatska
2
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
Promjene u obilježjima ponašanja i obitelji maloljetnika
upućenih u odgojni zavod (1996.-2011.)
Odgojna mjera upućivanja u odgojni zavod je “najteža” odgojna mjera koja se izriče maloljetnim počiniteljima
kaznenih djela u Hrvatskoj. Imajući na umu široko korištenje oportuniteta prilikom odlučivanja o pokretanju
kaznenog postupka prema maloljetnicima i u pojedinim stadijima kaznenog postupka, te načelu postupnosti
prema kojem se uvijek odabire “blaža” odgojna mjera za koju se smatra da će ispuniti svrhu sankcioniranja, za
opravdano je pretpostaviti kako maloljetnici kojima je izrečena odgojna mjera upućivanja u odgojni zavod čine
“ozbiljni” dio populacije maloljetnih počinitelja kaznenih djela. Intenzivne promjene u hrvatskom društvu koje
su rezultat poratnih okolnosti i tranzicijskih procesa su se odrazile i na funkcioniranje obitelji kao primarnog
okruženja za razvoj mladih. Navedene promjene se često nalaze u argumentaciji stručnjaka u tvrdnjama o negativnim promjenama u strukturi delinkventnog ponašanja mladih. Cilj ovog istraživanja je provjera tvrdnje o negativnim promjenama u strukturi delinkvencije mladih na uzorku maloljetnika kojima je izrečena odgojna mjera
upućivanja u odgojni zavod (Turopolje) i koji su zatečeni na izvršavanju ove odgojne mjere 1996. i 2011. godine
(N=151). Podaci su prikupljani uvidom u osobnike maloljetnika, a postojanje razlika u obilježjima delinkventnog ponašanja i obiteljskog funkcioniranja u dvije promatrane vremenske točke je testirano hi-kvadrat testom.
Changes in behavioural and family features of juveniles
assigned to rehabilitation centre (1996-2011)
Assignment to rehabilitation centre is the most severe educational measure that could be pronounced
to juvenile crime offenders in Croatia. Knowing the wide usage of public prosecutors’ discretion power in
initiating the criminal proceedings and other phases of criminal proceedings, and the principle of graduality in juvenile justice system (pronouncement of milder sentence for achieving the purpose of sentencing),
it is logic to assume that juveniles assigned to rehabilitation centre are very “severe” part of juvenile crime
offenders population. Intensive changes in Croatian society due to post-war circumstances and transition
processes reflected on functioning of the family, the primary environment for youth development. Those
changes are frequent argument in experts’ claims about negative changes in structure of juvenile delinquency.
The aim of this paper is to test claims about negative changes in structure of juvenile delinquency on the
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sample of juveniles assigned to rehabilitation centre (Turopolje) who were in the Centre in 1996 and in 2011
(N=151). Data were collected from juveniles’ personal files. Chi-square test was used in testing differences
in behavioural and family features of juveniles regarding the two time points.
Draženka Blaži2, Lana Šramek2, Marina Vidačić2, Alma Džanović2,
Katarina Rumiha2
1
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
2
Udruga za ranu logopedsku i edukacijsko-rehabilitacijsku intervenciju –
LERI, Sesvete, Hrvatska
Association on early logopaedic and educational and rehabilitation intervention – LERI, Sesvete, Croatia
E-mail: [email protected]
U-117
Je li rana intervencija u Hrvatskoj doista rana?
Rizične i održavane trudnoće, prerano rođenje djeteta, različita nepovoljna stanja tijekom poroda i neposredno nakon poroda, rizici su koji često uzrokuju razvojne teškoće u djeteta, a najčešće su teškoće u
području komunikacije, jezika i govora. Danas se u Hrvatskoj prosječno godišnje rađa 10% djece s neurorizičnim čimbenicima. Upravo ova djeca kandidati su za korištenje usluga rane intervencije. Rana intervencija
podrazumijeva oblik poticanja usmjeren prema djetetu, njegovoj obitelji i široj okolini, u najranijoj dobi
djeteta, s ciljem unapređivanje cjelokupnog djetetovog stanja i razvoja te pravilnog obiteljskog djelovanja
(Europska mreža za ranu intervenciju / European Association on early childhood intervention – Eurlyaid).
Spoznaje moderne medicinske znanosti otkrivaju nam da je djetetov mozak “neuroplastičan” odnosno da
se tijekom prve dvije godine života djeteta pravilnim stimulacijama iz okoline može značajno utjecati na
kvalitetu razvoja i funkcioniranja mozga, a tikamame i na cjelokupni razvoj djeteta, njegove komunikacije,
jezika i govora. Cilj je ovog istraživanja ispitati u kojoj dobi neurorizična djeca te djeca s odstupanjima u
komunikacijskom i jezično-govornom razvoju na području grada Zagreba i Zagrebačke županije “ulaze” u
programe rane intervencije, tko ih upućuje na navedene programe i s kojim “ulaznim dijagnozama”. Obradili
smo podatke 89 djece koja su tijekom protekle dvije godine uključena u program rane intervencije u Udruzi
LERI. Podatci pokazuju da 24 % djece i roditelja dolaze samoinicijativno, a 76 % upućuje pedijatar. Prosječna
dob u kojoj dolaze na prvu stručnu obradu specijalista rane intervencije je 34 mjeseca odnosno gotovo 3
godine, a razlog dolaska u preko 80 % slučajeva je da dijete ne govori ili govori izrazito nerazumljivo. Podatci
nam također pokazuju da je u gotovo polovici slučajeva “ulazna dijagnoza” različita od stvarne dijagnoze te
da je negovorenje samo jedan od simptoma šireg poremećaja.
Is early childhood intervention (ECI) in Croatia really an early one?
Risk and maintained pregnancies, premature chilbird, various unfavorable conditions during labor and
immediately after birth represent risk that often causes developmental problems in children and the most
common problems occur in the field of communication, language and speech. 10% of children born in Croatia
annually are born with neurological risk factors. These children are candidates for programs of early childhood intervention (ECI) services. ECI implies a form of child centered early development encouragement which
includes his family and wider community. ECI includes children from the earliest age, with the aim of improving
the overall condition of the child and his development and also, proper family action (European Association on
Early Childhood Intervention - Eurlyaid). The aim of this study was to examine at which age children with
neurological risk factors and children with developmental deviations in the communication, language and
speech in the City of Zagreb and Zagreb County “enter” the ECI programs, who are they referred from and
with what “entry diagnosis”. We have processed data from 89 children who were included in the ECI program
in the LERI Association over the past two years. The data shows that 24% of children and parents come on their
own initiative, and 76% are referred from a pediatrician. A child is approximately 34 months old when he/she
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arrives at first developmental assessment of the ECI specialist. The main reason in 80% of all cases why parents
seek an ECI assessment is that the child does not speak or speaks very incomprehensibly. The data also shows
that in almost half of the cases “entry diagnosis” is different than the actual diagnosis and the non-speaking one
of the symptoms of a wider disorder.
U-118
Sonja Alimović
Daily Rehabilitation Centre ‘’Mali dom’’, Zagreb, Croatia
E-mail: [email protected]
Outcome of early functional vision habilitation in
children with perinatal brain damage
Cerebral visual impairment is the most common cause of low vision and blindness in developed countries. In childhood, it is mostly caused by perinatal brain damage. Theoretical model of early intervention is
based on our knowledge of brain plasticity. Most of the authors claim that early infancy is the best age for
stimulating vision development in children with cerebral visual impairment. The aim of the study was to
determine the improvement of visual functioning in children with perinatal brain damage after the visual
stimulation program. In the study, 100 children were assessed and results of assessments before and after
visual stimulations were compared. Results have shown that children improved their visual functioning in
all situations, and the best improvement was in keeping visual attention and visual communication.
U-119
Ivana Opačak1, Draženka Blaži2, Natalija Kovač Gornji1
1
Logopedski kabinet Blaži, Sesvete, Hrvatska
Cabinet for speech and language pathology Blaži, Sesvete, Croatia
2
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
Javljaju li se teškoće na autističnom spektru oko treće godine?
Već dulji niz godina u svijetu se provode rani interventni programi detekcije i rane intervencije neurorazvojnih poremećaja uključujući i poremećaj na autističnom spektru. Najraniji simptomi koji upućuju na autistični
spektar se najčešće manifestiraju kao izostanak ili vrlo rijetka i površna pojavnost uobičajenih obrazaca ponašanja kao što su: vještine združivanja i dijeljenja pažnje, učestalo i svrhovito djelovanje na socijalnog partnera
kontaktom očima i ranim gestama, razumijevanje jezika (jednostavnih pitanja i fraza), učestala uporaba prvih
riječi u cilju ostvarivanja komunikacije, zanimanje za različite igračke i sl. Navedeni obrasci ponašanja obično se
javljaju oko prvog rođendana, a najčešće do 15. mjeseca života. Njihov izostanak često upućuje na poremećaje iz
autističnog spektra. U našoj praksi svjedoci smo roditeljskog “lutanja” u potrazi za pravom dijagnozom djeteta
čak do dobi od 3 ili 4 godine života. Često se događa da različiti stručnjaci u ranijoj djetetovoj dobi negiraju autistični spektar ne zamjećujući navedene indikativne pokazatelje. Cilj ovog rada je na uzorku roditelja tridesetoro
djece dobi od 3 do 8 godina, s područja Zagrebačke županije i grada Zagreba, kod čije djece je ustanovljen neki
stupanj poremećaja iz autističnog spektra, dobiti uvid je li se autizam uistinu “javio s tri godine” ili su teškoće
koje ga karakteriziraju bile prisutne i puno ranije. Podatci će biti prikupljeni retrospektivnim roditeljskim iskazom pomoću 10 odabranih pitanja iz Ljestvice komunikacije i simboličkog ponašanja – razvojni profil (CSBS
DP) sakupljenim u posebno kreiranom upitniku za ovo istraživanje. Očekuje se da će podatci pokazati da se
navedeni indikatori mogu zamijetiti već u dobi do 18. mjeseca života, te na taj način doprinijeti ranijoj detekciji
poremećaja iz autističnog spektra i ranijem uključivanju djeteta u program rane intervencije.
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Do problems in autistic spectrum occur around age of three?
For many years in the world early intervention programs and early detection of intervention disorder
are being conducted, including also the ones aiming to diagnose disorder in autistic spectrum. The earliest
symptoms suggesting autistic spectrum disorder are often manifested as an absence or very rare and superficial appearance of common behavioral patterns such as joint attention, frequent and purposeful action
on the social partner using eye gaze and gestures, language understanding (simple questions and phrases),
frequent use of first words in order to achieve better communication, interest in different toys, etc. These
patterns usually occur around first birthday and usually until 15th month of child’s life. Their absence often
points to autistic spectrum disorders. In our practice we are witnessing parent “wandering” when searching
for the right diagnosis of a child up to age of 3 or 4. It often happens that different experts in the child’s early
age deny autistic spectrum since they are not noticing these obviously indicators. The aim of this paper is
maid on sample of thirty parents of children in age between 3 and 8 years, in the area of Zagreb district and
Zagreb city, in whose children is established some degree of autistic spectrum disorder. The main goal is to
get the possibility to see whether autism has truly appeared with three years or were difficulties that characterize this disorder present much earlier. Data will be collected using a retrospective parental statement
of 10 selected questions from the scale of communication and symbolic behavior - Development Profile
(CSBS DP) collected in a specially created questionnaire for this study. It is expected that the data will show
that these indicators can be noticed by 18th month, and therefore can contribute to early detection of autism
spectrum disorders and prior involvement in a child’s early intervention program.
Dora Dodig1, Ivana Maurović1, Željka Kamenov2
1
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
2
Sveučilište u Zagrebu, Filozofski fakultet, Hrvatska
University of Zagreb, Faculty of Humanities and Social Sciences, Croatia
E-mail: [email protected]
U-121
Odrednice (ne)zadovoljstva poslom stručnjaka
pomažućih i nepomažućih profesija
Odabir i obavljanje pomažuće, odnosno nepomažuće profesije kao svojeg životnog poziva sa sobom
nosi određene specifične uvjete koji mogu utjecati na osobno zadovoljstvo poslom. Pomažuće profesije
za cilj imaju pružanje pomoći ljudima u savladavanju životnih teškoća, te je stoga riječ o vrlo odgovornom humanističkom pozivu (Žganec, 1995). Predstavlja li takav posao i veće zadovoljstvo osobama koje
ga obavljaju od poslova koji imaju drugačiju misiju, ciljeve i interese? Odgovor na ovo pitanje nastojat će
se ponuditi istraživanjem koje je za cilj imalo stjecanje uvida upravo u odrednice zadovoljstva odnosno
nezadovoljstva poslom stručnjaka pomažućih i nepomažućih profesija. Specifični problemi istraživanja su
utvrditi njihove međusobne razlike u ukupnom zadovoljstvu poslom, različitim elementima zadovoljstva
poslom, te provjeriti efekt nekih sociodemografskih obilježja na profesionalno zadovoljstvo pomagača i
nepomagača. Uzorak je činilo ukupno N=418 osoba visoke stručne spreme pomažućih (N=206; socijalni
pedagozi, socijalni radnici, psiholozi, rehabilitatori, logopedi i liječnici) i nepomažućih (N=212; ekonomisti,
pravnici, učitelji, nastavnici i inženjeri različitih profila) profesija. U oba subuzorka zastupljenije su osobe
ženskog spola (85,4% u subuzorku pomagača i 63,2% u subuzorku nepomagača). Prosječna dob “pomagača”
iznosi 36, a “nepomagača” 33 godine. Kao mjera zadovoljstva poslom korištena je Skala zadovoljstva poslom
konstruirana u okviru poslijediplomskog doktorskog studija socijalnog rada, a koja sadrži ukupno 55 čestica
koje se faktorskom analizom raspoređuju u 6 faktora: (1) zanimljivost i poticajnost posla, (2) stresnost, (3)
svrhovitost, (4) iskorištenost vlastitih potencijala, (5) odnos s kolegama i (6) status. U upitnik je uključen
i niz pitanja vezanih uz sociodemografska obilježja. Rezultati pokazuju kako postoje razlike između dva
subuzorka u ukupnom zadovoljstvu poslom i u nekim odrednicama zadovoljstva: pomagači su općenito
zadovoljniji poslom, procjenjuju ga zanimljivijim i poticajnijim, ali ga ujedno i doživljavaju stresnijim. Od
ispitanih sociodemografskih obilježja, značajnijim odrednicama pojedinih aspekata zadovoljstva poslom
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pokazali su se spol, te bračni i roditeljski status. Razlike u zadovoljstvu poslom s obzirom na dob sudionika,
ukupne godine staža, te godine staža na trenutnom radnom mjestu nisu utvrđene.
Determinants of job (dis)satisfaction of helping and non-helping professionals
Choosing and performing helping or non-helping profession as a vocation entails certain specific conditions which may affect personal job satisfaction. The aim of helping professions is helping people to overcome life’s difficulties, and therefore it is a very responsible humanistic vocation (Zganec, 1995). Does this
work provide greater satisfaction to people who perform it comparing to people whose jobs have different
missions, goals and interests? This research, aimed at gaining insight into job satisfaction determinants of
experts in helping and non-helping professions will attempt to provide an answer to this question. Specific
goals of research are to explore differences in overall job satisfaction, different elements of job satisfaction,
and to explore weather “helpers” and “non-helpers” differ with regard to some socio-demographic characteristics. The sample consists of 418 participants with university degree, representing helping (N = 206; social
pedagogues, social workers, psychologists, rehabilitators, speech pathologists, physicians) and non-helping
professions (N=212; economists, lawyers, teachers and engineers). The majority of both subsamples are
women (85,4% among helpers and 63,2% among non–helpers). Mean age is 36 for helping professionals
and 33 for non-helping professionals. As a measure of job satisfaction, Job Satisfaction Scale, constructed
within doctoral study of social work, was used. It consists of 55 items that are, through factorial analysis,
distributed in six factors: (1) interest and incentiveness, (2) stressfulness, (3) meaningfulness, (4) growth
and development, (5) relationship with colleagues, (5) status. A set of questions about socio-demographic
characteristics and working conditions of participants was included as well. The results show that there are
differences between two subsamples in overall satisfaction and some elements of satisfaction: “helpers” are
generally more satisfied with their job, they find it more interesting and incentive, but also more stressful.
Regarding socio-demographic characteristics, significant determinants of job satisfaction are gender, marital
and parental status. Differences in job satisfaction with regard to the age of participants, total years of service
and years of service at the current work place were not found.
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Steven R. Wood
California State University, Department of Criminal Justice, Turlock, USA
E-mail: [email protected]
U.S. prisoner misconduct and co-occurring serious
mental and substance use disorders
The United States Bureau of Justice Statistics (BJS) estimates that in 2010 over 1.5 million people were
incarcerated in American prisons (Glaze, 2011). BJS estimates are that about one-half of prisoners will have
histories of mental illness with many also having co-occurring substance abuse histories (James and Glaze,
2006). Past research has examined how mental illness is related to prisoners’ likelihood of violating prison
rules but much remains unknown about how prisoner misconduct and co-occurring disorders (i.e., having
a serious mental and substance use disorder) are related. This study’s premise is that due to their psychopathology, prisoners with co-occurring disorders bring with them into prison an inherent susceptibility to
violating institutional rules and norms of the prison subculture. Thus, in comparison with prisoners without
co-occurring disorders, prisoners with co-occurring disorders are predicted here to have greater involvement
in (non-)violent misconduct. Self-report data from a nationally representative sample of U.S. state prisoners are used (N = 14,499). To control for other inmate-level factors associated with prisoner misconduct,
hierarchical logistic regression will be used for hypothesis testing. Prisoners with co-occurring disorders
are those ever diagnosed with a serious mental disorder (e.g., schizophrenia, depression, post-traumatic
stress disorder) and before their admission to prison met DSM-IV substance abuse / dependence criteria.
Examples of prisoner misconduct are being charged with / convicted of physically or verbally assaulting
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others, possession of contraband and disobeying orders since admission to prison. The study is currently
underway. Although the study is now underway, its findings are likely to highlight the need for prison staff to
screen prisoners for psychiatric and substance use disorders and to offer effective prison-based treatments.
Gabrijela Ratkajec Gašević1, Martina Čarija2, Ivana Maurović1, Andreja
Radić3, Lucija Sabljić3, Kristina Starčević4, Snježana Šalamon3
1
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
2
Centar za djecu, mlade i obitelj – MODUS, Zagreb, Hrvatska
Centre for Children, Youth and Families – MODUS, Zagreb, Croatia
3
Centar za mentalno zdravlje i prevenciju ovisnosti, Zagreb, Hrvatska
Centre for Mental Health and Substance Abuse, Zagreb, Croatia
4
Udruženje ‘’Djeca prva’’, Zagreb, Hrvatska
Association ‘’Djeca prva’’, Zagreb, Croatia
E-mail: [email protected]
U-123
Analiza provedbe posebne obaveze uključivanja u individualni ili grupni
psihosocijalni tretman u savjetovalištu za mlade na području Grada Zagreba
Izricanje i nalaganje posebnih obaveza za maloljetnike u sukobu sa zakonom, od prvog zakonskog utemeljena (1998. godine) do danas proširivalo je svoje mogućnosti od načina izvršavanja i provedbe, broja do
raznolikosti ponude posebnih obaveza. Sukladno aktualnom Zakonu o sudovima za mladež (NN 84/11),
mladima sud ili državno odvjetništvo može izreći/naložiti jednu ili više posebnih obaveza. U fokusu ove
prezentacije bit će posebna obaveza uključivanje u pojedinačni ili skupni psihosocijalni tretman u savjetovalištu za mlade. Niz je stručnih aktivnosti kojima se nastoji poboljšati provedba te posebne obaveze (npr.
izrada standarda provedbe s ciljem povećanja kvalitete). Područje grada Zagreba i okolice ima relativno
dobre i raznolike mogućnosti programa kojima se maloljetnicima osigurava ova intervencija. S ciljem analize
trendova u provedbi, putem Predloška za analizu provedbe posebne obaveze uključivanja u individualni ili
grupni psihosocijalni tretman u savjetovalištu za mlade, ustanove koje provode ovu mjeru predstavit će samu
organizaciju, teorijsko/znanstveno utemeljenje programa, kompetencije i obilježja stručnjaka, specifičnosti
programa, obilježja populacije koja se uključuje u program, potencijalne inovacije te izazove u samoj provedbi.
Analiza je dio projekta Savjetovališta za mlade i mogućnosti provedbe posebne obaveze uključivanja u individualni ili grupni rad u savjetovalištu za mlade. Cilj ovog izlaganja usmjeren je na analizu smjerova djelovanja
i definiranje područja rada institucija i savjetovatelja koji provode savjetovanje kao i prostora za poboljšanje.
U tu svrhu opisat će se stanje, potrebe i način provedbe spomenute posebne obaveze od deset institucija iz
različitih područja djelovanja (zdravstvenih i gradskih institucija te udruga) u spomenutim područjima.
Kvalitativna analiza podataka omogućit će sagledavanje opsega, a zatim i zajedničkih i specifičnih problema
s kojima se stručnjaci susreću u provedbi intervencije, ali i promišljanje o daljnjim inovacijama u provedbi.
Analysis of implementation of the obligatory inclusion
into individual or group psychosocial treatment within
the youth counseling service in the City of Zagreb
Since special obligations for youth in conflict with the law has been brought in the Croatian legal system
(in the year 1998), there has been a steady rise in the execution and in the implementation of the obligation.
In accordance with the current Juvenile Courts Act (NN 84/11), the court or the state Attorney can deliver/
order one or more special obligations for youth in conflict with the law. The focus of this presentation is the
obligatory inclusion into individual or group psychosocial treatment within the youth counseling service.
There is a variety of professional activities whose goal is to enhance the execution of the above mentioned
special obligation (i.e. development of standards with the aim of increasing quality). City of Zagreb and the
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surrounding area has relatively good and varied programs to ensure the execution of this special obligation.
In order to analyze trends in the implementation, through Analysis form for implementation of obligatory
inclusion into individual or group psychosocial treatment within the youth counseling service institutions that
implement this measure will present the organization itself, theoretical / scientific foundation of the program,
competencies and characteristics of professionals, program specifics, the characteristics of the population that
is included in the program, potential innovations and challenges in the implementation itself. This analysis is
a part of the project “Counseling centers for youth and possibilities of implementation of obligatory inclusion
into individual or group psychosocial treatment within the youth counseling service”. The aim of this paper is
focused on analyzing courses of action and defining the area of expertise of the institutions and counselors
who conduct counseling as well as finding room for improvement. For this purpose, we shall describe the
situation, needs and methods of implementing these special obligations in ten institutions from different
areas of activity (health and municipal institutions and NGOs) in these areas. Qualitative data analysis will
allow consideration of the scope, common and specific problems that professionals face in implementing
the intervention, but also reflect on further innovation in the implementation.
U-124
Gabrijela Ratkajec Gašević
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
Izazovi istraživanja promjene ponašanja mladih s problemima u ponašanju
Područje implementacije, provedbe i praćenja intervencija za djecu i mlade s problemima u ponašanju
zahtjeva spoznaje istraživanja ponašajnih promjena. Taj fenomen podrazumijeva odstupanje od postojećeg
stanja, kretanje kroz proces promjene te postizanje i zadržavanje stanja različitog od prethodnog. Već samo
pojašnjenje promjene ponašanja upućuje da se u istraživanju procesa promjene postavljaju mnoga metodološki važna pitanja: Na kojim informacijama temeljiti dokaze o promjeni ponašanja? Na koji način i u kojoj
vremenskoj točci izmjeriti promjenu ponašanja? Tko je mjerodavan za osiguravanje takvih informacija? Za
potreba promišljanja o istraživanjima fenomena koji uključuju promjenu, napredak, mijenjanje stanja poslužit
će spoznaje osmišljanja, organizacije i provedbe istraživanja za svrhu doktorske disertacije “Spremnost mladih
osoba na promjenu tijekom uključivanja u individualni ili grupni psihosocijalni tretman u savjetovalištu za
mlade” te provedbe projekta “Savjetovališta za mlade i mogućnosti provedbe posebne obaveze uključivanja u
individualni ili grupni psihosocijalni tretman u savjetovalištu za mlade” koji su svom fokusu imaju stjecanje
spoznaja o procesu promjene ponašanja, kao i rezultati spomenutih istraživanja. Izlaganje će ponuditi nekoliko aspekata promatranja i spoznaje na dvije razine. Prvotno teorijsko – operativnu razinu koja obuhvaća
jezično određenje promjene, vrste promjene (promjene pojedinca prema kojem su usmjerene intervencije,
organizacijske promjene, promjene sustava); aspekti promjene (stupanj promjene, vremenski okvir promjene,
procjena promjene, fokus promjene, planirane i neplanirane promjene); očekivanja od promjene od strane
različitih aktera uključenih u proces promjene na izravan ili neizravan način. Zatim će u fokusu biti metodološka razina, odnosno planiranje, implementiranje, provedba i zaključivanje u istraživanjima promjene
ponašanja. Takvo sistematizirano promatranje izazova istraživanja očekuje se da ima direktne implikacije
i za istraživače (prvenstveno za operacionalizaciju istraživanja) te za stručnjake (u interpretaciji spoznaja
istraživanja te u direktnom radu na promjenama sustavne, organizacijske ili pojedinačne razine).
The challenges of researching behavior changes
within the youth with behavior problems
The field of implementation, conducting and monitoring of interventions for the children and youth with
behavior problems requires knowledge in researching behavior change. That phenomenon implies a deviation
from the existing condition, movement through the process of change and achieving and maintaining the
state different form the already existing. The very explanation of behavioral change suggests that the research
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of the process of change raises many important methodological issues: On which information do we base
our evidence on behavior change? How and in what time point to measure behavior change? What source
is proper for providing such information? For the purposes of discussing the research phenomena involving change, progress, changing conditions we will use the knowledge, as well as the results, gained through
the organization and implementation of doctoral research “Readiness of juveniles for a change during the
obligatory inclusion into individual or group psychosocial treatment within the youth counseling service” as
well as the project “Counseling centers for youth and possibilities of implementation of obligatory inclusion
into individual or group psychosocial treatment within the youth counseling service”. The above mentioned
doctoral research and project focus on gaining insight in the process of behavior change. The presentation
will offer a few aspects of the observations and insights on two levels. Firstly, the theoretical - operational
level will include linguistic definition of change, types of changes (the change of the individual on which the
intervention is aimed, organizational change, system change), aspects of change (the degree of change, the time
frame of change, the assessment of change, focus of change, planned and unplanned changes); expectations on
change from different actors included in the change process. Furthermore, the focus will be on methodological
level of researching change processes, meaning planning, implementation and concluding. This systematic
observation of challenges in researching has direct implications for researchers (in the operationalization)
and for practitioners (in interpretation of research results and in direct involvement in changes of system,
organization or individual).
Tanja Opačak1, Lejla Osmančević Katkić2
Ured pravobraniteljice za djecu, Hrvatska
Children’s Rights Ombudsperson’s Office, Croatia
2
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
1
U-125
Pomoćnici u nastavi za učenike s teškoćama u razvoju
u Republici Hrvatskoj – pravo ili povlastica?
Pomoćnik u nastavi predstavlja direktan oblik podrške učenicima s teškoćama u razvoju koji su uključeni
u redovan sustav odgoja i obrazovanja po prilagođenom ili individualiziranom nastavnom planu i programu.
Takav oblik podrške omogućen je Zakonom o odgoju i obrazovanju u osnovnoj i srednjoj školi (2008.) i
Državnim pedagoškim standardom osnovnoškolskog sustava odgoja i obrazovanja u RH (čl.15). Uz to, mjere
Nacionalne strategije za izjednačavanje mogućnosti za osobe s invaliditetom od 2007. do 2015. i Nacionalnog
plana aktivnosti za prava i interese djece od 2006. – 2012. također promoviraju odgojno-obrazovno uključivanje djece s TUR te kao jednu od aktivnosti za uključivanje predviđaju uvođenje pomoćnika u nastavi.
Dosadašnja praksa pokazuje da uvođenje pomoćnika u nastavi omogućuje učenicima s TUR ravnopravnije
sudjelovanje u odgojno-obrazovnom procesu. Učitelji i roditelji učenika s TUR također iskazuju zadovoljstvo
navedenom podrškom. Pozitivna praksa rezultira sve većim brojem zahtjeva za pomoćnicima u nastavi, no
nedefiniran zakonodavni okvir, nejasno definirano financiranje te nedostatak financijskih sredstava dovode u
pitanje dostupnost ovakvog oblika podrške učenicima s TUR koji time postaje “povlastica pojedinih učenika”.
U svrhu sagledavanja trenutne situacije dostupnosti pomoćnika u nastavi u pojedinim jedinicama lokalne i
regionalne samouprave u RH korišten je Upitnik o uvođenju pomoćnika u nastavi za učenike s TUR kojim
se ispitivalo: proceduru koja prethodi odobravanju financiranja i način isplate naknada; kriterije temeljem
kojih se odobrava financiranje te načinu donošenja odluke prema kriterijima; proceduru traženja i angažiranja
pomoćnika i osiguravanje proračunskih sredstava za tu namjenu. Upitnik je elektroničkim putem poslan na
390 kontakt adresa Udruga općina u RH, Udruga gradova i Hrvatske zajednice županija. Prikupljeni podatci
će biti analizirani metodom deskriptivne statistike te kvalitativnom metodom obrade podataka.
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Teaching assistants for children with disabilities in
the republic of Croatia – right or privilege?
Teaching assistants present direct support for students with disabilities in regular educational settings, no
matter if they use adjusted or regular school program. This form of support was brought by the Primary and
Secondary Upbringing and Education Law (2008.) and the Republic of Croatia’s State Primary Education Pedagogy
Standard (čl.15). Further, measures of National strategy of equal opportunities for persons with disabilities from
2007 to 2015, and the National plan of Activities for the rights and Interests of children from 2006 – 2012, also
promote educational integration of children with disabilities and provide including teaching assistants. Evidence
from the practice show that including teaching assistants for children with disabilities enables more equal participation of those children in class. Teachers and parents of children with disabilities also confirm the benefits
of this kind of teaching support. Due to the positive feedback, more requests for teaching assistants arrive daily.
However, undefined legislature, vague financing sources, and the lack of funds bring to question the availability
of the support, which hence becomes “the benefit of some students”. In order to put the current availability of
teaching assistants to the light, we have used Questionnaire of Introduction of Teaching Assistants for Students
with Disabilities in some units of local authority in the Republic of Croatia. The Questionnaire evaluated: the
procedure preceding funding approving and payout; the criteria to approve funding, and the way of bringing
decisions according to the criteria; the procedure of finding and hiring an assistant, and ensuring funds from the
budgets for that cause. The Questionnaire was sent by email to 390 addresses of the district and cities associations,
and the Croatian district’s community. The assembled data will be analyzed by descriptive and qualitative statistics.
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Tanja Opačak
Ured pravobraniteljice za djecu, Hrvatska
Children’s Rights Ombudsperson’s Office, Croatia
E-mail: [email protected]
Vidljivo nevidljivi
Mogućnosti za bavljenje sportom osoba s invaliditetom su mnogobrojne i raznolike. Većina postojećih sportova
ima svoj ekvivalent za osobe s invaliditetom. Invalidski sport susrećemo u rasponu od rekreacijske razine do profesionalnih međunarodnih natjecanja s brojnim međurazinama. Mnogi sportaši s različitim vrstama invaliditeta
slažu se da je sport važan način potvrde njihovih kompetencija i vrijednosti. Sport prebacuje fokus s invaliditeta i
naglašava njihove sposobnosti. Kroz sport, njihova je vještina i sposobnost cijenjena i značajna. Povećana medijska
pokrivenost bitna je za napredak sportova za osobe s invaliditetom. Medijsko praćenje podiže svijest u društvu
o mogućnostima osoba s invaliditetom te pridonosi boljem razumijevanju invaliditeta i prihvaćanju invalidskog
sporta. Vjerojatno je i da će sportaši dostići više natjecateljske razine te da će ustrajati u sportu kada dobiju medijsko
priznanje za svoja postignuća. Na kraju, no ne i manje važno, kada postoji primjerena medijska prisutnost sportaša
s invaliditetom, oni sami, njihove sportske organizacije te organizatori sportskih događanja lakše mogu pronaći
sponzore. Ovo istraživanje nudi uvodni pogled na diskurs o sportašima s invaliditetom u specijaliziranom dnevnom
tisku. Svrha je ispitati prisutnost i način prikaza sportaša s invaliditetom u hrvatskim specijaliziranim sportskim
dnevnim novinama Sportske novosti. Analizirani materijal sadrži članke prikupljene dnevnim prescllippingom
tijekom 2011. godine, prema zadanim ključnim riječima. 45 novinskih članaka je odabrano i obrađeno metodom
analize sadržaja. Kodni instrument je sastavljen za ovo istraživanje, a kategorije su bile: (a) osnovne značajke
novinskog priloga; (b) spol sportaša; (c) vrsta invaliditeta; (d) vrsta sporta; (e) sudjelovanje (pojedinac ili tim); (f)
razina natjecanja. Podaci će biti obrađeni deskriptivnom statistikom i kvalitativnom metodom obrade podataka.
Visibly invisible
Sporting opportunities for people with disabilities are many and varied. Most current sports have an equivalent
for persons with disabilities. Disability sport ranges from recreational level to international professional competitions with many layers in between. Many athletes with diverse disabilities agree that sports are an important way
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to affirm their competences and worth. Sports sway the focus from disabilities and place attention on their abilities. Through sports, their skill and ability is valued and significant. Increased media coverage is essential to the
progress of disability sports. Media coverage facilitates public awareness about abilities of people with disabilities,
better understanding of disability and acceptance of disability sport. Athletes may be more likely to achieve higher
competition levels and to persist in sports when they receive media recognition for their accomplishments. Last but
not least, athletes with disabilities, their sports organizations, and event organizers find it easier to acquire sponsors
when there is adequate media coverage. This study will offer an introductory look at discourse on athletes with
disabilities in the specialized daily press. The purpose is to examine presence and depicturing of athletes with disabilities in the Croatian specialized daily sports newsmagazine Sportske novosti. The analyzed material entailed daily
press-clipping during 2011 collected through monitoring of selected keywords. 45 newspaper articles have been
selected and examined via content analysis. A coding instrument was developed for this study and the categories
were: (a) the basic article’s features (b) gender of the subject; (c) type of disability; (d) type of sport; (e) participation
(individual or team); (f) level of competition. The data will be analyzed by descriptive and qualitative statistics.
Dora Dodig1, Neven Ricijaš1, Valentina Kranželić1, Aleksandra Huić2
1
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
2
Sveučilište u Zagrebu, Filozofski fakultet, Hrvatska
University of Zagreb, Faculty of Humanities and Social Sciences, Croatia
E-mail: [email protected]
U-128
Sportsko klađenje adolescenata: učestalost klađenja,
iskustvo dobitka i kognitivne distorzije
Rizični čimbenici za razvoj problema vezanih uz kockanje su brojni. Suvremena istraživanja i teorijski modeli
naglašavaju važnost sveobuhvatnog pristupa koji u obzir uzima individualna obilježja pojedinca, te obilježja
uže i šire okoline. U ovoj će prezentaciji biti predstavljen dio rezultata istraživanja “navike i obilježja kockanja
adolescenata iz urbanih sredina Republike Hrvatske” kojim je obuhvaćen uzorak srednjoškolaca iz četiri hrvatska
regionalna središta (n=1.952). Cilj ovog rada je stjecanje uvida u neka obilježja adolescenata koji su se barem
jednom u životu kladili u sportskoj kladionici s naglaskom na učestalost klađenja, iskustvo dobitka i kognitivne
distorzije vezane uz kockanje. Uzorak čini ukupno n=833 srednjoškolaca (m=77,1%; ž=22,9%), a raspon dobi
kreće se od 14 do 20 godina (m=16,73; sd=1,15). Uzorak je podijeljen u dvije skupine: 1. Oni koji se redovito
klade, te 2. Oni koji se povremeno klade. Za procjenu ozbiljnosti psihosocijalnih posljedica kockanja/klađenja
korišten je kanadski Upitnik kockanja adolescenata – CAGI (Wiebe i sur., 2010), a za procjenu kognitivnih
distorzija “skala uvjerenja o kockanju” (konstruirana za potrebe ovog istraživanja). Sudionike smo također pitali
o njihovom uključivanju u druge igre na sreću, o iskustvu dobitka novca kockanjem, te o procjeni vlastitog
ponašanja prilikom dobitka i gubitka novca kockanjem/klađenjem. Rezultati pokazuju da adolescenti koji se
redovito klade imaju ozbiljnije psihosocijalne probleme vezane uz kockanje/klađenje, u većoj mjeri sudjeluju i u
drugim kockarskim aktivnostima, češće izvještavaju o iskustvu velikog dobitka kockanjem, skloniji su nastaviti
kockati/kladiti se čak i kada izgube novac, te imaju više kognitivnih distrozija vezanih uz kockanje/klađenje.
Dobiveni rezultati potvrđuju da je sportsko klađenje najzastupljenija igra na sreću među adolescentima. Također,
potvrđeno je da učestalost klađenja, iskustvo dobitka i kognitivne distorzije imaju važnu ulogu u razumijevanju
problema vezanih uz kockanje. Stoga intervencije koje naglasak stavljaju upravo na razumijevanje vjerojatnosti
dobitka prilikom kockanja i na kognitivne distorzije mogu doprinijeti intervencijama u ovom području.
Sports betting of adolescents: Gambling intensity,
experience of winning and cognitive distortions
There are numerous risk-factors for the development of problem gambling. Recent studies and theoretical
models emphasize the importance of a comprehensive approach which takes into concern individual, family
and societal characteristics. In this presentation, a part of the results from a study “habits and characteristics
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of adolescent gambling in Croatian urban areas” conducted on a sample of high-school students from four
Croatian regional centers (n=1.952) will be presented. Our aim was to explore some characteristics of adolescents who reported that they have participated in sports betting activities at least once in their lives, with
an emphasis on their gambling intensity, experience of winning money and their gambling-related cognitive
distortions. The sample consists of n=833 high-school students (m=77,1%; f=22,9%) with age range from 14
to 20 (m=16,73; sd=1,15). The sample is divided into two groups: 1. Those who bet regularly and 2. Those who
bet occasionally. Canadian Adolescent Gambling Inventory (Wiebe et. al., 2010) was used to assess the severity
of gambling related problems and gambling beliefs scale (constructed for this study purposes) to assess the
illusion of control, erroneous beliefs and incorrect understanding of probability. Adolescents were also asked
about their participation in different gambling activities, their experience of winning money at gambling and
about their behavior after they win or lose money. Results suggest that adolescents who regularly bet have more
severe psychosocial problems related to gambling, participate more in other gambling activities, more often have
an experience of a large gain, they more often continue to gamble even when they loose and they endorse more
cognitive distortions. These results confirm that sports betting is one of the most common gambling activities
among adolescents. Also, the intensity of betting, the experience of winning money and cognitive distortions
have an important role in understanding gambling related problems. Therefore, interventions that reinforce
randomness of gambling and draw attention to distorted thinking may improve interventions in this field.
U-129
Martina Boričić1, Rea Fulgosi Masnjak2
Osnovna škola Josipa Matoša, Vukovar, Hrvatska
Elementary School “Josip Matoš”, Vukovar, Croatia
2
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
1
Stavovi srednjoškolskih profesora i učenika završnih razreda srednjih škola
prema zapošljavanju osoba s invaliditetom na otvorenom tržištu rada
Pravo na rad temeljno je pravo svih građana Republike Hrvatske. Osobe s invaliditetom u nepovoljnijem su položaju prilikom zapošljavanja na otvorenom tržištu rada. Rad prikazuje rezultate istraživanja stavova srednjoškolskih
profesora i učenika završnih razreda srednjih škola koje je provedeno u svim srednjim školama grada Vinkovaca.
Cilj rada bio je utvrditi postoje li razlike u stavovima srednjoškolaca i njihovih profesora prema zapošljavanju osoba s invaliditetom na otvorenom tržištu rada. Uzorak ispitanika čini 170 srednjoškolaca i 157 profesora srednjih
škola. U istraživanju su sudjelovale: Gimnazija (N učenika=27, N profesora=17) , Ekonomska i trgovačka
škola (N učenika=28,N profesora =28), Zdravstvena i veterinarska škola (N učenika=31,N profesora=23),
Poljoprivredno šumarska škola (N učenika= 23,N profesora= 33), Tehnička škola (N učenika=16, N profesora=24), Drvodjelsko tehnička škola (N učenika=24, N profesora N=11), Srednja strukovna škola(N učenika=21,
N profesora=21). Ispitivanje je provedeno anonimno, provođeno je grupno na unaprijed dogovorenim satima
za učenike. Profesori su anketu ispunjavali anonimno, grupno za vrijeme pauze i odmora u zbornicama škole.
Svi ispitanici ispitani su skalom za ispitivanje stavova Likertovog tipa, te Osgoodovim semantičkim diferencijalom, konstruiranim za potrebe ovog istraživanja. Za obradu podataka korištena je analiza varijance s pos hoc
testovima za ukupni rezultat. Dobiveni rezultati pokazuju nešto negativnije stavove učenika Poljoprivredne
škole dok učenici ostalih škola pokazuju pozitivnije stavove. Najpozitivnije stavove pokazuju učenici gimnazije. Najnegativnije stavove pokazuju profesori tehničke grupe premeta te profesori Srednje strukove škole.
Najpozitivnije stavove pokazuju profesori društvene grupe predmeta svih srednjih škola.
Attitudes of the secondary school teachers and pupils attending final grades
toward the employment of persons with disabilities on the open labour market
The right to work is basic right of all citizens in the Republic of Croatia. Persons with disability are in a
disadvantaged position in getting employment on the open labour market. This study is presenting attitudes
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of the secondary school teachers and pupils attending final secondary school grades, from different secondary schools from the town of Vinkovci, toward the employment of persons with disabilities. The aim was to
investigate those attitudes and possible differences among them toward the employment of persons with disabilities on the open labour market. Investigation was carried out on the sample of N=170 secondary school
pupils and N= 157 secondary school teachers, from different secondary schools: High School (N students=27,
N professor=17), School of Economics and Trade (N students=28, N professor=28), Medical and Veterinary
School (N students=31, N professor=23), Agriculture and Forestry School, (N students=23, N professor=33),
Technical School (N students=16, N professor=24), Carpentry Technical School (N students=24, N professor=11), Secondary Vocational School (N students=21, N professor=21). The Lickert type scale and the Osgood
semantic differential were particularly designed for the purpose of this study. Investigation was carried out
in group settings, anonymously during one school hour for pupils and during the school breaks for their
teachers. For data processing, analysis of variance was used with post hoc tests for the total score Obtained
results show more negative attitudes among pupils attending Agriculture school, while pupils from other schools
expressed more positive attitudes. The most positive attitudes have pupils from gymnasium. The most negative
attitudes expressed teachers teaching technical subjects, and teachers from the Secondary Professional School.
The most positive attitudes are those expressed by teachers teaching social subjects in all secondary schools.
Bojana Rozman1, Daniela Bratković2
1
Udruga za promicanje inkluzije, Zagreb, Hrvatska
Association for Promoting Inclusion
2
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
U-130
Samoodređenje u svakodnevnom životu osoba s intelektualnim
teškoćama, korisnika usluge stanovanja uz podršku
Cilj rada bio je utvrditi mogućnosti vršenja izbora i donošenja odluka u svakodnevnom životu osoba s
intelektualnim teškoćama, korisnika usluge stanovanja u zajednici uz podršku. Posebni ciljevi istraživanja
bili su usmjereni na: definiranje latentne strukture ispitivanog prostora samoprocjene mogućnosti izbora
i donošenja odluka; ispitivanje postoje li razlike u samoprocjeni mogućnosti izbora i donošenja odluka
između skupina ispitanika u odnosu na razinu potrebne im podrške. Istraživanjem su obuhvaćene osobe s
intelektualnim teškoćama koje koriste uslugu stanovanja uz podršku (N=62), kronološke dobi u rasponu od
21 do 64 godine. U svrhu provođenja istraživanja, u suradnji s osobama s intelektualnim teškoćama – članovima Udruge za samozastupanje, izrađen je i primjenjen Upitnik ‘’Samoodređenje u svakodnevnom životu’’
(Rozman, Poslon, Špuren, Petrović, Čičić, Budinić, 2008). Upitnik sadrži 8 sumarnih varijabli: slobodno
vrijeme, novac, kupovanje, osobna higijena i zdravlje, hrana, obuća i odjeća, stanovanje, prijatelji i obitelj.
Latentna struktura ispitivanog prostora mogućnosti samoodređenja analizirana je programom faktorske
analize pod komponentnim modelom. Primjenom robusne diskriminacijske analize utvrđena je značajnost razlika u rezultatima ispitanika s obzirom na stupanj potrebne im podrške. Potvrđena je istraživačka
hipoteza o statistički značajnim razlikama u samoprocjeni mogućnosti izbora i donošenja odluka između
skupina ispitanika u odnosu na razinu potrebne im podrške. Najbolji rezultati dobiveni su kod osoba koje
primaju povremenu podršku, a najslabiji kod korisnika usluge stanovanja u zajednici kojima je potrebna
sveobuhvatna podrška.
Self-determination in the daily lives of people with intellectual
disabilities using community based supported housing services
The aim of the study was to assess the possibilities for choice and decision making in the daily lives of
people with intellectual disabilities receiving community based supported housing services. Specific objectives focused on defining the latent structure of self-assessed possibilities for choice and decision making
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and examining whether there are differences in the self-assessment of choice and decision making between
the groups of subjects according to their support needs. The survey included people with intellectual disabilities who use supported housing services (N = 62) of ages ranging from 21-64 years. The Questionnaire
Self-determination in Daily Life (Rozman, Poslon, Špuren, Petrović, Čičić, Budimić, 2008), developed for
the purposes of this study in cooperation with self-advocates, investigates the degree of choice and decision
making a person who receives support services has in their daily life. The Questionnaire contains 8 summary
variables: leisure time, money, purchasing goods, personal hygiene and health, food, clothing, housing and
family and friends. The latent dimension of self-determination in daily life was identified using factor analysis
under the component model. Robust discriminatory analysis showed that there are statistically significant
differences in the results between the groups of respondents according to their support needs. Statistically
significant differences in the self-assessment of choice and decision making were found between the groups of respondents according to their support needs, confirming the research hypothesis. People receiving
supported housing services who need only the lowest level of support (occasional support) have the highest
results and possibilities for self-determination while people who require comprehensive support have the
lowest results and the least possibilities for making decisions.
U-131
Ljiljana Pintarić Mlinar, Daniela Bratković
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
Struktura roditeljskih interesa
Socijalne politike diljem Europe i svijeta, u svjetlu suvremenih pogleda na definiranje razvojnih teškoća
i invaliditeta, prepoznaju značaj sustavne organizacije podrške usmjerene na obitelj ili samog pojedinca.
Usporedno pak doprinos znanosti rezultirao je evaluacijama programa na području rehabilitacije, odgoja
i obrazovanja djece i mladih s razvojnim teškoćama. U posljednjih četrdesetak godina ova je praksa obilježena iznimno brojnim modelima sveobuhvatne intervencije, a pozitivni ishodi povezuju se s planiranim
procjenama obiteljskih i djetetovih karakteristika, njihovih želja odnosno “životnih planova”. Cilj ovog rada
je pri planiranju podrške obiteljima djece s intelektualnim teškoćama analizirati strukturu promjene roditeljskih interesa od početnih dijagnostičkih postupaka do aktualne uključenosti u neki vid podrške. Za potrebe
istraživanja od 64 obitelji djece obuhvaćene različitim oblicima podrške prikupljeni su podaci o osnovnim
sociodemografskim obilježjima obitelji, djetetovoj razvojnoj teškoći, tijeku zdravstvene skrbi i rehabilitacije.
Osim toga roditelji su označili rang važnosti interesa (na skali od tri stupnja) usmjerenih prema djetetu,
prema sebi i članovima obitelji kao i interesima usmjerenih prema podršci iz zajednice. Faktorskom analizom prema metodi glavnih komponenti izolirana su dvije glavne komponente interesa usmjerenih na dijete.
Diskriminativnom analizom nađene su promjene interesa u odnosu na dijete i na očekivanja od lokalne
zajednice među roditeljima djece uključene u različite oblike podrške.
Family interest structure
Due to contemporary understanding and definition of disability, social policies worldwide generally
recognize the importance of organized family and person centered support. Intervention programs and
services often have not resulted in individuals’ or their family’s recognizable educational, occupational and
social inclusion. The contribution of science has been recognized through results of program evaluation
since the practice in this field in past forty years emerged in numerous models of comprehensive intervention. Positive outcomes of those are related with planned assessment of family and child characteristics, their
goals or even their “long-term life plans”. The aim of this paper was (before planning the support for families
of children with intellectual disabilities) to analyze the structure of family interest and its change over time
(from the beginning of diagnostic process up to actual service provided). Descriptive statistical analyses were
performed for the basic socio-demographic and child disability – related data ( n=64). Parents have also
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rated their child focused, their personal and family focused interests as well as expected community based
support. Factor analysis has provided data on two main components of child focused interests. Perceived
family interests’ changed over time and also differed groups of parents regarding type of service or support
which was confirmed by discriminative analysis.
Sanja Fulgosi, Sanja Horvatić, Željka Butorac
Nacionalni centar za vanjsko vrednovanje obrazovanja, Zagreb, Hrvatska
National Center for External Evaluation of Education, Zagreb, Croatia
E-mail: [email protected]
U-132
Analiza i kategorizacija pogrješaka u pisanju u učenika
s disleksijom na završetku srednje škole
Većina literature navodi opću definiciju disleksije kao poremećaj u vještini čitanja koji se temelji na fonološkim nedostatcima. Lingvistička se istraživanja disleksije češće odnose na istraživanje teškoća u čitanju
nego na teškoće i pogrješke u pisanju. Češća su također istraživanja koje bave disleksijom u djece predškolske
i mlađe osnovnoškolske dobi. Ovaj se rad temelji na kvalitativnoj analizi pisanoga rada učenika koji završavaju
srednjoškolsko obrazovanje i kojima predstoji obrazovanje u visokoškolskom sustavu. Analiza u ovomu radu
temelji se na prigodnom uzorku od 48 pisanih radova učenika kojima je prethodno utvrđen neki od oblika
disleksije, a koji su pristupili osnovnoj ili višoj razini ispita iz Hrvatskoga jezika na državnoj maturi u školskoj
godini 2009./2010. Državna matura u Republici Hrvatskoj sumativno je vrjednovanje znanja učenika 4. razreda
gimnazijskih i strukovnih programa i uvjet je za upis na visoka učilišta. Postignuća učenika u području pisanja na kraju srednjoškolskoga obrazovanja mogu se utvrditi kvalitativnim i kvantitativnim analizama ispita
koji se temelje na standardiziranim postupcima kao što je ispit državne mature. Osnovni je cilj ovoga rada
kvalitativnim analizom utvrditi osnovne kategorije i broj pogrješaka u pisanju. Metoda analize temelji se na
kodiranju pogrješaka u pisanju s obzirom na tri kategorije koje se mogu primijeniti i na opću populaciju. To su
pogrješke ispuštanja, zamjene i izostavljanja slova i riječi, pogrješke nastale kršenjem gramatičke i pravopisne
norme te pogrješke u planiranju i organizaciji teksta. Predložena kvalitativna analize i kategorizacija pogrješaka
pretpostavka je sustavnim kvantitativnim istraživanjima koja na metodološki primjeren način omogućavaju
utvrđivanje i usporedbu postignuća u pisanju učenika s teškoćama s postignućima opće populacije.
Analysis and categorization of the writing errors of students
with dyslexia at the end of secondary education
In literature dyslexia is generally defined as disability that impairs reading comprehension and manifests
itself as difficulties with phonological processing. Linguistics researches of dyslexia are commonly focused
on reading and spelling difficulties of preschool and elementary school children. Present study is based on
qualitative analysis of writing exam papers of the students at the end of secondary education with affinity to
continue education at the university. Analysis is based on convenience sample of 48 scripts of the students
with some type of dyslexia that have been taken State Matura Croatian Language Exam as mother tongue in
school year 2009. /2010. State Exam in Republic of Croatia is summative exam taken by students at the end
secondary education and it is one of the requirements for university incoming. Achievement of the students
on standardized tests could be identified with quantitative and qualitative analyses. The main goal of this research
is qualitative determination of errors categories in scripts of students with dyslexia. Method of analysis is based
on coding and classification of errors in three common categories. First category is unintentional spelling
errors, second is one is based on orthography and grammar errors and the third category refers to the text
planning and organizations mistakes. Proposed quantitative analyses and categorization errors in general
linguistics categories are enables further quantitative analyses and systematic inferences about Croatian
Language achievement of students with dyslexia as well as for the general population.
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U-133
Zrinjka Stančić1, Sanja Horvatić2, Natalija Ćurković2
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
2
Nacionalni centar za vanjsko vrednovanje obrazovanja, Zagreb, Hrvatska
National Center for External Evaluation of Education, Zagreb, Croatia
E-mail: [email protected]
1
Analiza rješivosti ispita iz biologije prema konceptima i
razinama znanja uz prilagodbu ispitne tehnologije
Nacionalni centar za vanjsko vrednovanje obrazovanja (u daljnjem tekstu: Centar) u Republici Hrvatskoj
jedina je ustanova zakonom ovlaštena za poslove vanjskoga vrjednovanja u cijelom sustavu odgoja i obrazovanja. Dosadašnji rezultati projekata nacionalnih ispita u osnovnim školama pokazali su da su škole, učitelji i
učenici iznimno dobro prihvatili rezultate vanjskoga vrjednovanja te da se rezultati koriste u procesu samovrjednovanja škola u Republici Hrvatskoj. Ti vrijedni pokazatelji upućuju sve dionike odgojno-obrazovnog
sustava na djelovanje radi poboljšanja kvalitete obrazovanja. Centar je u 2011. godini proveo ispitivanje znanja
učenika osmih razreda osnovnih škola iz Biologije na slučajno odabranom uzorku od 126 osnovnih škola
iz cijele Republike Hrvatske. Regionalna pripadnost bila je osnovni kriterij stratifikacije u kojoj je osnovna
jedinica uzorkovanja bila matična škola. S obzirom na to da je praćenje i vrjednovanje postignuća učenika
s teškoćama dio edukacijske inkluzije, izvršena je prilagodba ispitnih materijala (ispit A, ispit B) i ispitnoga
postupka kako bi svi učenici mogli ravnopravno sudjelovati u ispitivanju. Ispit A sastojao se od ukupno 51
čestice, a ispit B od 34 čestice. Svaka čestica nosila je jedan bod. U ukupnom uzorku učenika sudjelovao je 121
učenik s teškoćama. Ciljevi ovoga rada su utvrditi razine usvojenosti znanja učenika s teškoćama unutar pojedinih bioloških koncepata i razina znanja, utvrditi postoje li “kritične točke” za usvajanje pojedinih sadržaja
(koncepata) te utvrditi preporuke za promjenu ishoda učenja. Poseban cilj ovog rada je analiziranje rezultata
popratnih upitnika u odnosu na stavove o školi, učenju i nastavi Biologije. Rezultati istraživanja mogu pružiti
osnovu za daljnji istraživački rad usmjeren na unaprjeđenje obrazovne prakse u inkluzivnom obrazovanju.
Analysis of achievement on the specific concepts and
skills within the adapted biology exam
National Centre for External Evaluation of Education (hereinafter: Centre) is the only institution in the
Republic of Croatia legally authorized to evaluate the entire educational system. The previous projects in
primary schools conducted by Centre showed that the school leaders, teachers and students are very interested in the results of national exams. Furthermore, schools use these results in process of self-evaluation.
The results of national exams are valid indicators which also can be used by the stakeholders in planning
and taking steps to improve the quality of education. The last year Centre administered the Biology exam in
eight grade of primary school. The exam was delivered to the randomly sampled 126 Croatian schools. The
primary sampling unit was a school and the basic stratification criterion was a regional affiliation. Taking
into account that the achievement monitoring and evaluation of students with disabilities are part of the
educational inclusion, adjustments of the exam materials (exam A and exam B) and testing procedures
were done in order to assure equality and equity of all participants who took the exam. The exam A was
consisted of 51 items, and the exam B of 34 items. Each item carried one point for a correct answer. In the
total sample of students, there were 121 those with disabilities. There were two general objectives of the study.
The first one was to determine the knowledge level of the students with disabilities when specific biological
concepts and skills were taken into consideration. The second aim was to determine whether exists a “critical
point” necessary for learning certain biological contents (concepts). Based on the results of the stated aims,
recommendations for changes in learning outcomes will be addressed. The more specific objective of the
paper is to analyse the results of background questionnaires accompanied to the exam in order to examine
the relationship between achievement and attitudes toward school, learning and biology teaching methods.
The results of the study can provide a basis for further research aimed at improving educational practice in
inclusive education.
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Anastasia Alevriadou, Sofia Anastasiadou, Despoina Damianidou
University of Western Macedonia, Greece
E-mail: [email protected]
U-134
Reliability and concurrent validity of the “Reading-free Vocational Interest
Inventory” in adolescents and adults with intellectual disabilities
Work for people with intellectual disabilities (ID) is very important in the context of socialization, as it is
directly related to independent living and self-esteem (Kirsh et al, 2008). Career guidance for persons with ID is
essential to link education with the labor market. It is noticed lack of vocational guidance tools for people with ID,
certified as to their validity and reliability. The main purpose of the present study was to examine the reliability and
the concurrent validity of the “Reading - Free Vocational Interest Inventory” (R-FVII) of Becker (1981), which is
internationally the only non - verbal assessment tool of vocational preferences of people with ID. The participants
were 42 adolescents and adults with mild ID (M=18.93, SD=2.34), who were students at the Training Schools for
persons with Special Needs. Based on the data obtained, the general finding is that the tool has satisfactory levels
of reliability and validity. The overall reliability index for the first configuration of interest scales (car related jobs,
manual work, animal care - farming, gardening - agricultural work, household work) was a Cronbach = .829 and
for the second configuration (office work, jobs related to restaurants, patient care, personal customer service,
laundry operations, transportation of materials) a Cronbach = .846, which are similar to Becker’s findings. In order
to study the concurrent validity of this tool, a questionnaire was created for the teachers, to examine their beliefs
about the vocational preferences of their students. The x2 analysis showed that the percentage of coincidence
between students and teachers was 80.3%, while the percentage of disagreement was 19.7%. It was, also, found
statistically significant effect of sex and of the residential area of the students, in selecting certain occupations.
It seems that the R-FVII can be used as an integral part of the vocational guidance program for people with ID.
Tajana Ljubin Golub1, Irma Kovčo Vukadin2
Sveučilište u Zagrebu, Učiteljski fakultet, Hrvatska
University of Zagreb, Faculty of Teacher Education, Croatia
2
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
1
U-136
Kontinuitet u zlostavljanju
Istraživanja zlostavljanja često su usmjerena na period osnovne škole, dok kontinuitet u zlostavljanju od
djetinjstva do rane odrasle dobi nije privukao toliku pažnju istraživača. Prvi cilj ovog rada bio je istražiti
kontinuitet u zlostavljačkom ponašanju, doživljavanju zlostavljanja te istovremenom i zlostavljanju i viktimizaciji u periodu od osnovne škole do visoke škole. Drugi cilj rada bio je istražiti odnos između vrsta
zlostavljanja. Rad se također bavi i rodnim razlikama u tipovima zlostavljanja koje koriste zlostavljači te
u doživljenom zlostavljanju u osnovnoj školi, srednjoj školi i visokoj školi. Istraživanje je retrospektivnog
tipa i uključilo je uzorak od 140 muških i 143 ženska ispitanika. Rezultati su pokazali da postoji značajne
pozitivne korelacije između zlostavljačkog ponašanja u osnovnoj školi, srednjoj školi i visokoj školi, kao i
između zlostavljanja drugih te doživljavanja zlostavljanja od strane drugih u osnovnoj školi, srednjoj školi i
visokoj školi. U odnosu na rodne razlike, muški studenti su bili češće zlostavljani od ženskih u osnovnoj školi
i srednjoj školi, dok nije bilo rodnih razlika u doživljavanju zlostavljanja na visokoj školi. Slično tome, muški
studenti pokazivali su češće zlostavljačko ponašanje nego ženski studenti u osnovnoj školi i srednjoj školi, a
nisu nađene razlike u zlostavljanju drugih tijekom visoke škole. Zaključno, rezultati pokazuju kontinuitet u
zlostavljačkom ponašanju i kontinuitet u doživljavanju zlostavljanja. Studija je također pokazala da postoje
neke razlike i neke sličnosti ovisno o rodu.
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The continuity in bullying behaviors
Studies on bullying behaviors are frequently focused on the period of elementary school, while continuity
of bullying behavior from childhood to younger adult period doesn’t attract greater research attention. The
first aim of the paper was to investigate the continuity in being a bully, victim, or bully-victim from elementary
school through college. The second aim was to study the interrelationships between types of bullying. The
study also investigates gender differences in the types of bullying used by bullies and experienced by victims
in elementary school, high school, and college. The study used a retrospective design and the sample included
140 male and 143 female students. Results revealed that there were significant positive correlations between
being bullied in elementary school, high school and college, and between bullying others and being a victim
in elementary school, high school, and college. With respect to gender differences, male students were more
frequently bullied than female students in elementary school and high school, while there were no gender differences in experiencing bullying in college. Similarly, male students showed more frequent bullying behavior
than female students in elementary school and high school, while there were no gender differences in bullying behavior toward others at college. In conclusion, the results showed the continuity in bullying behavior,
and the continuity in victimization. The study revealed also some gender differences and some similarities.
U-137
Samiha Hodžić, Muris Salčinović
Zavod za smještaj mentalno invalidnih lica Drin, Fojnica, Bosna i Hercegovina
Public institution for mentally disabled persons Drin, Fojnica, Bosnia and
Herzegovina
E-mail: [email protected]
Vizija za transformaciju zavoda kroz proces deinstitucionalizacije
Zavod u današnjem obliku je institucija koja u svakom pogledu nema svoju budućnost, što je sasvim
jasno i nedvojbeno, kako sa aspekta osnovnih ljudskih prava korisnika zbrinutim u njemu, tako ni sa aspekta
struke. U BiH su pokrenute aktivnosti na nivou države u smislu procesa deinstitucionalizacije. U zavodu danas
stručni tim ima viziju budućeg rada kao jedne drugačije ustanove, koja će pretrpjeti značajne promjene u
svojoj djelatnosti. Obzirom na strukturu naših korisnika ustanova kakvu je mi u budućnosti vidimo ima svoje
mjesto kao karika u tretmanu mentalnog zdravlja, ali i kao karika u socijalnom zbrinjavanju korisnika također.
U organizaciji službi mentalnog zdravlja, Zavod je dobio svoje mjesto u “Nacrtu politike mentalnog zdravlja FBiH”.
“FBiH će podržati strukturalno i procesno prilagođavanje sadašnjih Zavoda za zbrinjavanje mentalno invalidnih
lica u ustanove intermedijarnog tipa radi individualne psihosocijalne pripreme korisnika za inkluziju u zajednicu”
(iz dokumenta “nacrt politike mentalnog zdravlja FBiH i nacrt strategije zaštite mentalnog zdravlja u FBiH (20112020)”). U pojašnjenju dalje stoji: Ustanova intermedijarnog tipa je ustanova koja se bavi zaštitom mentalnog
zdravlja, okupacionom terapijom, profesionalnom rehabilitacijom i drugim vrstama rehabilitacionih tretmana u svrhu stvaranja podrške korisniku za socijalnu inkluziju nakon završenog bolničkog liječenja. Želimo
da naši korisnici budu punopravni i vrijedni članovi društva, a mi ti koji će im pomoći na tom putu. Ne želimo
biti azil niti zadnje odredište za bilo koga. Naš Zavod u budućnosti treba biti karika u procesu resocijalizacije i
konačne inkluzije svake osobe u lokalnu zajednicu. Ciljna grupa ove transformacije naše ustanove su psihički
oboljele osobe sa poremećenim socijalnim stanjem. Kroz transformaciju želimo postati ustanova koja će se baviti
psihosocijalnom i profesionalnom rehabilitacijom, a samim tim omogućiti potpunu i stvarnu resocijalizaciju.
Vision for transformation of institutions through the process of deinstitutionalization
The Institute, in its present form is an Institutions, which definitely, haven’t own future, both in terms the basic
human rights of users who reside in it, nor the aspect of the profession. BiH has launched the activities in order
of the deinstitutionalization. Now, in the Institute, an expert team has the vision of future work, as a different
facility, which will undergo significant changes in its activities. Regarding, the structure of our users, we see this
Institution in the future, as one important link in the treatment of mental health and social care of users. In the
organization of Mental Health Assistance, the Institute has got its place within the “Draft of Mentally Health
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Policy of FBiH”. FBiH will support structural and procession adaptation of the present Institutes for the care of
mentally disabled people into the institutions of intermediary type for the individual psychosocial adaptation
of the users for the inclusion into the community (by “draft of the mental health policy in the FBiH and draft
of the strategy of the mental health protection in the FBiH (2011-2020) “). In further explanation: Institution of
an intermediary type is an institution that is involved in the protection of mental health, occupational therapy,
professional rehabilitation and other kinds of rehabilitation treatments with the aim of enabling the users for
inclusion after hospitalization. We want that our users to be full and contributing members of society. We don’t
want to be an asylum or the last destination for users. In the future, we see this Institution transformed in an
important link of the re-socialization and final inclusion of each person in the local community. As above, the
target group is the mentally ill people with a disturbed social condition. Through the transformation we aspire
to become an institution of psychosocial and professional rehabilitation enabling genuine re-socialization.
Susanne Schwab, Markus Gebhardt, Barbara Gasteiger-Klicpera
University of Graz, Austria
E-mail: [email protected]
U-141
Facing the challenges of inclusion - A Survey of social integration and social
behavior of students with and without SEN in an integrative school system
The aim of inclusion consists not only in placing all children in mainstream classes but to ameliorate
social participation of persons with and without disabilities (Haeberlin, Bless, Moser & Klaghofer, 1999;
Huber, 2006). While the positive impact of inclusion on school achievement of pupils with and without disabilities was proved in several studies (Merz, 1982; Haeberlin et al., 1999; Myklebust, 2002; 2006; Tent et al.,
1991), the current state of research regarding social integration is more complex to outline. Class placement
alone cannot be seen as crucial to assure inclusive education. Social and emotional integration are mainly
determined by other factors like social behaviour and social competence of pupils. In the present study, pupil
and teacher perceptions of social behavior as well as social and emotional integration in class were analyzed
in a sample of 179 pupils from inclusive classes. The comparisons between pupils with and without special
education needs (SEN) illustrate that pupils with special education needs (SEN) showed more indirect aggressive behaviour and less prosocial behaviour than pupils without SEN. Regarding the emotional integration,
pupils with SEN felt as well integrated as pupils without SEN; nevertheless they felt less socially integrated.
Implications of the results for teacher education and instructional settings will be discussed.
Markus Markus, Mathias Krammer, Susanne Schwab, Peter Rossmann,
Barbara Gasteiger-Klicpera
University of Graz, Austria
E-mail: [email protected]
U-142
Achievement and integration of students with and without
special educational needs (SEN) in the fifth grade
The purpose of the study was to examine the school performance as well as participation in class life of
students with and without special educational needs in integrative classrooms. In Styria, 77.3% of all students
with special needs are taught in integrated classrooms. The sample consisted of 230 fifth-grade students – 43
with and 187 students without special educational needs (SEN). The academic performance of the students
(reading, writing and mathematics) was tested with standardized instruments. The social participation in class
was assessed with questionnaires. The development of the students was followed longitudinally; the available
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data represent the first two waves of a longitudinal study. The school performance of the students with SEN
ranged one standard deviation below the level of the students without SEN, although the school performance
of some students with SEN was comparable to that of some students without SEN. All students felt emotionally well integrated in school, but differences in the degree of social integration were evident. In fact, students
with SEN mentioned that they got along well with their classmates less frequently than students without SEN.
U-144
Ivona Salaj1,2, Daniela Bratković2, Branko Nikolić2
1
Hrvatska udruga gluhoslijepih osoba Dodir, Zagreb, Hrvatska
Croatian Association of Deafblind Persons, Zagreb, Croatia
2
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
Kvaliteta života gluhoslijepih, gluhih i slijepih osoba
Ovaj rad predstavlja prvo znanstveno istraživanje o kvaliteti življenja gluhoslijepih, gluhih i slijepih osoba
u Republici Hrvatskoj. Cilj istraživanja bio je utvrditi objektivne indikatore kvalitete življenja navedene populacije te ispitati postoje li razlike između skupina ispitanika s obzirom na vrstu oštećenja. Svrha je istraživanja
bila i dobiti uvid u mogućnost njihovog izbora u svakidašnjem životu kao i procjena subjektivnog zadovoljstva
kvalitetom života. Uzorak istraživanja činile su tri skupine ispitanika: gluhoslijepi (N=26), slijepi (N=40) i gluhi
(N=40) ispitanici u kronološkom rasponu od 15-95 godina. Istraživanje je provedeno u okviru projekta Hrvatske
udruge gluhoslijepih osoba DODIR, u suradnji s Edukacijsko-rehabilitacijskim fakultetom Sveučilišta u Zagrebu,
na području cijele Republike Hrvatske. U prikupljanju podataka primijenjena su četiri mjerna instrumenta:
Upitnik o socio-ekonomskom statusu ispitanika, Skala procjene objektivnih indikatora kvalitete življenja, Skala
procjene subjektivnih indikatora kvalitete življenja i Skala procjene mogućnosti vlastitog izbora. Metrijske karakteristike provjerene su programom RTT-7. Za obradu podataka primjenjena je robustna diskriminacijska
analiza i univarijantna analiza varijance. Rezultati istraživanja pokazuju da se gluhe, slijepe i gluhoslijepe osobe
najviše razlikuju na varijablama koje opisuju učestalost interakcija i participacije u zajednici. Podaci govore u
prilog kvalitetnijeg življenja gluhih i slijepih osoba u odnosu na gluhoslijepe osobe. Gluhoslijepe osobe značajno
su najslabije procijenile mogućnost izbora i donošenja odluka, kao i zadovoljstvo ostvarenim kontaktima u
zajednici. Rezultati upućuju na potrebu upoznavanja stručne i šire zajednice s nedovoljno istraženim područjem
gluhosljepoće, s potrebom pružanja većih mogućnosti i uspostavljanja adekvatnih službi podrške, a s ciljem
poboljšanja razine socijalne uključenosti gluhoslijepih osoba i drugih čimbenika njihove kvalitete života.
Quality of life of deafblind, deaf and blind persons
This paper represents the first scientific research on the quality of life of deafblind, deaf and blind persons in
Croatia. The aim of this research was to determine the objective indicators of quality of life of these populations
and to determine whether there are differences between groups of respondents regard to the type of impairment.
The purpose of the research was to gain insight into the possibility of making one’s own choices in everyday
life and evaluation of subjective satisfaction of quality of life. The research sample consisted of three groups of
respondents, deafblind (N = 26), blind (N = 40) and deaf (N = 40) respondents in the age range of 15 - 95 years.
The research was conducted by the Croatian Association of Deafblind Persons DODIR, in collaboration with
the Faculty of Education and Rehabilitation Sciences University of Zagreb, in the whole territory of Croatia.
The data was collected using four measuring instruments: Questionnaire on socio-economic status, Scale for
evaluation of objective indicators of quality of life, Scale for evaluation of subjective indicators of quality of
life and the Scale for evaluation of the possibility of making one’s own choices. Analysis of the metric characteristics was done using the RTT-7 programme. The data was processed using robust discriminant analysis
and univariate analysis of variance. The results show that the deaf, blind and deafblind persons most differ on
variables that describe the frequency of interaction and participation in the community. The data indicate that
the quality of life of deaf and blind is higher than the quality of life of deafblind persons. Deafblind persons are
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the least significant evaluate the possibility of choice and decision-making and satisfaction with the contacts in
the community. Results indicate the need for introducing professional and wider community with the unexplored area of deafblindness, with the need to provide greater opportunities and the establishment of adequate
support services in order to increase their level of social inclusion and other factors in their quality of life.
Jasmina Stošić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
U-145
Spontana komunikacija i njena učinkovitost u djece
s poremećajem iz autističnog spektra
Komunikacijska spontanost predstavlja izazov u podučavanju djece s poremećajima iz autističnog spektra (AS) zbog njihovih teškoća u socijalnoj komunikaciji, senzornom procesiranju te razumijevanju jezika
(Koegel, 2000). Ona je također navedena kao prvi prioritet podučavanja djece s poremećajem iz AS (NRC,
2010). Međutim, postavlja se pitanje da li se komunikacijska spontanost uistinu potiče u okviru različitih
programa u koje su uključena djeca s poremećajem iz autističnog spektra. Cilj ovog istraživanja je analizirati
spontanu komunikaciju djece s poremećajem iz AS uključene u redovni i one uključene u posebni predškolski
program te utvrditi njenu učinkovitost. Uzorak sudionika čini 33 djece s poremećajem iz AS u dobi od 4 do 6;9
godina, odnosno 14 djece uključene u redovni te 19 djece uključene u posebni program. Podaci su prikupljeni
korištenjem opservacije u prirodnom kontekstu bez sudjelovanja opažača uz korištenje video snimke. Video
snimke su kodirane i analizirane korištenjem modela kontinuuma za procjenu komunikacijske spontanosti
(Carter i Hotchkiss, 2003). Varijabla učinkovitost komunikacije operacionalizirana je obzirom na ishode
odnosno posljedice komunikacije. 35% snimaka su uz autoricu analizirala i dva nezavisna opažača. U obradi
podataka korišten je T – test i jednosmjerna analiza varijance. Rezultati su pokazali da se komunikacijska
spontanost djece uključene u redovni i one uključene u posebni program značajno ne razlikuje. Dodatna
analiza tog rezultata pokazala je da se vrsta, a i učestalost korištenih poticaja za komunikaciju ne razlikuju
između ta dva programa. Učinkovitost komunikacije djece u redovnom programu veća je od učinkovitosti
komunikacije djece u posebnom programu, no u oba programa učinkovitost je veća kad je spontanost komunikacije nižeg stupnja, odnosno kad je za komunikacijski čin djetetu potrebna veća podrška. Rezultati
ukazuju na nedovoljno poticanje komunikacijske spontanosti u okviru predškolskih programa u koje su
uključena djeca s poremećajem iz AS. U zaključku će biti navedene implikacije tih rezultata za edukacijsko
– rehabilitacijsku praksu i daljnja istraživanja komunikacijske spontanosti djece s poremećajem iz AS.
Spontaneous communication and its effectiveness in
children with autism spectrum disorders
Communication spontaneity represents a challenge in teaching children with autism spectrum disorders
(ASD) due to their difficulties in social communication, sensory processing and language comprehension
(Koegel, 2000). Spontaneous communication is also the first priority in teaching children with ASD (NRC,
2001). But, is communication spontaneity encouraged and thought during daily routines of children with
ASD? The goal of this research was to analyze communication spontaneity and its effectiveness in children with
autism spectrum disorders included in regular and special preschool settings. Participants were 33 children (age
range from 4 years to 6 years 9 months) with ASD. 14 children were included in regular preschool settings, and
19 in special preschool setting. Data was collected via naturalistic observation using video. Video tapes were
analyzed using continuum model of communication spontaneity (Carter and Hotchkiss, 2003). Effectiveness
of communication was operationalized through outcomes of children’s communication acts. 35% of videotapes
were coded by two independent observers. T-test and one way ANOVA were used for data analysis. Results
have shown that there is no significant difference in communication spontaneity between children included
in regular and those included in special preschool settings. Further analysis has shown that antecedents or
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strategies used to prompt a communication act were similar in those settings. Effectiveness of communication
is higher for children in regular than in special settings but in both settings less spontaneous communication
acts were more effective. Results indicate that spontaneous communication is not encouraged through everyday routines. Practical implications and further research recommendations will be provided in conclusion.
U-146
Karl Wall
University of London, Institute of Education, UK
E-mail: [email protected]
Developing national habilitation (mobility, orientation and independence skills)
standards and training for children and young people with visual needs in the UK
Children born blind or visually impaired from birth or shortly after as a result of trauma or infection are
deprived of the typically sighted child’s access to incidental and informal learning amongst their family, their peers
and the wider social world. This learning prepares them for individual mobility, orientation and independent living (habilitation) as well as their broader cognitive and social development. In the UK, training to support pupil’s
needs in these areas has, until recently, been incoherent sparsely available, poorly delivered and of very variable
quality. This paper reports the final outcomes of a UK government sponsored research and development programme (the Mobiltiy21 Project). It had three aims: (1) to establish national standards for habilitation work with
children and young people (CYP) in the age range (0-19) with visual needs and (2), to develop and implement new
national training qualifications to train practitioners to deliver this training to CYP and (3), to develop resources
to support aims (1) and (2). The research undertaken used mixed methods approaches based on extensive consultations (via survey, interview and workshop / focus group interviews) with a majority sample of existing UK
mobility and independence practitioners (N=101); existing service providers and habilitation centres for CYP;
parents and CYP as well as international research and practice. All three aims for the programme were met: the
first ever national standards for habilitation work in the UK were published in January 2011: these were used to
develop and resource national programmes currently running in the UK and delivered in London, Wakefield
and Edinburgh. The Mobilty21 Project has established a new baseline for habilitation practice and training in
the UK and offers a possible model for work in other countries where such training still needs to be addressed.
U-147
Karl Wall
University of London, Institute of Education, UK
E-mail: [email protected]
Establishing Standards for the habilitation training (mobility, orientation
and independence skills) of specialists, working with children and young
people (CYP) with visual needs: the UK National Quality Standards
Blind or visually impaired children and young people (CYP) are denied access to the largely sight-related
sources of incidental learning that sighted children take for granted. This learning gap can be remediated by
habilitation instruction in mobility, orientation and independence skills. In the UK these have recently been
identified and systematised through the creation of novel national habilitation standards. This paper reports
(1) How the standards were established; (2) the processes undertaken as a possible model for other settings still
to establish such standards; (3) the detailed structure and contents of the standards and their implications for
habilitation practice more generally. The paper draws on mixed methods derived data gathered from existing
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practitioners in the UK (N=101): consultations with parents, CYP and a range of service providers / settings as
well as international research and practice. The standards: (1) Identify a broad definition of visual impairment
and outcomes-based criteria for habilitation work with CYP, (2) Establish general principles in the planning and
delivery of habilitation training for CYP; (3) Identify the four key contexts for such training-the home, educational
settings, public spaces and the transitions between these settings, (4) Establish practical standards for habilitation training delivery around the assessment of CYP and training in the early years; in the school / college years
and into post-compulsory education, leading to young adulthood and (5) Specify the professional knowledge,
understanding and skills in habilitation practice required of practitioners in the UK setting. The standards discussed here offer a possible model for settings yet to organise the provision of habilitation services for blind and
visually impaired CYP. For the first time in the UK, the standards establish a clear context to develop a minimum
entitlement curriculum for the teaching of habilitation skills informed by international research and practice.
Karl Wall1, Janis Sugden2
1
University of London, Institute of Education, UK
2
University of Edinburgh, Scottish Sensory Centre, UK
E-mail: [email protected]
U-148
Comparing programmes of standards–based habilitation
(mobility, orientation and independence skills) training for
habilitation specialists: training in England and Scotland
Habilitation Specialists (teaching mobility, orientation and independence skills) work with children and young
people (CYP) to remediate gaps in their incidental-learning based skills arising from the CYPs blindness or visual
impairment. In the UK these professionals are being trained through nationally recognised qualifications that are
delivered locally in different parts of the UK. This paper: (1) Reports the aims, purposes, structures, organisation
and outcomes of two forms of habilitation training progamme delivery, (2) It examines the interplay between the
time taken by trainee habilitation specialists to learn practical skills, practice time and acquiring an understanding
of children’s typical and atypical development, ( 3) How different contexts (London in England; Wakefield in the
North of England and Edinburgh in Scotland) relate to the delivery of such training. The paper draws on mixed
methods derived data gathered from two programmes: one based on one-day a week face-to-face training (N= 40
trainees over three cohorts) and one based on discrete blocks of such teaching (N=28 trainees over 2 cohorts). The
data presented arguably support the view that having the time to learn and practice acquired practical skills is an
important part of such programmes. The use of self-videoing strategies as a way of recording a trainee’s practice of
their newly acquired skills is seen to be an important innovation in the block settings. It is apparent that acquiring
practical habilitation skills is physically demanding on trainees: this may give insights for future training provision.
The two habilitation training programmes ( and three delivery settings) reported here reveal noteworthy difference in
trainee’s experiences (but not overall outcomes): these offer insights into the demands such training makes on trainees
and raises issues of how potential trainees are identified and supported through the training process.
Zhulieta Demi
University “Aleksander Moisiu”, Durrës, Albania
E-mail: [email protected]
U-149
Inclusion education in Albania and law
For many years, children with special needs, in Albanian public education system were treated separately.
The new political climate and trends of European integration have enabled the concept of comprehensiveness.
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This paper examines the situation of inclusion concept at Albanian education and trends to improve the legal
framework. In this descriptive study, statistical and comparison methods were used. The study noticed that,
along social transition has improved concepts “involvement” and “inclusiveness” in education settings, also
progress in the comprehensive education law to EU standards and establishment “Pedagogies for inclusion”
branch of Education Faculty of Vlora University. Change of mindset as a major hurdle was achieved thanks
to strong activity of the international and domestic NGO. Teacher training and creation of conditions in
classrooms children with special needs was a major challenge to the fragile economy for our country and
society in transition. Those questions already are open:
1. How far must school go?
2. How important is potential academic achievement/social growth in making placement decisions?
3. What are the rights of other children?
Further, the review serves as a basis for understanding the current focus on inclusion and possible future
decisions surrounding the issue
U-150
Ninoslava Kuhn
Velika Gorica, Hrvatska
E-mail: [email protected]
Prevalencija socioemocionalnih teškoća kod gluhe i nagluhe djece u Hrvatskoj
Suvremena tendencija prema inkluziji gluhe i nagluhe djece u redovni odgojno-obrazovni sustav i sve
prisutnija filozofija osnaživanja djece i njihovih obitelji ističu veliku potrebu za boljim razumijevanjem
psihosocijanog razvoja gluhe i nagluhe djece, naročito u odnosu na područja koja zahtjevaju efektivnu i
pravovremenu prevenciju i intervenciju. Kao ključni korak ovog nastojanja, u istraživanju je primijenjena
roditeljska i učiteljska verzija Upitnika sposobnosti i teškoća (The Strengths and Difficulties Questionnaire
(SDQ); Goodman, 1987) te sociodemografski upitnik kako bi se procijenila prevalencija socioemocionalnih
teškoća kod gluhe i nagluhe djece u Hrvatskoj. Primarni informanti su bili roditelji, udomitelji i SOS roditelji,
a sekundarni informanti odgajatelji, učitelji, rehabilitatori i stručni suradnici. Prikupljeni su podatci o svoj
lociranoj djeci čiji su roditelji pristali na sudjelovanje. Zbog homogenizacije uzorka, u analizu su bila uključena
samo djeca čiji su primarni informanti bile majke. Taj uzorak je činilo 134 gluhe i nagluhe djece (60 djevojčica i
74 dječaka) u dobi od 4 do 12 godina iz 19 hrvatskih županija. Skrining je pokazao rezultate usporedive onima
iz drugih zemalja – gluha i nagluha djeca su pokazala značajnije više teškoća nego njihovi čujući vršnjaci.
Prevalencija socioemocionalnih teškoća kod gluhe i nagluhe djece u Hrvatskoj je prema majkama iznosila
25,6%, dok je prema sekundarnim informantima bila dosta veća, 44,3%. Uz izlaganje detaljnih prevalencija
prema kategorijama teškoća, činilo se važno ukazati i na specifičnosti poduzoraka ispitanika (npr., djece iz
gluhih obitelji ili djece s kohlearnim implantatom) te govoriti o onim aspektima rezultata koji ukazuju na
prepreke što urednijem psihosocijalnom razvoju gluhe i nagluhe djece. Unaprjeđivanje profesionalnih službi, rana intervencija i prevencija, zajedno s kontinuiranom edukacijom profesionalnog kadra, čine osnovni
kontekst osnaživanja obitelji u svrhu prepoznavanja i korištenja punog potencijala gluhe i nagluhe djece.
Prevalence of socioemotional difficulties of deaf
and hard-of-hearing children in Croatia
The contemporary tendency of including deaf and hard-of-hearing children in the regular educational
system, together with the increasingly present philosophy of empowering children and their families, emphasizes the need to understand the psychosocial development of deaf and hard-of-hearing children, particularly as it relates to areas in need of effective and timely intervention. As a key step of such effort, the
Strengths and Difficulties Questionnaire (SDQ; Goodman, 1987) and the sociodemographic questionnaire
were applied to estimate the prevalence of socioemotional difficulties of deaf and hard-of-hearing children
in Croatia. Parents as well as foster and SOS parents were primary informants, while secondary informants
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were composed by teachers, rehabilitators and school professionals. From all the children found in Croatia,
data was collected from parents who agreed to participate in the study. In order to make the sample more
homogeneous, only children with mothers as informants were included. The total sample consisted of 134
deaf and hard-of-hearing children (60 girls and 74 boys) with the age range of 4-12 years from 19 out of 21
Croatian regions. The screening showed results comparable to other countries – deaf and hard-of-hearing
children showed significantly more difficulties than their hearing peers. The prevalence of socioemotional
problems rated by mothers was 25,6%, while teachers reported the same figure considerably higher at 44,3%.
In addition to discussing those results in detail, specific considerations related to certain subsamples (e.g.,
children of deaf parents or children with cochlear implants) were outlined, along with other findings indicating obstacles to regular psychosocial development of children with hearing loss. Improvement in professional
services, early intervention and prevention programs, along with consistent education of professionals in the
field, are fundamental to empower families to unlock the full potential of those children.
Damir Horga1, Tomislav Badel2, Marko Liker1, Ana Vidović2
University of Zagreb, Faculty of Humanities and Social Sciences, , Croatia
2
University of Zagreb, School of Dental Medicine, Croatia
E-mail: [email protected]
1
U-151
The influence of dental prostheses on the production of fricatives
The loss of teeth and the wearing of dentures or dental prostheses create changes in the anatomical features of
the vocal tract. Changes in the vocal tract produce changes in speakers’ habitual articulatory programmes in order
to produce intelligible speech. The articulatory equivalence principle enables speakers to produce acoustically
relatively acceptable speech. However, differences in speech production between patients with dental prostheses
and healthy speakers can still be observed, especially in aerodynamically demanding sounds, such as fricatives.
Differences in speech production within the group of prostheses-wearing patients can also be observed, often
depending on the type of the prosthesis used. In the present investigation we analyse the production of fricatives
in speakers with dental prostheses, depending on the type of the prosthesis (N=30) and compare their production
with eugnathic controls matched in age (N=10). The speech of 30 dental-prostheses-wearing patients was also
analysed with and without prosthesis in situ. The productions of six Croatian fricatives were analysed: /f/, /s/,
/z/, /š/, /ž/ and /h/. The speech material consisted of 54 VCV meaningless sequences (V represented /i/, /a/, /u/,
while C represented one of the six fricatives). Five acoustic variables were measured: 1. centre of gravity of the
noise spectrum, 2. standard deviation of the centre of gravity, 3. skewness, 4. kurtosis and 5. fricative duration.
The speech material was recorded in the standard phonetic laboratory conditions in a sound treated room. The
acoustic analysis was performed by means of the Praat programme and MS Excel was used for statistical analyses.
The results showed that the acoustic characteristics of the sounds produced with the prostheses were closer to the
acoustic characteristics of the controls compared to the characteristics of sounds produced without prostheses.
Zoran Kitkanj, Melita Milevska-Bogatinova
University “Ss. Kiril and Metodij”, Faculty of Philosophy, Skopje,
Republic of Macedonia
E-mail: [email protected]
U-154
Violent crime in minors in the Republic of Macedonia
In the last decade violent and aggressive behavior in children and young people has been increasing
steadily. This problem draws more and more attention of the professional, scientific and general public in
Macedonia and worldwide. Behaving violently young people often use force, whether it is physical or mental,
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which is one of the most important and common features of legal provisions for the criminal acts. (1) In
criminology literature there are different perceptions about which crimes fall into the category of crime of
violence. According to Sheparovikj Z.; Kitkanj Z., violent offenses are contained in several sets of criminal
acts. (2) (3). This paper will cover the following groups of crimes where is noted the greatest presence of
violent offenses committed by minors:
1. Crimes against life and body
2. Criminal acts against freedoms and rights of man and citizen
3. Crimes against sexual freedom and sexual morality
4. Crimes against marriage, family and youth
5. Crimes against property
6. Crimes against general safety of people and property
7. Criminal offenses against public order
The aim of this paper is to assess the proportion of criminal acts with violent elements in the total juvenile
crime, its structure and distribution according to the age of juveniles in the period 2001-2010 in Macedonia.
In this paper are used the descriptive method and document analysis of official statistical surveys for committed crimes in 2001-2010 in Macedonia. In the ten-year analyzed period (2001-2010) the representation
of violent crime among juveniles in Macedonia ranges from 11 to 23% of total juvenile crime. The volume
and dynamics of crime with violent elements in the analyzed period varies.
U-156
Stephen Loew, Kenneth Watson
University of New England, School of Science & Technology, Australia
E-mail: [email protected]
The prevalence of symptoms of scotopic sensitivity/Meares-Irlen syndrome in
subjects diagnosed with ADHD: Does misdiagnosis play a significant role?
Previous investigations of the visual-perception disorder scotopic sensitivity syndrome (SSS), also known
as Meares-Irlen syndrome, have identified several clinical features of symptom manifestation which are strikingly similar to those found in attention deficit/ hyperactivity disorder (ADHD). We surveyed the incidences
of nine widely-recognised symptoms of SSS in individuals (n = 76), of whom one sub-group (n = 12) was
comprised of subjects diagnosed with ADHD by qualified healthcare providers. The prevalence of each SSS
symptom in the ADHD sub-group was compared to a second sub-group of diagnosed SSS individuals (n =
18), and also to a group of appropriately matched controls (n = 46). The data showed a remarkable lack of
significant variations between the ADHD-diagnosed and SSS-diagnosed groups. In contrast, highly significant
variations between the ADHD-diagnosed and control groups were clearly evident. The degree of symptom
overlap between the ADHD and SSS disorders may be far stronger than previously reported and it is likely
that many individuals with SSS may be misdiagnosed with ADHD.
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Sunčica Frković1, Nadica Buzina1, Mirta Vranko1, Ivana Jolić1,
Tihana Frković2
1
Klinika za psihijatriju Vrapče, Zagreb, Hrvatska
Psychiatric Hospital Vrapče, Zagreb, Croatia
2
Caritas Zagrebačke nadbiskupije
Caritas of the Archdiocese of Zagreb
E-mail: [email protected]
U-157
Ovisnički kriminalitet s obzirom na sumnju u postojanje
psihičkog poremećaja kod počinitelja i problemi tretmana
Ovisnost o alkoholu ili nekom drugom psihoaktivnom sredstvu predstavlja značajan kriminogeni čimbenik
bilo da se pojavljuje kao samostalna dijagnoza bilo u komorbiditetu s nekim drugim psihijatrijskim poremećajem, ali su rezultati istraživanja na tom području različiti. U ovom radu ta se problematika odnosi na počinitelje kaznenih djela kod kojih je u sudskom postupku postavljena sumnja na psihički poremećaj. Svrha ovog
istraživanja je unaprijediti razumijevanje ovisničkog kriminaliteta, poboljšati forenzično-psihijatrijsku praksu
i dati smjernice za buduća istraživanja u području forenzičke psihijatrije i kriminologije vezano za ovisnost.
Temeljna pretpostavka je da postoje razlike u kriminalnom ponašanju između ovisnika i neovisnika te između
ovisnika o alkoholu i ovisnika o drugim psihoaktivnim sredstvima. U tu svrhu istražena su kriminološka
obilježja vještačenih počinitelja kaznenih djela i ispitane razlike između ovisnika i neovisnika, a potom su
analizirane razlike između ovisnika o alkoholu i ovisnika o drogama. Uzorak čini 665 počinitelja kaznenih
djela vještačenih u Zavodu za forenzičnu psihijatriju Klinike za psihijatriju Vrapče u tri vremenske jednogodišnje točke (1985., 1995. i 2005.), a podaci su prikupljani iz psihijatrijskih ekspertiza. Kako bi se ostvarili
istraživački ciljevi korišten je upitnik SFK. Podaci će biti obrađeni metodama deskriptivne i multivarijatne
diskriminacijske analize. Pretpostavlja se kako se dobiveni rezultati biti značajni za programiranje i implementaciju tretmana počinitelja kaznenih djela, s ciljem osnaživanja postojećih programa te kreiranje novih.
Differences in criminal behaviour according to addiction
Alcohol addiction or other psychotropic substance is an important criminogenic factor in perpetration
any crime that occurs either as an independent diagnosis or in comorbidity with some other psychiatric
disorder. Results in this area have been very diverse. The basic assumption is there are differences in criminal
behavior among perpetrators of crime with or without alcohol or other substance addiction. For this purpose,
we examined criminological characteristics of all perpetrators, followed by examining difference between
those with and without addiction. Further, differences between addicts on alcohol and other psychotropic
substances were analyzed. The sample consisted of 621 criminal offenders forensically expertised at the
Department for forensic psychiatry of the University Psychiatric Hospital Vrapče. Data were collected from
psychiatric expertise. In order to achieve aim, SFK questionnaire was used. Data were analyzed by descriptive and multivariate discriminant analysis. It is assumed that the obtained results will be significant for the
programming and implementation of treatment of criminal offenders, to strengthen existing programs and
creating new ones.
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U-158
Roy Sudipto
Indiana State University, USA
E-mail: [email protected]
Probationers & prison-bound offenders in an electronically
monitored home detention program: A comparative study
In the United States, electronically monitored home detention programs (as an intermediate sanction) are
being used for convicted offenders since 1984. Previous researchers have investigated various aspects of these
correctional programs. Some researchers examined the electronic devices used to monitor the offenders placed
in these programs. Some researchers investigated factors related to successful exit of the participants from these
programs. Some other researchers examined the effectiveness of these programs in reducing post-program
recidivism among the participants. The fact is, varied types of offenders are placed in these programs. For
instance, in Vigo County, Indiana, probationers as well as prison-bound offenders are placed in this program.
No previous study was conducted on comparing these two types of offenders placed in the program. Hence, the
purpose of this study was to compare those two types of offenders in terms of successful exit from the program.
For this study, the data were collected on 246 offenders (124 probationers and 122 prison-bound offenders)
who were placed in the program and completed their sentences between January 2006 and December 2009.
U-159
Avdi S. Avdija
Indiana State University, USA
E-mail: [email protected]
Steps toward awareness growth and emotional strength: testing the effects of
stages treatment program on overall inmates’ quality of life in a federal prison
The purpose of this quazi-experimental study it to simultaneously evaluate the implementation and the effect
of steps toward awareness growth and emotional strength (stages) program on inmates’ improvement of quality
of life in the federal prison in the state of Indiana. Stages are a newly developed treatment program that is specifically designed to evaluate diagnosis, promote stabilization of inmates, and educate inmates about their illness and
treatments. The ultimate goal of this program is to reduce inmates’ overall self-harm and the number of incidents
against the prison staff. Since this is a longitudinal study, the data will be collected at multiple points in time.
U-161
Zoran Zoričić, Ivana Pražetina, Srđan Marušić
Klinički bolnički centar “Sestre milosrdnice”, Klinika za psihijatriju, Zagreb,
Hrvatska
University hospital “Sestre milosrdnice”, Department of Psychiatry, Zagreb,
Croatia
E-mail: [email protected]
Evaluacija tretmana alkoholičara obiteljskih nasilnika
kroz izrečenu mjeru obveznog liječenja
Zadnje dvije godine u sustav tretmana ovisnika o alkoholu, prema zakonu o zaštiti obitelji se uključuje
sve veći broj obiteljskih nasilnika ovisnika o alkoholu. Istodobno opterećujući sustav tretmana, svojom
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nemotiviranošću za liječenjem i promjenom ponašanja frustriraju kako stručne djelatnike, tako i ostale
alkoholičare na liječenju. Cilj našeg istraživanja bio je dobiti odgovor kakva je uspješnost liječenja u prvim
godinama apstinencije osoba s izrečenom sudskom mjerom liječenja od ovisnosti koje su upućene u klubove
liječenih alkoholičara koji djeluju na području Zagreba i Zagrebačke županije. Vremenski period koji smo
obuhvatili istraživanjem je 1.1.2010. - 30.06.2011. godine, no podaci koje obrađujemo mogu nam pokazati
trend nastavka liječenja jer sada, kada provodimo individualni dio ispitivanja, obuhvaćamo one ispitanike
koji su se još uvijek zadržali u klubovima, dakle gotovo nakon 2 godine imamo podatke o tome što se desilo
s onima upućenima u KLA. Obrađeno je 75% zagrebačkih KLA, s dvjestotinjak ovisnika obiteljskih nasilnika upućenih na izvršenje mjere. Terenskim ispitivanjem utvrđeno je da je značajan broj upućenih liječenih
alkoholičara s mjerom liječenja napustio KLA bilo prije ili nastupom isteka mjere liječenja. Stručni djelatnici
također navode kako se radi o nemotiviranim osobama, nekritičnima prema sebi i svom problemu, često
bez podrške obitelji koji su počinili neku vrstu obiteljskog nasilja. Kako bismo dobili odgovor na pitanje
koliko su postojeći programi institucionalnog i izvaninstitucionalnog liječenja učinkoviti prema ovisnicima
o alkoholu s izrečenom mjerom liječenja proveli smo terensko istraživanje putem upitnika koji je posebno
kreiran za ovu svrhu. Upitnik sadržava uz opće i demografske podatke, dio koji evaluira bolničko (institucionalno) liječenje te liječenje u klubu liječenih alkoholičara (izvaninstitucionalno). Evaluacija bolničkog
liječenja sadrži 18 pitanja, dok evaluacija liječenja u KLA sadrži 20 pitanja otvorenog i zatvorenog tipa uz
pitanja s opisnim odgovorima. Sastavni dio upitnika je i ispitivanje stavova putem skala naših ispitanika o
doživljaju vlastite apstinencije te slike o sebi.
Evaluation of treatment of alcohol addicts who were violent to
their family members through the obligatory court measure
In the last two years a significant progress has been made under the family protection act, under which
an increasing number of alcohol addicts who were violent to their family members are included into the
treatment program. At the same time, they frustrate professional staff and other patients treated for alcoholism, also burdening the program with their non-motivational and behavioural changes. The aim of our
study was to get an answer about the effectiveness of the treatment within first years of individual abstinence
of the patients with the obligatory court measure for addiction treatment within the active clubs specialized
for treated alcoholics in the area of Zagreb and Zagreb County. The first data covered by the survey are for
period from 1st January 2010 to 30th June 2011. However, the data processed can show us the trend of treatment continuation, because now we are conducting individual tests which include the patients who are still
frequenting the mentioned clubs. Finally, after almost 2 years, we have the data on what happened to those
patients directed to the clubs. 75% of clubs in the Zagreb area was processed with some two hundred patients
treated for family violence alcoholism directed to the execution of court measures. With field examination
it was determined that the significant number of treated alcoholics with the court measure left the clubs
sooner or with the expiration of the treatment court measure. The professional staff also refer that those
are non-motivated persons with non-critical attitude towards themselves and their problem, often without
family support and have committed some sort of family violence. To gain the answer to the question “how
effective are the existent programs of institutionalized and non-institutionalized treatment towards alcohol
addicts with court measure for obligatory treatment”, we have conducted a field survey by questionnaire
especially made for this particular purpose. The questionnaire is made of general and demographical data,
a part evaluating medical (institutionalized) treatment and treatment at the clubs for treated alcoholics
(non-institutionalized). The evaluation of medical treatment contains 18 questions, while the evaluation
of treatment in clubs contains 20 questions of open and closed type, next to the questions with descriptive
answers. The constituent part of the questionnaire is the examination of standpoints by means of scales of
our examinees on their experience of their own abstinence and own image.
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Inamora Zaiceva
Rezekne Higher Education Institution, Faculty of Education and Design,
Latvija
E-mail: [email protected]
Acquisition of the sign language and spoken/written language for hearingimpaired children at pre-school educational establishments in Latvia
The aim of the article is to find out theoretical and practical aspects related to the socio cultural impact
on the acquisition of basic skills of the sign language and spoken/written language for hearing-impaired
children having severe disorders at a pre-school educational establishment; to explore the theoretical aspects.
The article is based on the research of C. Backer’s scientific literature about basic language skills. The
paper deals with the dual coding model of A. Paivio and A. Desroccher, its impact on the reading skills and
writing skills of children with severe hearing impairments basing on the basic language skills, theoretical
analysis methods about language acquisition skills and special practical approaches letting research reading
skills and writing skills among hearing-impaired children. They indicate the relation between the dynamics
of the acquisition of the sign language and the spoken/written language for children with severe language
impairments depending on the socio-cultural impact creating priorities for children in the choice of the sign
and spoken/written language acquisition. The results gained during the research indicate the link between the
sign and spoken/written language acquisition skills in the learning process for hearing-impaired children at
pre-school educational establishments. The impact of socio-cultural environment makes choose pedagogical
methods and techniques in the acquisition of the sign language and spoken/written language skills among
children with severe hearing impairments. The overview and analysis of theoretical and practical material
let consider the regularities of the acquisition of the sign language and spoken/written language which will
help improve the learning process for hearing-impaired children at pre-school educational establishments.
Applying these techniques and methods qualitatively the learning process for children with severe hearing
impairments is formed positively and dynamically.
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Avdi Avdija
Indiana State University, USA
E-mail: [email protected]
The Effect of Emotional Exhaustion on Prison Employees’
Personal Accomplishments and Job Satisfaction in the
Maximum and the Medium Security Prisons
This study investigates the effects of emotional exhaustion on personal accomplishments and job satisfaction of prison employees who work in the maximum and medium security prisons. Specifically, this study
attempts to determine the amount of variation that can be explained in the job satisfaction and personal
accomplishment, the main dependent variables, by using emotional exhaustion and a selected number of
demographic characteristics of prison employees. The data for this study were collected from three prisons
(n=480) in the State of Indiana - one maximum security prison and two medium security prisons.
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Tihana Novak1, Ljiljana Mikšaj Todorović1, Maja Mladineo2
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski Fakultet, Hrvatska
University of Zagreb, Faculty of Educatuion and Rehabilitation Sciences,
Croatia
2
Indiana State University, Terre Haute, IN, USA
E-mail: [email protected]
1
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Lokus kontrole poslovnog uspjeha osoblja penalnih institucija RH
Lokus kontrole, odnosno koncept očekivanja unutrašnjeg naspram vanjskog mjesta kontrole potkrepljenja, ima
značajnu ulogu u organizacijskom okruženju te se povezuje s brojnim čimbenicima učinkovitosti na poslu. Cilj
ovog rada je stjecanje uvida u lokus kontrole poslovnog uspjeha osoblja penalnih institucija Republike Hrvatske.
Specifični ciljevi istraživanja odnose se na utvrđivanje eventualnih razlika u lokusu kontrole poslovnog uspjeha
penalnog osoblja s obzirom na spol i duljinu radnog staža u penalnom sustavu. Uzorak čini 429 ispitanika zaposlenih
u zatvorskom sustavu, od čega 282 muška i 147 ženskih ispitanika. Instrument koja je korišten u ovom istraživanju
jest Skala radnog lokusa kontrole koja mjeri uvjerenja osobe o tome jesu li događaji na poslu u njezinoj kontroli ili
se nalaze pod utjecajem vanjskih sila kao što su sreća i poznanstva moćnih drugih. Kako bi se ostvarili istraživački
ciljevi korištene su sljedeće metode obrade podataka: deskriptivna statistika frekvencija odgovora na Skali radnog
lokusa kontrole, diskriminacijska analiza razlika s obzirom na spol, usporedba aritmetičkih sredina s obzirom na
duljinu radnog staža u penalnom sustavu te provjera faktorske strukture upitnika. Rezultati pokazuju kako osoblje
penalnih ustanova RH najveći značaj u postizanju poslovnog uspjeha pripisuje vlastitim sposobnostima, ali jako
važnu ulogu pridaje i poznanstvima, dok sreću percipira najmanje utjecajnom u poslovnom uspjehu. Također,
utvrđeno je da nema razlika u lokusu kontrole između muškaraca i žena zaposlenih u penalnom sustavu, dok razlike
s obzirom na duljinu radnog staža postoje u smislu da osoblje zaposleno u sustavu više od 10 godina percipira
poznanstva važnijima u ostvarenju poslovnog uspjeha u odnosu na ispitanike s radnim stažem u sustavu do 10
godina. Ovo istraživanje ukazuje na vrijednost primjene koncepta lokusa kontrole u radnom okruženju osoblja
penalnih ustanova. Budući da značajno utječe na ishode rada, razumijevanje aspekata lokusa kontrole kod osoblja
penalnih institucija može pomoći u povećanju njihove radne učinkovitosti, dobrostanja i poslovnog uspjeha.
Locus of controle, personnel in penitertiary
institutions, professional accomplishment
Locus of control, or concept of internal versus external control of reinforcement has a significant role in
organizational environment and is related to numerous factors of work efficiency. Purpose of this paper is
to provide insight in work locus of control of personnel in penitentiary institutions of Republic of Croatia.
Specific research goals relate to determining possible differences in work locus of control among penal staff,
with regard to gender and tenure in prison system. Sample is formed of 282 male and 146 female participants
employed in penitentiary institutions, totaling 429. Instrument used in this research is Work Locus of Control
Scale which is used to measure whether or not work outcomes are in control of an individual or under external
influence, such as luck and connection to powerful others. In order to achieve research goals, following data
processing methods were used: descriptive statistics of answer frequency on Work Locus of Control Scale,
discrimination analysis of sex differences, comparison of arithmetic means with respect to tenure in prison
system and examination of factorial questionnaire structure. Results show that personnel of penitentiary
institutions in Republic of Croatia consider their own ability as the most important in achieving success at
work while still considering connection to powerful individuals as important factor that reinforces success.
Luck is considered least influential in work success. It is also determined that there are no differences in locus
of control between men and women employed in prison system while differences exist in relation to length
of employment. Personnel with tenure of 10 years and more consider connection to powerful others as more
important in achieving work success than employees with tenure less than 10 years. This research has shown
the value of applying locus of control concept in work environment of personnel employed in penitentiary
institutions. Due to the fact that locus of control significantly affects work outcomes, understanding its aspects can help in improving penitentiary institutions’ personnel work efficiency, wellbeing and work success.
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Branka Lie
Lillehammer University College, Norway
E-mail: [email protected]
Važnost procjene i testiranja za pedagošku kompetentnost
Ovo izlaganje ima teorijsko-didaktički profil i zamišljeno je kao doprinos istraživanju o pedagoškoj
kompetentnosti pedagoga, tj. specijalnih pedagoga i terapeuta. Svrha predavanja je doprinijeti suvremenoj
naučnoj raspravi o pedagoškoj/psihološkoj procjeni i testiranju kao izuzetno važnim komponentama pedagoške stručnosti (kompetentnosti). Kada znamo da je pedagoška kompetentnost posjedovanje posebnih
znanja, praktičnih vještina i osobnih stručnih obilježja različitih stručnih područja, onda možemo shvatiti
zašto je znanje i stručna vještina u odnosu na pedagoško/psihološku procjenu i testiranje, preduvjet za
kvalitetno obavljanje pedagoške djelatnosti. Danas se više ne postavlja pitanje da li i zašto nam trebaju pedagoške/psihološke procjene i testiranje, nego koju stručnost trebaju pedagoški psiholozi, specijalni pedagozi,
i terapeuti imati na tom području. Cilj predavanja je rasprava o temi: “Zašto se procjena i testiranje mora
smatrati kao nužnost postavljena u skladu sa zahtjevom suvremenog pedagoškog djelovanja”, a u izlaganju će
se raspravljati o tome zašto je potrebno postaviti standarde specijalnim pedagozima i terapeutima u odnosu
na znanje i razvoj vještine procjene i testiranja kao dio njihove pedagoške kompetentnosti.
The importance of assessment and testing of pedagogical competence
This paper has a theoretical and didactic nature and is intended as a contribution to research on the
pedagogical competence of educators - special educators and therapists. The purpose of the lecture is to
contribute to the contemporary scientific debate on the pedagogical / psychological assessment and testing
as an extremely important component of pedagogical competence. Knowing that the pedagogical competence of possession of special knowledge, practical skills and personal attributes of the various professional
fields of expertise, we can understand why the knowledge and professional skills in relation to pedagogical
/ psychological assessment and testing, is a prerequisite for the efficient performance of educational activities. Today it is no longer the question of whether and why we need educational / psychological assessment and
testing, but what kind of competence educational psychologists, special educators, and therapists should have in
this field. The aim of the paper is a discussion on the topic: “Why must assessment and testing be regarded
as a necessity to set up in accordance with the requirements of modern pedagogical activities.” And in the
lecture I will discuss why it is necessary to set up standards for special educators and therapists in relation
to knowledge and development skills assessment and testing as part of their pedagogical competence.
U-169
Tihana Novak, Vladimira Žakman Ban
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski Fakultet, Hrvatska
University of Zagreb, Faculty of Educatuion and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
Nasilje zatvorenika prema osoblju – kvalitativni pristup
U zatvorskoj kulturi, dinamičnom i specifičnom društvenom okruženju, moć i autoritet tradicionalno
predstavljaju ključni element održavanja reda i sigurnosti, a uz nedostatak povjerenja u druge zatvorenike
kao i osoblje te odbojnost prema zatvorskim normama i pravilima stvaraju temelj za nastanak različitih nasilnih i uznemirujućih ponašanja. Ovaj rad ispituje okolnosti nastanka različitih oblika nasilnog ponašanja
zatvorenika prema osoblju, kao i odgovor osoblja te njihove strategije rješavanja takvih situacija. Osnovni
cilj je identificiranje manje vidljivih oblika nasilnog ponašanja kao i uobičajenog načina odgovora osoblja
(formalnih i neformalnih). Istraživanje je provedeno u 5 zatvora/kaznionica u Hrvatskoj. U istraživanju
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sudjeluje 15 zaposlenika (službe osiguranja i tretmana), s kojima je proveden polustrukturiranom intervjuu.
Podaci su analizirani prema principima i metodama analize kontigencije. Interpretacija je orijentirana prema
otkrivanju detalja - prikrivenog nasilja i uznemiravanja osoblja, te identificiranje formalnih i neformalnih
oblika rješavanja takvih situacija od strane osoblja.
Inmates’ violence toward prison staff – a qualitative approach
In prison culture, active and specific social environments where power and authority have traditionally been key
element to sustaining social order and security, lack of trust and confidence in other inmates as well as prison staff
and adherence to prison norms and rules are foundation to variety of violent and disturbing situations. This paper
examines occurrences of different forms of inmates’ violent behavior toward prison staff as well as staff reactions
and strategies to resolve such situations. The main purpose was to identify less visible forms of violent behavior
and to find out the common staff response (both formal and informal). Research is conducted in 5 prisons in
Croatia. 15 staff members (security and treatment department) participated in semi structural interview. Data were
analyzed according to principals and methods of contingency analysis. Interpretation is oriented toward details of
- hidden violence and disturbance against staff and staff reactions thru formal and informal forms of resolutions.
Ambera Duka, Ermira Tati
University “Aleksandër Moisiu”, Faculty of Education, Durrës, Albania
E-mail: [email protected], [email protected]
U-170
“Individualization” in education, a necessity of
education for children with special needs
The included education is the involvement of all the children in normal schools, where the education is
accomplished due to the needs and the abilities even for the children with special needs. ‘Individualized’ or ‘differentiated’ education highly considered nowadays is a necessity for the included classes. This research has the
goal to analyze the impact of the involvement of the digital technology in teaching methods , compared with
the traditional methods of teaching that are present in the environment of our schools. Digital technology is a
innovation in education in Albanian schools being adapted to the children with special needs. The usage of the
methods and contemporary techniques as well as the latest technology in education such as: SMART board in
elementary education where the subjects have a significant importance. This leads to the promotion of a sustainable learning. The study will be an estimated research while from its nature will have a qualitative character.
Tomislav Ljutić1, Ines Joković Oreb2, Branko Nikolić2
1
Dječji vrtić “Potočnica”, Zagreb, Hrvatska
Kindergarden “Potočnica”, Zagreb, Croatia
2
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Educatuion and Rehabilitation Sciences,
Croatia
E.mail: [email protected]
U-171
Učinak ranog integracijskog programa na razvoj djeteta s neurorizikom
Cilj ovog istraživanja odnosio se je na ispitivanje utjecaja ranog integracijskog programa na dijete s neurorazvojnim
rizikom. U procjeni psihomotoričkog razvoja korišteni su Denver Developmental Screening II Test (DDST) i Gross
Motor Function Measure (GMFM – 66). Polazna hipoteza pretpostavlja da će primjena ranog integracijskog programa
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za dijete s neurorazvojnim rizikom rezultirati uspjehom u svim varijablama istraživanja. Habilitacijski programa
se sastojao od komponenti neurorazvojnog tretmana, senzoričke integracije, postupaka za stimulaciju orofacijalne
muskulature, govora i jezika, te, poticanja kognitivnog razvoja kod šestero ispitanika (3 djevojčice i 3 dječaka) unutar
prve godine života. Evaluacija rezultata izvršena je komponentnom analizom promjena stanja djeteta opisanog nad
skupinom kvantitativnih varijabli registriranih kroz određeni vremenski period (14-20 vremenskih točaka). Ovakav
način obrade podataka omogućen je primjenom algoritma INDIFF. Glavna komponenta promjena kod GMFM
testa nazvana je generalni faktor napretka motoričkog razvoja, a kod Denver testa generalni faktor napretka u gruboj
motorici. Obje komponente prikazuju napredak u psihomotoričkom razvoju djeteta s neurorazvojnim rizikom.
The effect of early intervention programs on
child with neurodevelopmental risks
The purpose of this study was to examine the influence of early intervention programs on child with neurodevelopmental risks. The variables of Denver Developmental Screening II Test (DDST) and Gross Motor Function
Measure (GMFM – 66) are used in order to evaluate psychomotor development. The starting hypothesis assumes
that the application of early integration program for the child with neurodevelopment risk will result with improvement in all defined variables. The habilitation program was consist of neurodevelopmental treatment, sensory
integration, components of oral-motor stimulation, preverbal skills and speech and stimulation of cognitive development for six subjects (three females and three males) within first year of life. The evaluation was carried out
by component analysis of the status changes of a child, which is described over the group of quantitative variables
registered through a series of 14-20 equidistant time points. This way of data processing is based on the INDIFF
algorithm. The main component of changes in GFMF test was defined as general factor of motor development
improvement, and the main component in Denver test was defined as general factor of gross motor improvement.
Both components show progress in psychomotor development in child with neurodevelopmental risk.
U-172
Dajana Bulić1, Ines Joković Oreb2, Branko Nikolić2
1
Centar za rehabilitaciju Zagreb, Hrvatska
Center for Rehabilitation, Zagreb, Croatia
2
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Educatuion and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
Vremenski angažman majke djeteta s teškoćama u
razvoju u aktivnostima svakodnevnog života
Cilj istraživanja se odnosio na utvrđivanje vremenskog angažmana majke djeteta s teškoćama u razvoju
u aktivnostima svakodnevnog života. Polazna hipoteza definirana je na način da se majke djece s teškoćama
u razvoju znatno više vremenski angažiraju u aktivnostima svakodnevnog života u odnosu na majke djeteta
tipičnog razvoja. Te su pretpostavke provjerene na uzorku od 60 ispitanika (15 majki djeteta s višestrukim
teškoćama, 15 majki djeteta s Downovim sindromom, 30 majki djeteta tipičnog razvoja). Djeca su podijeljena
prema kronološkoj dobi u tri skupine (6-12 mjeseci; 1-3 godine; 3-5 godina). Instrument kojim su se ispitivale
aktivnosti svakodnevnog života konstruiran je za potrebe ovog istraživanja . Za sve su varijable izračunati
osnovni statistički parametri primjenom Kolmogonov-Smirnovljenovog testa. Primijenjena je faktorska
analiza, a razlike među ispitanicima proučavane su pomoću robusne diskriminacijske analize. Istraživanje
evidentno ukazuje na razliku u angažmanu te broju aktivnosti majke, oca, rođaka i drugih u obiteljima djeteta s teškoćama u razvoju u odnosu na angažman aktivnosti majke, oca, rođaka i drugih u obitelji djeteta
tipičnog razvoja (bez teškoća u razvoju). Brigu o djetetu u većini slučajeva preuzima majka, ona obavlja skoro
sve aktivnosti vezane uz dijete i u obitelji djeteta s teškoćama u razvoju i obitelji djeteta tipičnog razvoja.
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The time involvement of the mothers of children
with difficulties in their daily activities
This research focused on studying the time involvement of the mothers of children with difficulties in their
daily activities. The purpose of the research was to establish the involvement of parents, relatives, caretakers
and other persons in daily activities. The starting point of the research is the assumption that a child with
multiple difficulties requires more time and assistance in daily activities. Therefore, the objective of the research
was to establish the time involvement of the mothers of children with difficulties in their daily activities. The
starting hypothesis is that the mothers of children with difficulties are more involved in daily activities than
the mothers of children with typical development. These assumptions were examined on a sample of 60 test
subjects (15 mothers of children with multiple difficulties, 15 mothers of children with Down Syndrome, 30
mothers of children with typical development).The children were classified into three groups as per their
chronological age ( 6-12 months; 1-3 years; 3-5 years). The instrument applied to examine daily activities was
designed for the needs of this research. Basic statistical parameters were calculated for all variables applying
Kolmogorov-Smirnof test. The factor analysis was applied and the differences between test subjects were studied
by means of robust discrimination analysis. The research evidently points to the differences in the involvement
and in the number of activities conducted by mothers, fathers, relatives and other possible caretakers in the
families of a child of typical development (with no difficulties in development). In most cases, the care about
the children is assumed by the mother who is engaged in almost all activities related to the child, both in the
families with a child having difficulties in development and in the families with a child of typical development.
Renata Pinjatela, Miroslav Prstačić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Educatuion and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
U-173
Uloga asistivne i rehabilitacijske tehnologije u unaprjeđenju
kvalitete života osoba s invaliditetom
Invaliditet je kompleksni društveni fenomen kojim se uspoređuju čovjekovo djelovanje s djelovanjem
većine članova društva. Invaliditet može biti ublažen socijalnom eduakcijom ili tolerantnom okolinom, ali
se njima ne može u potpunosti nadići. Osoba s invaliditetom doživljava se kao drukčija, ali i prepoznaje da
je se doživljava drukčijom. Stigma je rezultat kompleksne interakcije obostrane opservacije i socijalne okoline, a ne sposobnosti funkcioniranja. Asistivna tehnologija budućnosti trebala bi umanjiti važnost tijela pri
obavljanju svakodnevnih aktivnosti. Unaprjeđenje primjene asistivne tehnologije i pristupačnosti osobama
s invaliditetom i starijim osobama omogućava bolju kvalitetu života te funkcionalnost u svakodnevnim
aktivnostima, obrazovanju, poslu, slobodnom vremenu... I Konvencija Ujedinjenih naroda o pravima osoba
s invaliditetom navodi potrebu za omogućavanje pristupa asistivnim tehnologijama osobama kojima su potrebne za poboljšanje neovisnog svakodnevnog življenja i socijalne uključenosti. Asistivna tehnologija treba
omogućiti osobama s invaliditetom i starijim osobama da mogu činiti isto što i svi članovi društva na isti
način kao i svi ostali. Zato je nužno daljnje unapređivanje u području istraživanja, razvoja, proizvodnje i distribucije, pravilnom odabiru pomagala za svakog pojedinca, edukaciji stručnjaka i korisnika uz kontinuiranu
evaluaciju. U okviru izlaganja biti će razmotrena neka suvremena promišljanja o ljudskom biću, bioničkom
čovjeku sutrašnjice/ današnjice, transplantacijskoj memoriji i translacijskim znanostima trećeg tisućljeća.
Role of assistive and rehabilitation technology in improving
the quality of life of people with disabilities
Disability is a complex social phenomenon that human activity is compared with the activity of most
members of society. A disability can be mitigated with social education or tolerant environment, but it
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cannot completely overcome. Person with disabilities is perceived as different, but it also recognizes that it is
being recognised by others as different. Stigma is the result of a complex interaction of mutual observation
and social environment, rather than functional ability. Assistive technology of the future should reduce the
importance of the body in performing everyday activities. Improving the application of assistive technology
and accessibility to persons with disabilities and older people ensures better quality of life and functionality
in everyday activities, education, work, leisure... The United Nations Convention on the Rights of Persons
with Disabilities states the need to facilitate the access of the persons, who are required to improve the independent daily living and social inclusion, to the assistive technology. Assistive technology should allow
people with disabilities and older people that can do the same as all members of society in the same way as
everyone else. Therefore it is necessary to further development in research, development, production and
distribution, choosing the right tools for each individual, education experts and users with continuous evaluation. Within this presentation we will consider contemporary contemplations on the Human Being, the
Bionic Man of Tomorrow/Today, transplantation memory and translation sciences of the third millennium.
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Sažeci radionica
Workshop abstracts
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Workshop Coordinator & Facilitator: Zara Clarke
Sheffield Health and Social Care NHS Foundation Trust, United Kingdom
E-mail: [email protected]
R-1
ALTERNATIVES TO RESTRAINT
From an ethical and human rights perspective, restraint is one of the most important issues that need
to be considered in human services. This workshop will aim to inform participants about the considerable
work that has taken place in Sheffield, UK over recent years in order that people are supported in the least
restrictive ways possible. This will have a particular focus on services for adults with intellectual disabilities,
but the principles will also be applicable to services for other groups of people. A broad definition of the word
‘restraint’ will be used – to include ‘anything that prevents someone doing something’. This is much broader
than purely physical restraint, including (but not limited to) practices such as mechanical restraint, locked
doors and chemical restraint. The workshop will give participants chance to (1) reflect upon the usefulness
of using such a broad definition (2) discuss ethical dilemmas, legal and human rights issues through the use
of case vignettes (3) and share ideas and good practice from their area of work. It is hoped that participants
will leave the workshop with ideas to take back to their workplaces about how least restrictive practices can
be encouraged.
Workshop Coordinator & Facilitator: Nigel Beail
University of Sheffield & SWYPNHSFT, United Kingdom
E-mail: [email protected]
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TREATMENT AS AN ALTERNATIVE TO INCARCERATION: WHAT
WORKS FOR PEOPLE WHO HAVE ID WHO OFFEND?
In this workshop we will consider options for people who have learning disabilities who offend. We will
consider the impact of using options that are available to the general population such as exclusion through
incarceration or probation and work orders. Data from follow-up studies from incarceration general show
high rates of recidivism. Treatment has become an alternative to incarceration in many States and in some
such as the UK the Courts have shown an increase use of community based orders with conditions of treatment. Several studies have now evaluated the impact of this approach. We will examine the available evidence
for these approaches and critically examine their impact and hoe w this has been demonstrated.
Workshop Coordinator: Richard Whitehead
Mersey Care NHS trust, United Kingdom
Workshops Facilitators: Whitehead Mersey & Beth Greenhill
Mersey Care NHS trust, United Kingdom
E-mail: [email protected]
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HUMAN RIGHTS IN HEALTHCARE
Creating a culture of ‘Human Rights in Healthcare’ for people with intellectual disabilities requires imaginative, innovative and practical approaches to services. This workshop describes our projects developing and
evaluating rights based services for People with an Intellectual disability (in partnership with the Department
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of Health and the British Institute of Human Rights). The workshop summarizes our experiences from the
different stages of the five year project, working with People with an Intellectual Disability to:
• Design human rights based risk assessment and management processes
• Co-produce human rights groups,
• Co-produce human rights resources, including a human rights booklet, DVD, and human rights board game,
• Promote organizational change to embed human rights in healthcare
• Enhance human rights for people who are legally detained in inpatient units.
In the project a mixed methodology was used, combining both quantitative and qualitative methods,
in co-operating elements of an action research framework, conducted by both internal and independent
evaluators. Independent evaluation of our work by Ipsos/MORI identified:
• Renewed quality of care for service users, as case decisions- were reconsidered to incorporate a human
rights based approach,
• Staff, carers and service users were better informed and able to- challenge decisions following training
about human rights,
• A human rights strategy was leading to cultural change and more responsive systems and processes.
Evidence from internal evaluations illustrates how human rights based approaches can ensure service
users are involved and empowered in their care, that their rights are upheld and balanced and that any
interventions or restrictions are proportionate. Embedding human rights into health and social care can
have a tangible impact on a person’s treatment and care, their staff and the organizations supporting them.
A growing body of evidence demonstrates that human rights approaches can re-inspire staff and produce
improvement in outcomes.
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Voditeljica radionice / Workshop coordinator: Sonja Jarebica
Udruga „TI SI OK“ , Velika Mlaka, Hrvatska
NGO “YOU ARE OK”, Velika Mlaka, Croatia
Izvoditeljice radionice / Workshop facilitators: Sonja Jarebica,
Magdalena Živković, Sunčica Trgovac
Udruga „TI SI OK“ , Velika Mlaka, Hrvatska
NGO “YOU ARE OK”, Velika Mlaka, Croatia
E-mail: [email protected]
PREVENCIJA NASILJA MEĐU DJECOM -”PRESTANI!”
Naše istraživanje prisutnosti nasilja među školskom djecom pokazuje visok postotak nasilnih oblika
ponašanja i vrlo nisko povjerenje učenika u nastavnike. Stoga se u praksi mora značajno više i ciljano raditi
na stvaranju odnosa povjerenja između učenika i nastavnika. Cilj demonstracijske radionice je prikazati
kako se putem ovako strukturirane iskustvene radionice u kratkom vremenu može postići dobra grupna
dinamika, pozitivna razredna klima te snažniji osjećaj zajedništva, suradnje i pripadanja. Tako se smanjuje
nasilje i gradi povjerenje u dobre namjere odraslih prema djeci.
Učenici i razrednik na satovima razredne zajednice provode radionicu s probranim vježbama i inovativnom didaktičkom igrom razvoja samopouzdanja. Svi ravnopravno sudjeluju i međusobno se percipiraju u
novom kontekstu osvješćujući konkretne oblike vršnjačkog nasilja. Sadržaji radionice su: samopoštovanje,
asertivnost , suradnja, pripadanje i zajedništvo.
Projekt se provodi 4 godine u Zagrebu i Velikoj Gorici, u 14 osnovnih škola s 3.000 učenika petih i šestih
razreda. Istraživanje na uzorku od 888 učenika pokazuje da se skoro svaki dan u školi 3.9 % djece isključuje iz
igre , 10.2 % ogovara, 1,7% dožive fizičko nasilje, 8.3% dožive ruganje i vrijeđanje. Samo se 5,9 % djece u slučaju
doživljenog nasilja obraća nastavnicima za pomoć. Učenici nemaju dovoljno povjerenja u nastavnike i važna
uloga projekta je što djecu ohrabruje progovoriti o nasilju, a nastavnike osnažuje i podučava uspostavljanju kvalitetnijih odnosa s učenicima. Evaluacije nastavnika koji su prošli radionice potvrđuju kvalitetu metode: preko
80 % nastavnika radionicu ocjenjuju vrlo ili izuzetno korisnom i navodi da im metoda može dosta ili izuzetno
pomoći u radu.
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Stvaranje pozitivnog razrednog ozračja direktnim podučavanjem razrednika u njihovom razredu uz
konkretne inovativne vježbe i igre koje otvaraju komunikacijske kanale učenika prema nastavnicima je
konkretan alat za prevenciju rizičnih ponašanja i redukciju nasilja utemeljen na istraživanju.
PREVENTION OF VIOLENCE AMONG CHILDREN – „STOP!”
Our research of violence among school children shows high rate of violent behaviors and very low pupils’
confidence in teachers. Hence we must put into practice targeted work for creating a trust relationship between
pupils and teachers. The goal of demonstration workshop is to show how such structured experiential workshop
can create in short time good group dynamics, positive classroom climate and increasing sense of community,
cooperation and belonging. This is the way to reduce violence and build pupils’ faith in teachers’ good intentions.
Pupils and teacher in regular class community meeting conduct workshop with chosen exercises and
innovative didactic game for self-confidence developing. Everyone participate equally and they mutually
perceive each other in a new context detecting the particular forms of peer violence among them. The workshop topics are: self-esteem, assertiveness, cooperation, belonging and togetherness.
The project has been implemented for four years in Zagreb and Velika Gorica in 14 primary schools with 3,000
fifth and sixth graders. The research on 888 pupils sample has shown that at school almost every day: 3.9% of
children have been excluded from joint play, 10.2% have been slandered, 1.7% has experienced physical violence,
and 8.3% have experienced mockery and insulting. Only 5.9% children turn to teacher for help when exposed to
violence. Pupils do not have enough confidence in teachers. Important role of this project is encouragement for
children to speak up about violence and empowerment and education for teachers to establish better relations
with pupils. The quality of the method has been confirmed by teachers’ evaluations: over 80% of them rate the
workshop very or extremely useful and state that the method could be of very or extreme help in their work.
Creating a positive class climate by directly educating class teachers in their class with particular innovative exercises and games that open communication channels from pupils towards teachers, represents a
specific tool for risky behaviors prevention and violence reduction that is research – based.
Workshop Coordinator & Facilitator: Tereza Axmanova
Association of Slepisi, Tasov, Czech Republic
E-mail: [email protected]
R-5
OPEN THE CREATIVITY OF BLIND PEOPLE!
Aim of this workshop is to elaborate new possibilities in education of visually impaired people leading
to their free creativity and skillness.
Special technique built on the touch abilities of people who are blind and visually impaired will be presented. Teaching of this technique is based on a combination of touch mathematics and the mastering of
basic elements of modeling. It allows people who were born blind to produce an absolutely, independent,
three-dimensional expression based on each person’s creativity and skills.
Workshop consists of introduction of 10 years of practicing this technique with blind people in Czech
Republic through individual examples of blind people who were students. It will show results in using their
knowledge in professional and personal way. A part of workshop will be practical example how to use this
technique in school education for people who are visually impaired to open their creativity.
Workshop aims to find and introduce new ways for teaching visually impaired people and open for them
new possibilities in handicraft education leading to professionally independent and full life.
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Voditeljica i izvoditeljica radionice / Workshop Coordinator & Facilitator:
Cecilija Hranilović
Osnovna škola Grigora Viteza, Zagreb, Hrvatska
Elementary School “Grigor Vitez”, Zagreb, Croatia
E-mail: [email protected]
PROGRAM SPECIFIČNIH VJEŽBI ZA USVAJANJE POČETNOG ČITANJA
I PISANJA KOD UČENIKA REDOVNE OSNOVNE ŠKOLE
Program specifičnih vježbi za usvajanje početnog čitanja i pisanja namijenjen je učenicima 1. razreda
koji imaju razvojne teškoće. Primjenjuje se paralelno s osnovnim programom razrednog učitelja. Kroz ovu
radionicu prikazati će se pojedine razine programa i način izvođenja vježbi. Svrha programa jest da se njegovom primjenom učenicima koji imaju razvojne teškoće omogući usvajanje vještina potrebnih za čitanje
i pisanje. Osnovni princip izrade i provođenja programa jest maksimalna prilagodba sadržaja i kreiranje
vježbi na osnovi simptoma ili pojedine teškoće.
Program čini nekoliko razina:
• artikulacijsko – perceptivna razina: učenici vježbanjem artikulacije perceptivno zahvaćaju i pamte
slovo odnosno glas koji se obrađuje .
• grafomotorička razina: u posebno crtovlje pišu se obrađena slova, slogovi, riječi i rečenice.
• analitičko – sintetička razina: provode se specifične vježbe analize i sinteze.
• uklanjanje ili ublažavanje postojećih smetnji: ispuštanje, zamjena i dodavanje glasova ili slova, te teškoća
pisanja riječi zajedno.
Navedene specifične vježbe imaju preventivni, terapijski i obrazovni karakter.
Cilj je programa naučiti učenike čitati i pisati te ublažiti ili otkloniti postojeće teškoće. Time se poboljšava
usvajanje školskog gradiva i školski uspjeh, razvijaju se pozitivne psihosocijalne osobine učenika, uključujući
samopouzdanje, pozitivan stav i motivacija prema aktivnostima čitanja i pisanja. Također, poboljšava se govor,
senzomotorika i bogaćenje rječnika.
PRESENTATION OF THE PROGRAM OF SPECIFIC EXERCISES
FOR ADOPTION OF INITIAL READING AND WRITING WITH
THE PUPILS OF A REGULAR PRIMARY SCHOOL
The program of specific exercises for adopting the initial reading and writing is intended for pupils of the
1st grade who have development disabilities. It is applied parallel with the basic program of the primary school
teacher. This workshop will show particular levels of the program and the method of doing the exercises.
The aim of the program is to enable the pupils with developmental difficulties to adopt the skills necessary
for writing and reading. The basic principle of the development and implementation of the program is the
maximum adjustment to create content and exercises based on the symptoms or a particular difficulty.
The program consists of several levels:
• articulation-perceptional level: by practicing the articulation the pupils perceptively grasp and remember the letter or voice which is processed.
• graphomotorical level: the processed letters, syllables, words and sentences are written on special lines
• analytical-synthetic level: specific exercises of analysis and synthesis are carried out
• removal or alleviation of the existing disorders: omission, substitution and adding of voices or letters
and difficulties of joint writing of words.
The mentioned specific exercises have a preventive, therapeutic and educational character.
Program aims to teach the pupils to read and write and to alleviate or remove the existing difficulties. By
this, the adoption of school material and school result are improved, the positive psycho-social characteristics
of the pupil are developed, including self-confidence, positive attitude and motivation towards the reading
and writing activities, and speech, sensomotorics and vocabulary are improved.
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Sažeci postera
Poster presentation abstracts
8. međunarodni znanstveni skup Istraživanja u edukacijsko-rehabilitacijskim znanostima
8th International Scientific Conference Research in Education and Rehabilitation Sciences
Josipa Mihic1, Miranda Novak1, Alma Cakmazovic2, Josipa Basic1
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
2
Najlon Creative Corporation, Zagreb, Croatia
E-mail: [email protected]
1
P-4
Preventive campaigns: student communication project
campaign for mental health promotion
Social marketing is a new area which is developing markedly since the seventies of the last century. It
involves the systematic application of marketing tools and techniques in achieving socially desirable outcomes
and changes. The focus of social marketing is to change behavior of the target group in order to improve the
quality of life in the areas of mental and physical health, safety, environment and community. Social marketing uses the knowledge of the disciplines focused on behavioral changes, especially the transtheoretical
model, social cognitive theory and the theory of exchange. Global trends in prevention science also suggest
the use of social marketing and media in maximizing the effectiveness of prevention programs and policies
and strengthening prevention investments.
From academic year 2010/2011, students of social pedagogy at the Faculty of Education and Rehabilitation
Sciences can participate in the course Prevention campaigns carried by professor Josipa Basic, PhD and
delivered by Josipa Mihic and Miranda Novak. The motivation for starting this course within the corpus of
other prevention oriented courses was based on the importance of promotion of prevention in media and
on the need for education of future social pedagogues about media campaign initiation and creation and
their professional role in that process.
Prevention campaigns course is teaching students about the basic principles of social marketing, persuasive communication, elements and steps of media campaigns and about the role of media in prevention and
promotion in general. Students of social pedagogy can participate in the course at the 1st year of graduate
studies of social pedagogy. Regarding the fact that the field of media campaigns is very interdisciplinary, a
marketing expert and copy-writer Alma Cakmazovic is involved in the course delivery.
Besides description of the Prevention campaigns course, this poster will also present the students’ communication project – Campaign of mental health promotion. Students’ communication project was created as a result of students’ and course deliverers’ efforts and volunteer engagement of copy-writer Alma
Cakmazovic and graphic designer Marija Friscic. The aim of the communication project was to develop a
communication product which would promote the importance of positive self-concept within the broader
theme of mental health promotion. The target audiences of the communication project were students at the
Borongaj students’ campus in Zagreb but the final product was used for promotion of the Prevention campaigns course, promotion of prevention science and the Faculty of Education and Rehabilitation Sciences,
University of Zagreb.
Ivana Sretenović
Univerzitet u Beogradu, Fakultet za specijalnu edukaciju i rehabilitaciju, Srbija
University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia
E-mail: [email protected]
P-5
Motoričko funkcioniranje osoba oboljelih od multiple skleroze
Multipla skleroza je neurodegenerativno oboljenje koje zahvaća bijelu masu središnjeg živčanog sustava
i pripada grupi kroničnih i neizlječivih neuroloških bolesti. Multipla skleroza predstavlja najčešće oboljenje
živčanog sustava koje pogađa mlade ljude. Kod ove bolesti dolazi do oštećenja mozga i leđne moždine što
izaziva širok raspon simptoma koji utječu na osjetljivost, pokretljivost, tjelesne funkcije i ravnotežu.
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Cilj ovog istraživanja je analiza motoričkih sposobnosti, odnosno analiza pokretljivosti i upotrebe ortopedskih pomagala osoba oboljelih od multiple skleroze. Ovim istraživanjem obuhvaćeno je 670 ispitanika
oba spola, 234 ili 34,9% ispitanika muškog spola i 436 ili 65,1% ispitanika ženskog spola. Istraživanje je
provedeno u Beogradu tokom 2010. godine u Društvu multiple skleroze Srbije. Osnovna metoda koja je
korištena u istraživanju je metoda deskriptivne statistike.
Rezultati istraživanja pokazuju da 19,6% ispitanika muškog spola hoda dobro, dok se 7,9% ne kreće
uopće. Istovremeno 30,9% ispitanika muškog spola hoda samostalno ali otežano, dok 25,4% koristi neki tip
ortopedskih pomagala. Uz pomoć druge osobe hoda 9,2%, a 6,2% koristi mehanička invalidska kolica. U
grupi ispitanika ženskog spola bilježi se porast onih koji hodaju uz pomoć drugih osoba (15,6%), a smanjuje
se broj onih koji hodaju uz pomoć pomagala (19,5%), u odnosu na ispitanike muškog spola. Od ortopedskih
pomagala najviše su u upotrebi mehanička invalidska kolica, kod ispitanika muškog spola u 10,9%, a kod
ispitanika ženskog spola u 8,8%. Veliki postotak ispitanika koristi štap, 17,1% osoba muškog i 16% osoba
ženskog spola. Pelene koristi nešto veći postotak osoba ženskog spola (14,9%) u odnosu na osobe muškog
spola (10,2%). Motoričko funkcioniranje značajno određuje funkcioniranje osoba u svakodnevnom životu.
Rezultati ukazuju na opadanje pokretljivosti (mobilnosti) osoba oboljelih od multiple skleroze i predstavljaju
veoma značajan podatak u planiranju rehabilitacijskog tretmana ovih osoba. Prilikom planiranja tretmana
treba voditi računa o spolnim karakteristikama, jer pokretljivost i korištenje određenog tipa pomagala u
izvjesnom broju slučajeva zavise od spola.
Motor functioning of people with multiple sclerosis
Multiple sclerosis is a neurodegenerative disease which affects the white mass of the central nervous
system and belongs to a group of chronic and incurable neurological disease. Multiple sclerosis is the
most common disease of the nervous system that affects young people. When the disease damages the
brain and spinal cord that causes a wide range of symptoms that affect the sensitivity, mobility, balance
and bodily functions.
The aim of this study is to analyze motor skills, respectively analysis of mobility and use of orthopaedic
appliances in patients with multiple sclerosis. This study included 670 subjects of both sexes, 234 or 34.9%
of male respondents and 436 or 65.1% of female respondents. The survey was conducted in Belgrade during 2010 in the Society of Multiple Sclerosis of Serbia. The basic method used in study was the method of
descriptive statistics.
The results show that 19.6% of male subjects walking well, while 7.9% is not moving at all. At the same
time 30.9% of male subjects walk independently, but difficult, while 25.4% used some type of orthopaedic
appliances. With the help of another person walks 9.2% and 6.2% used a mechanical wheelchair. In the group
of female respondents noted an increase in those who walk with the help of another person (15.6%), and
reduces the number of those who walk with aids (19.5%), compared to healthy males. Since most orthopaedic
appliances are mechanically wheelchair, with male in 10.9% and female subjects at 8.8%. A large percentage of respondents use the rod, 17.1% male and 16% females. Diapers used a slightly higher percentage of
females (14.9%) than males (10.2%). Motor functioning significantly determines functioning in everyday
life. The results indicate a decrease in mobility in patients with multiple sclerosis and represent a very significant figure in the planning of rehabilitation treatment of these persons. When planning treatment we
should take into account the gender characteristics, because mobility and using of certain types of supplies
in some cases depends on sex.
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Verica Krajnović, Suzana Babić, Ivanka Mijić
Centar za odgoj i obrazovanje djece i mladeži Velika Gorica, Hrvatska
Center for Education of Children and Young People, Velika Gorica, Croatia
E-mail: [email protected]
P-6
Savjetovalište za djecu s teškoćama u razvoju i osobe
s invaliditetom “Velika Gorica”
Savjetovalište za djecu s teškoćama u razvoju i osobe s invaliditetom dio je Strategije izjednačavanja
mogućnosti za osobe s invaliditetom Grada Velika Gorica /Velikogorička strategija/. Savjetovalište je mjesto
koje pruža pomoć stručnjaka raznih profila. Cilj je omogućiti dostupnost stručnjaka i savjetodavnu pomoć
u rješavanju i/ili ublažavanju problema školskog neuspjeha, nepoželjnih oblika ponašanja i socijalne isključenosti, uspostavljanjem odnosa razumijevanja i stručne podrške.
Radom Savjetovališta obuhvaćena su djeca predškolske i rane školske, osobe s invaliditetom, odgojno
obrazovni djelatnici, roditelji. Zadaci su pružanje edukacijsko - rehabilitacijske, logopedske, psihološke, psihosocijalne, medicinske i pravne pomoći korisnicima s različitim teškoćama, bez dužeg čekanja i naknade.
Multidisciplinarni tim: edukacijski – rehabilitatori, logopedi, socijalni pedagozi, socijalni radnici, psiholozi,
kineziterapeuti, glazboterapeuti, liječnici,volonteri, pravnik i supervizor. Svi stručnjaci su uže specijalizirani
i stručno osposobljeni za rad. Metode i načini savjetovanja uvjetovani su vrstama teškoća. Savjetovalište je
prepoznato kao mjesto koje na učinkovit, stručan i human način pruža pomoć roditeljima i osobama kojima
je najpotrebnija.
Sukladno Pravilniku o radu i uvjetima glede prostora, opreme, potrebnih stručnih i drugih djelatnika,
voditelj Savjetovališta redovito izvještava Povjerenstvo za osobe s invaliditetom.
Savjetovalište ima kvalitetnu, profesionalnu suradnju s Gradom Velika Gorica, institucijama i udrugama
i Edukacijsko-rehabilitacijskim fakultetom u Zagrebu.
Postignuti su značajni rezultati: formiran je Mobilni stručni tim, pokrenut je Program stručne pomoći u
učenju, stručna pomoć učiteljima i roditeljima, uspostavljeno je partnerstvo s Gradom.
U Velikoj Gorici pokrenuti su novi oblici podrške djeci s teškoćama koji osiguravaju: poboljšanje kvalitete
svakodnevnog života, uključenost roditelja i djece u vrednovanje rada Savjetovališta, podignuta je razina
senzibiliziranosti lokalne zajednice.
Timovi stručnjaka svojim znanjem i iskustvom daju značajan doprinos razvitku Referalnog centra za
edukacijsko - rehabilitacijsku podršku.
Counseling for children with difficulties in development
and persons with disabilities “Velika Gorica”
Counseling for children with difficulties in development and persons with disabilities is part of the
Strategy of Equalization of Opportunities for Persons with Disabilities City of Velika Gorica / Strategies of
Velika Gorica/. Counseling is a place that provides assistance to professionals of different profiles. The goal
is to provide access to expert advice and assistance in solving and / or alleviating the problem of school failure, unwanted behaviors and social exclusion, establishing a relationship of understanding and professional
support. The work included counseling the children of preschool and early school, people with disabilities,
educational professionals and parents. The tasks are to provide educational - rehabilitation, speech pathology,
psychological, psychosocial, medical and legal assistance to users with various disabilities, without longer
waiting and fees. Multidisciplinary team: education - rehabilitators, speech therapists, social pedagogues, social
workers, psychologists, kinesiotherapists, musictherapists, physicians, volunteers, a lawyer and a supervisor.
All experts are specialized narrow and highly capable. Methods and ways of consultation are determined
by types of difficulties. Counseling is recognized as a place in an efficient, professional and humane manner
provided help parents and those who need it most. In accordance with the Rules of Procedure and conditions
regarding space, equipment, and other necessary professional employees, the head of counseling regularly
informs the Commission for Persons with disabilities.
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Counseling center has a high-quality, professional collaboration with the City of Velika Gorica, Institutions
and Associations, Faculty of Education and Rehabilitation Sciences, University of Zagreb.
Significant results were achieved: formed a mobile team, start of the program for professional assistance
in learning, technical assistance to teachers and parents, established a partnership with the City.
In Velika Gorica initiate new forms of support for children with disabilities that ensure: improving the
quality of everyday life, involvement of parents and children in the evaluation of counseling, raising the level
of sensitivity of the local community.
Teams of experts with knowledge and experience make a significant contribution to the
development of the Referral Center for Special Education - rehabilitation support.
P-7
Nenad Glumbić, Branislav Brojčin, Mirjana Đorđević
University of Belgrade, Faculty of Special Education and Rehabilitation, Serbia
E-mail: [email protected]
Early manifestations of anxious depression disorder in
pre-school children with intellectual disabilities
Children with intellectual disabilities (ID) are at heightened risk for emotional and behavioral disorders. The objective of this research was to determine early manifestations of anxious depression disorder
in children with ID.
The sample consisted of 179 participants (116 of whom were boys) aged from 5 to 7. Based on psychological evaluation, the whole sample was divided into following subsets: 33 (18.4%) participants with mild
ID, 24 (13.4%) participants with moderate ID, 31 (17.3%) participants with severe ID as well as 91 (50.8%)
typically developing children in control group. Anxiety depression symptoms were determined using Anxious/
Depressed scale of the Achenbach System of Empirically Based Assessment – teacher report form.
One-way ANOVA revealed significant differences between four subsets in frequency of anxiety depressive behaviour (F(3,159)=3.823; p=0.011). Despite the fact that anxious/depressed scores were higher in
participants with ID compared to control group, Scheffe`s post hoc analysis revealed statistically significant
differences exclusively between participants with mild ID and control group.
P-8
Dalibor Kiseljak, Dijana Škrbina
Zdravstveno veleučilište, Zagreb, Hrvatska
University of Applied Health Studies, Zagreb, Croatia
E-mail: [email protected]
Poučavanje studenata za planiranje terapijskog procesa
korištenjem trodimenzionalnog art ekspresivnog medija
U suvremenim znanstvenim i kliničkim istraživanjima sve više se ističe potreba interdisciplinarnog proučavanja povezanosti različitih područja. Posebno se naglašava važnost odabira adekvatnih integrativnih,
suportivnih metoda intervencija usmjerenih na restituciju psihosocijalnih i neuromotornih funkcija pojedinca.
Razvojem različitih znanstvenih spoznaja razvijaju se nova interdisciplinarna područja poput art terapije te
novih metoda kreativnih intervencija u dijagnostici, edukaciji, liječenju i rehabilitaciji, koje su karakterizirane
sinergijom funkcionalnih, psihosocijalnih, edukacijskih i psihoterapijskih utjecaja. S obzirom na navedeno
važno je kroz sustav edukacije studenata budućih terapeuta planirati teme iz suvremenih terapijskih pristupa.
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Cilj ove poster prezentacije je prikazati način upoznavanja studenata s karakteristikama različitih kiparskih medija, uz osvještavanje brojnih mogućnosti njihovog korištenja u terapijskom procesu. Istraživanje je
provedeno u obliku praktične radionice na uzorku od 38 studenata završne godine Studija radne terapije,
u trajanju od 3 sata. Istraživanje je provedeno prema strukturi vidljivoj u tablici 1. Za potrebe istraživanja
korišten je Upitnik o prethodnom iskustvu, preferencijama i primjeni kiparskih medija vlastite konstrukcije.
Tablica 1. Struktura istraživanja
Likovni medij
Tema
1. Papir, olovka (evokacija) Mozak
2. Glina
Mozak
Vođena aktivnost
Asocijacije - plan ploče
Realizacija teme - bez vizualne kontrole
- bez adicije dijelova
3. Alu-folija
Mozak Realizacija teme - kopiranje mozga izrađenog u glini
4. Žica
Mozak Slobodna realizacija zadane teme
5. Glina/alu-folija/žica
Bijes
Sloboda u načinu korištenja medija
(građenje, oduzimanje, rezanje, savijanje)
(slobodan izbor)
Mogućnost korištenja pomoćnih alata
(špahtle, štapići, valjci, kliješta, škare)
Vrednovanje i rasprava (anketni upitnik)
Rezultati provedenog istraživanja sa studentima ukazuju na nedovoljno poznavanje i korištenje trodimenzionalnih art ekspresivnih medija (glina, žica, alu-folija). Stoga ovaj rad predstavlja početni napor u
promišljanju i planiranju edukacije studenata budućih terapeuta za korištenje suvremenih komplementarnih
art terapijskih pristupa.
Teaching students to plan the therapeutic process using
three-dimensional expressive art media
In modern scientific and clinical research the need of interdisciplinary studies of association of different
areas increasingly emphasizes. Specially emphasised is the importance of choosing adequate integrative,
supportive intervention methods aimed at restitution of psychosocial and neuromotor functions of the individual. Evolution of different scientific knowledge develops new interdisciplinary fields such as art therapy,
and new methods of creative interventions in the diagnosis, education, treatment and rehabilitation, which
are characterized by the synergy of functional, psychosocial, educational and psychotherapeutic effects.
Given the above it is important to plan themes from modern therapeutic approaches through the education
of students for future therapists. The aim of this poster presentation is to show how students get to know the
characteristics of various sculptural media, and provoke the awareness of many possibilities of their use in
the therapeutic process. The study was carried out in the 3hour practical workshop form on a sample of 38
final year occupational therapy students. The study was guided according to the structure presented in Table
1. For the purposes of the research questionnaire of authors’ own design was used. It analyzes examinees’
previous experience, preferences and use of sculptural media.
Table 1 Structure of research
Art media
Theme Guided activity
1. Paper, pencil (evocation) Brain
Association-plan panel
2. Clay
Brain
Realization of the theme - without visual control
- without addition of parts
3. Aluminium foil
Brain
Realization of the theme – copy of the brain developed in clay
4. Wire
Brain
Free realization of the given theme
5. Clay/aluminium foil / Anger
wire
(free choice)
Freedom to the way of using the media
(construction, subtraction, cutting, bending)
Possibility of using additional tools
(spatula, sticks, rolls, pliers, scissors)
Evaluation and discussion
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The results indicate students’ insufficient knowledge and use of expressive three-dimensional art media
(clay, wire, aluminium foil). Therefore, this paper represents an initial effort in the design and planning of
training students for future therapists to use contemporary complementary art therapeutic approaches.
P-9
Ljiljana Umićević
Centar za autizam, Zagreb, Hrvatska
Center for Autism, Zagreb, Croatia
E-mail: [email protected]
Osobno usmjereno planiranje podrške za učenika s poremećajem
iz autističkog spektra - prikaz slučaja
Ovaj rad pružit će uvid u procjenu različitih aspekata funkcioniranja i ponašanja učenika s PAS temeljem
AAPEP testa, kao i CARS-a, Vineland skale, Reissove skale, SRPD skale i Sheme procjene emocionalnog razvoja. Prikazati će se i faze osobno usmjerenog planiranja i izrade osobnog plana podrške uporabom obrasca
osobnog plana za učenika Centra za autizam. Cilj je ukazati na ulogu multidisciplinarne procjene u definiranju karakteristika podrške i važnost izrade, praćenja i evaluacije Osobnog plana za svakog učenika s PAS.
Na početku školske godine 2011./2012., procijenjena je intelektualna, socijalna i emocionalna razina
učenika s PAS u dobi od 14 godina uključenog u dnevni osnovnoškolski program Centra za autizam-Zagreb. Ovaj rad uključuje rezultate dobivene instrumentima procjene s preporukama podrške. U toku drugog
polugodišta, provest će se razgovor s obitelji učenika s PAS i osobljem, organizirati susret kruga podrške i
strukturirati Osobni plan podrške koji će se nakon toga provoditi i pratiti. Osobno usmjereno planiranje
podrške za učenika s PAS omogućuje kvalitetniju individualnu podršku učeniku, aktivnije uključivanje i
pomoć obitelji te širi krug potpore okoline.
Person centered planning support for student with
autism spectrum disorder (ASD) - case study
This article will provide insight into the assessment of various aspects of functioning and behavior of
student with autism spectrum disorders based on AAPEP test, and CARS, the Vineland scales, Reiss scales,
SRPD scales and Scheme assessment of emotional development. It will be shown the phases in person centred planning and making an individual plan of support using a form of personal plan for the student in the
Center for Autism. The goal is to indicate the attention a role of multidisciplinary assessment in defining
the characteristics of support and importance of making, monitoring and evaluation of the personal plan
for each student with autistic spectrum disorders.
At the beginning of the school year 2011/2012, is estimated the intellectual, social and emotional level of
student with autistm spectrum disorders at the age of 14 years involved in the daily primary program of the
Center for Autism Zagreb. This article includes the results of the assessment instruments with the recommendations of support. During the second semester, it will lead the discussion with the family of student
with the autistic spectrum disorders and staff, organize a meeting of the circle of support and structure the
personal plan of support that will be subsequently implemented and monitored. Personally oriented planning support for student with autism spectrum disorders provides quality individual support to a student,
active involvement and support of family and wider circle of support in the environment.
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Maja Petković1, Rea Fulgosi-Masnjak2
1
Dječji vrtić “Sopot”, Zagreb, Hrvatska
Kindergarten “Sopot”, Zagreb, Croatia
2
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
P-10
Procjena nekih domena socio-emocionalnog razvoja
djece predškolske dobi s teškoćama
Prema rezultatima istraživanja djeca s teškoćama su u većem riziku za razvoj teškoća na socio-emocionalnom području. Roditelji djece uključeni u rane interventne programe u više od polovine slučaju iskazuju
potrebu za rješavanjem socio-emocionalnih teškoća s kojim se svakodnevno nose. Cilj istraživanja je procjena
nekih domena socio-emocionalnog razvoja kod djece s teškoćama predškolske dobi uključenih u redovan
predškolski program
U istraživanje je bilo uključeno desetero djece kronološke dobi od 4-6 godina starosti, 3 djevojčice i 7 dječaka. Djeca su uključena u redovan predškolski program uz primjenu individualiziranog odgojno-obrazovnog
programa. U ispitivanju je korištena eksperimentalna verzija Skale procjene/evaluacije socio-emocionalnog
razvoja za djecu predškolske dobi (3 do 5,5 godina starosti) (Squires i Bricker, 2007) (engl. Socio-emotional
Assessment/Evaluation Measure – SEAM). Na SEAM-u se vrši procjena na 10 područja s time da svako područje ima određeni broj podpodručja. Stavke se ocjenjuju na način da se označava ukoliko dijete pokazuje
sposobnost većinu vremena, ponekad te rijetko ili nikada. Za potrebe ovog istraživanja ispitivana je izvedba
djece na domeni demonstracije zdravih socijalnih interakcija, izražavanja raspona emocija te kontroli pažnje i razine aktivnosti. Procjene su prikupljene od strane odgojitelja grupe koju dijete polazi te roditelja. U
rezultatima istraživanja prikazano je na kojim domenama socio-emocionalnog razvoja djece pokazuju više
i niže rezultate s obzirom na procjene od strane odgojitelja i roditelja.
Assessment of some components of social and emotional
development in preschool children with disabilities
According to the results of recent studies children with disabilities are in greater risk for experiencing
social and emotional problems. Almost half of the parents of children included in early intervention programs state the need for managing with problems in behaviors in everyday life. The aim of this study was to
assess some domains of social and emotional development of preschool children with difficulties included
in regular preschool program.
10 children (3 girls and 7 boys) were included in this study; with age range from 4-6. The children are
included in regular preschool program with the implementation of individualized education plan. Assessment
was carried out with experimental edition of Socio-emotional Assessment/Evaluation Measure – SEAM:
Preschool-Age (Squires and Bricker, 2007). The assessment on SEAM is conducted on 10 areas and each of
these areas has its own subarea. The items are scored by means of checking the box which best fit the description of child’s behavior: if the child shows ability most of the time, sometimes, rarely or never. For the
purpose of this study the assessment was done for the area of demonstration of healthy interactions with
other, expression of range of emotions and regulation of attention and activity level. The assessment was
done independently by caregivers and preschool teacher of group that the child is attending. In the results of
research it is presented in which areas of social and emotional development children gain higher and lover
results based on the assessment from caregiver and preschool teacher.
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P-11
Sadeta Zečić
Univerzitet u Sarajevu, Pedagoški fakultet, Sarajevo, Bosna i Hercegovina
University of Sarajevo, Faculty of Educational Sciences, Bosnia and
Herzegovina
E-mail: [email protected]
Partnerstvo u inkluzivnom obrazovanju
Suvremeni kurikulum donosi nove orijentacije u obrazovanju i uloga partnerstva je veoma značajna
karika u cjelokupnom procesu, posebno inkluzivnog obrazovanja.
Ispitali smo stavove nastavnika i roditelja u četiri osnovne škole Sarajevskog Kantona o partnerstvu i svim
segmentima vezanim za inkluzivno obrazovanje. Uzorak je sačinjavalo 30 nastavnika i 31 roditelj, primijenjena
je Likertova skala za petnaest pitanja kojim su anketirani svi ispitanici. Komparirali smo stavove roditelja i
nastavnika iz gradskih i prigradskih škola i rezultate prezentirali X2 testom. Nismo imali značajnih razlika
uspoređujući roditelje gradskih i prigradskih škola kao i nastavnike, međutim, na šest varijabli dobili smo
statistički značajne razlike između stavova nastavnika i roditelja u ukupnoj usporedbi svih škola. Možemo
zaključiti da partnerstvu moramo dati više prostora i konačno postati operativni tim u školi.
Partnership in inclusive education
Contemporary curriculum brings new orientations in education and role of partnership is a very important element in the overall process, especially in inclusive education.
We examined teachers’ and parents’ of their stands on partnership in four primary schools in the Sarajevo
Canton, as well as of all segments attached to inclusive education. The sample was constituted of 30 teachers
and 31 parents; the Likert’s scale was applied for fifteen questions being subject of the interviews that were
carried out among all examinees. We compared stand points of parents and teachers from city and suburb
schools and we presented the results through X2 test. We had no significant discrepancies in comparing
parents from city and suburb schools, and the same applied for the teachers, but, in case of six variables,
we received statistically significant differences between stand points of teachers and parents in the overall
comparison of all schools. We may conclude that partnership should be given more space and that we should
finally become an operational team in schools.
P-12
Jelena Verić, Silvia Rusac, Ana Štambuk
Sveučilište u Zagrebu, Pravni fakultet, Hrvatska
University of Zagreb, Faculty of Law, Croatia
E-mail: [email protected]
Ageizam: iskustva starijih osoba
Istraživanja pokazuju da se postotak ageizma (diskriminacija starijih osoba na temelju dobi) kroz godine
ne smanjuje. S obzirom na porast udjela starije populacije u svim društvima, čini se važnim istražiti ovu problematiku s različitih aspekata u cilju boljeg položaja starijih i prepoznavanja njihovog doprinosa u društvu.
Stoga je cilj ovog istraživanja bio ispitati iskustva i mišljenja starijih osoba o predrasudama i diskriminaciji
prema njima. Kvotni uzorak je činilo 12 osoba starije životne dobi (65+) s područja grada Zagreba. Donja
dobna granica bila je 65 godina, a gornja 84 godine. Podaci su prikupljeni polustrukturiranim intervjuom.
Rezultati kvalitativnog istraživanja ukazuju na: 1) nepovoljan odnos okoline prema starijim osobama (nezadovoljstvo odnosom okoline prema starijim osobama te prisutnost predrasuda i diskriminacije prema starijim
osobama u svim dobnim skupinama), 2) uzroke diskriminacije starijih osoba (negativni osjećaji kod mladih
kao okidač diskriminacije starijih, nedostatno usmjeravanje mladih pravim vrijednostima, neadekvatan odgoj
mladih od strane roditelja i škole i manjak prilagodbe starijih osoba), 3) predrasude prema starijim osobama
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(predrasude o karakteru i intelektualnim sposobnostima starijih ljudi) i 4) područja diskriminacije starijih
osoba (diskriminacija u pružanju usluga u javnim službama, diskriminacija starijih osoba unutar obitelji i
prisutnost diskriminacije u svim sferama društva). Stoga je važno raditi na boljoj edukaciji (posebno djece i
mladih), neposrednom kontaktu sa starijim osobama (omogućiti susrete za razmjenu iskustava te prenošenja
tradicijskih i kulturnih vrijednosti) te boljoj medijskoj prezentaciji starenja i starosti. Također, važno je raditi
i sa starijim osobama u smislu njihovog osnaživanja i razvijanja pozitivnije slike o sebi.
Ageism: experiences of older people
Research shows that the percentage of ageism (discrimination against older people based on age) does
not decrease through the years. Given the increasing share of elderly population in all societies, it seems
important to explore this issue from different aspects in order to achieve a better position of the elderly in
society, and better recognition of their contribution to society. Therefore the aim of this study was to examine
the experiences and views of older people about prejudice and discrimination against them. Quota sample
consisted of 12 elderly (65+) persons from the City of Zagreb. The minimum age was 65 years, and the upper
age limit was 84. Data were collected through semi-structured interview. The results of the qualitative study
indicate: 1) an unfavorable attitude of the environment toward the elderly (dissatisfaction with the attitude
of the environment to the elderly, and the presence of prejudice and discrimination against older people
in all age groups); 2) the causes of discrimination against older persons (negative feelings among youth as
a trigger of discrimination against older people, insufficient guidance of young people about/toward true
values, inadequate education of young people provided by parents and schools, and the lack of adjustment
of the elderly); 3) the prejudice against older people (the prejudice about the character and intellectual ability of older people), and 4) the areas of discrimination against older people (discrimination in the provision
of public services, discrimination of the elderly within the family, and the presence of discrimination in all
spheres of society). It is therefore important to work on better education (especially of children and young
people), direct contact with the elderly (by organizing meetings dedicated to the exchange of experiences
and transfer of traditional and cultural values), and better media presentation of the aging process and old
age. Also, it is important to work with the elderly in terms of their empowerment and development of more
positive self-image.
Anka Zorić, Jasminka Novačić
Poliklinika SUVAG, Zagreb, Hrvatska
SUVAG Polyclinic, Zagreb, Croatia
E-mail: [email protected]
P-14
Obilježja glasa i nazalnost kod djece s orofacijalnim rascjepima
Osobe s hiperrinofonijom uzrokovanom rascjepom nepca često govore uz laringealni napor. Ovakav
napet i nepravilan mehanizam fonacije treba izbjegavati jer može dovesti do promuklosti. Urednom fonacijom nazivamo onu koja omogućava da se uz najmanji mogući napor proizvede najbolji mogući glas i govor.
Povezanost artikulacije s fonacijom je neraskidiva te je zbog toga neophodna i njihova savršena usklađenost.
Kod rascjepa nepca ne postoji mogućnost velofaringealne okluzije, zbog čega se ne može ostvariti intraoralni tlak, niti aerodinamički uvjeti neophodni za usvajanje normalne artikulacije.
Ipak, iako je operativnim saniranjem rascjepa nepca djetetu omogućeno stvaranje pregrade između usne
i nosne šupljine, ono je još ne zna i upotrijebiti te se nazalni mehanizam vrlo brzo ustali.
Ovim radom željeli smo dobiti bolji uvid u osobine glasa i nazalnost u govoru djece koja pohađaju logopedsku terapiju nakon sanacije orofacijalnog rascjepa u Poliklinici SUVAG. U tu svrhu koristili smo, pored
subjektivne procjene glasa, i komparativnu, objektivnu akustičku analizu glasa pomoću Multi Dimenzional
Voice Programa (Kay Elemetrics Company). Program ima mogućnost automatskog izlučivanja ukupno 32
definirana akustička parametra. Kod većine naših ispitanika akustička snimka glasa učinjena na uzorku
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produljene fonacije samoglasnika “ a” ukazuje na postojanje povišenih vrijednosti parametra varijabilnosti
osnovne frekvencije (Jitter) i varijabilnosti intenziteta glasa (Shimmer).
Uzorkom je obuhvaćeno 14 pacijenata u dobi od 4,5 do 9 godina (8 djevojčica i 6 dječaka). Od toga
osmero djece rođeno je s kompletnim, jednostranim rascjepom usne i nepca (5 djevojčica i 3 dječaka) te
šestero djece s izoliranim rascjepom nepca (3 dječaka i 3 djevojčice). Kod četvero djece s rascjepom nepca
dijagnosticiran je Pierre-Robin sindrom, a kod jednog submukozni rascjep. Nazalnost je izmjerena pomoću
See-scapea, a dobiveni rezultati uspoređeni su s podacima akustičke analize glasa.
Voice characteristics and nasality in children with cleft lip and palate
People with hiperrinophony caused by cleft lip and palate often speak with laryngeal effort. This tense
and irregular phonation mechanism should be avoided because it can lead to hoarseness. Duly phonation
is one that produces the best possible voice and speech with the smallest possible effort. The connection
between the articulation and phonation is unbreakable and their perfect alignment is therefore essential.
At cleft palate velopharyngeal occlusion is not possible, thus intraoral pressure nether aerodynamic conditions required for normal articulation cannot be achieved. However, although the cleft lip and palate surgery
allows child to create barrier between the oral and nasal cavities, he/she does not yet know how to use it, and
the nasal mechanism quickly got up. In this paper we wanted to get a better insight into the characteristics
of voice and nasality in the speech with children who attend speech therapy after orofacial surgery in the
clinic SUVAG. For this purpose we used, in addition to the subjective assessment of voice, and comparative,
objective acoustic analysis of voice using Multi Dimenzional Voice Program (Kay Elemetrics Company). The
program has the option of automatic extraction of 32 defined acoustic parameters. For most of our subjects
acoustic voice recording (made on a sample of prolonged phonation of vowel “a”) indicates increased levels
of variability of fundamental frequency (Jitter) and the variability of the intensity of voice (Shimmer).
The sample included 14 children aged 4.5 to 9 years (8 girls and 6 boys). Eight children were born with
complete, unilateral cleft lip and palate (5 girls and 3 boys) and six children with isolated cleft palate (3 boys
and 3 girls). Of these six, four children were diagnosed Pierre-Robin sequence, and one submucous cleft palate.
Nasality was measured using the See-scape, and the results were compared with the acoustic analysis of voice.
P-15
Jasmina Ivšac Pavliša, Maja Peretić, Natalija Vrbas
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
Centar za rehabilitaciju Edukacijsko-rehabilitacijskog
fakulteta – 15 godina s vama
Centar za rehabilitaciju jedinica je Edukacijsko-rehabilitacijskog fakulteta u kojoj se provodi klinički
stručni rad, nastava za studente, znanstvena i stručna istraživanja, edukacije za stručnjake i roditelje, te
supervizije i davanje stručnih mišljenja. Započeo je s radom 1997. godine okupljanjem različitih stručnjaka,
prije svega nastavnika Edukacijsko-rehabilitacijskog fakulteta iz područja edukacijske rehabilitacije, logopedije, socijalne pedagogije i psihologije, te suradnika iz drugih područja (neurologije, psihijatrije i drugih), sa
svrhom pružanja podrške djeci s posebnim potrebama i njihovim obiteljima. Od 1999. godine ugovorom s
Ministarstvom rada i socijalne skrbi (danas Ministarstvo socijalne politike i mladih) osigurana su početna
sredstva za savjetodavni rad.
Centar je 2008. godine preseljenjem na Znanstveno – učilišni kampus Borongaj dobio nove prostore
čije je uređenje novčano poduprto od Sveučilišta u Zagrebu. Uz nastavni rad, u Centru su razvijene i brojne
kliničke usluge koje su po mnogočemu specifične i jedinstvene. Stručna potpora se osigurava korisnicima
širokog dobnog raspona (od najmlađih do osoba starije životne dobi) koji imaju različita razvojna odstupanja,
teškoće ili poremećaje (od neurorazvojnog rizika do problema s govorom kao posljedice moždanog udara).
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Tijekom godina Centar je postao prepoznat kao mjesto izvrsnosti te se iz godine u godinu povećava
broj korisnika kojima se pruža podrška. Zbog novih potreba naših korisnika te novih spoznaja o kvalitetnoj
podršci, proširila su se i područja djelovanja. U razdoblju od 15 godina Centar bilježi broj od 6000 korisnika, a u posljednjih nekoliko godina uočava se porast broja najmlađih korisnika (0-6 godina). U rad Centra
tijekom 2011. godine uključeno je 36 stručnjaka.
Centre for Rehabilitation of the Faculty of Education and
Rehabilitation Sciences - 15 years together
Centre for Rehabilitation is a unit of the Faculty of Education and Rehabiliation Sciences in which clinical
work, scientific and technical research, education for students, experts and parents, as well as supervision
and expert opinions are conducted. Centre was established in 1997, by bringing various experts together.
Those were primarily teachers from the Faculty, from the field of educational rehabilitation, speech and language pathology, social pedagogy and psychology, and colleagues from areas of neurology and psychiatry.
The aim was to provide support to children with special needs and their families. Initial funds for advisory
work were provided in 1999 by the contract with the Ministry of Labor and Social Welfare (now Ministry
of Social Affairs and Youth).
In 2008 the Centre was relocated to University Campus Borongaj into new building whose renovation was
financially supported by the University of Zagreb. In addition to teaching activities, the Center developed a
number of specific clinical services that are in many ways unique. Professional support is provided to users
of a wide age range (from the youngest to the elderly) and different developmental problems or disorders
(from risk of neurodevelopmental problems to speech problems due to stroke).
Over the years the Centre has become recognized as a place of excellence, and from year to year the
number of users increases. During the period of 15 years the Center records the number of 6000 users and
in the recent years the increase in the number of youngest users (0-6 years) is detected. With the increasing number of users, the Centre includes a greater number of experts, so that in 2011 the Centre counts
36 experts.
Sandra Bradarić-Jončić, Ivona Radić, Renata Möhr Nemčić
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
P-16
Ovladanost genitivom jednine imenica uz prijedloge
u slušnooštećenih srednjoškolaca
U izlaganju će biti prikazani rezultati analize ovladanosti genitivom jednine imenica uz 10 različitih
prijedloga u slušnooštećenih srednjoškolaca u odnosu na rod imenice, prijedlog uz imenicu, slušni status
ispitanika i vrstu škole koju su ispitanici pohađali. U istraživanju je sudjelovalo 48 slušnooštećenih srednjoškolaca u dobi između 15,2 i 21,5 godina (prosječno 17,6 godina), i to 17 ispitanika s umjetnom pužnicom, 25
gluhih i 6 nagluhih. Ispitanici su bili polaznici posebne (N=31) odnosno redovne srednje škole (N=17), svi
bez dodatnih teškoća. U istraživanju su primijenjeni zadaci za ispitivanje ovladanosti deklinacijom imenica
u jednini i množini, konstruirani u svrhu ovog istraživanja. Test se sastojao od ukupno 30 jednostavnih
rečenica (po 10 rečenica za svaki od 3 roda) u kojima je imenice trebalo staviti u genitiv uz odgovarajući
prijedlog (iznad, ispred, ispod, iza, kraj, kod, oko, nakon, osim, zbog). Podaci su obrađeni statističkim programom SPSS for Windows: izračunate su frekvencije, postoci, aritmetička sredina, standardna devijacija,
minimalni i maksimalni rezultat; t-testom su ispitane razlike u ovladanosti genitivom s obzirom na rod
imenice, a jednosmjernom analizom varijance razlike među skupinama ispitanika s obzirom na slušni
status i vrstu škole.
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Genitive singular noun skills in hearing impaired secondary school students
Genitive singular noun skills were analysed with regard to the noun gender, preposition, hearing status
of the respondents and the type of the school they attended. Forty eight hearing impaired students participated in this investigation (17 with cochlear implants, 25 deaf with classical hearing aid and 6 hard of hearing), attending a special (N= 31) and regular (N=17) secondary schools in Zagreb, without any additional
handicaps. The test consisted of 30 simple sentences (10 sentences for each of 3 noun genders), in which the
nominative noun had to be replaced with an appropriate noun case, depending on the preposition (above,
in front, below, behind, next to, by, around, after, except, because of ) used with the noun. The data were processed using SPSS for Windows program: frequencies, percent, arithmetic means and standard deviations
were computed; the differences with regard to the noun gender were analyzed using t-test; the differences
with regard to the hearing status and type of the school were examined using ANOVA.
P-17
Renata Pinjatela, Hana Sinanović, Ivana Jandroković
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
Samoprocjena kvalitete života djece s motoričkim
teškoćama u predškolskoj dobi
Pojam kvalitete života koristi se u različitim kontekstima te predstavlja višedimenzionalni, holistički
konstrukt koji se može promatrati i kao dinamički proces promjenjiv tijekom vremena i ishod koji se može
procjenjivati u različitim vremenskim točkama. Prema definiciji Svjetske zdravstvene organizacije (WHO)
proizlazi iz poznate i široke definicije zdravlja, a podrazumijeva ne samo odsustvo bolesti i invalidnosti već
i stanje potpunog tjelesnog, duševnog i socijalnog blagostanja.
Kvaliteta života osoba s teškoćama je problematika kojom se bave različita istraživanja posljednjih godina,
no ona se uglavnom odnose na odrasle osobe s različitim poteškoćama ili, ako se provode s djecom, obično
kvalitetu života djeteta procjenjuju odrasli. Iako u inozemstvu postoje istraživanja koja se odnose na kvalitetu
života djece, u Hrvatskoj ne postoje sustavna znanstvena istraživanja koji se bave ovom problematikom kod
djece s poteškoćama u razvoju. Jedan od razloga je nepostojanje standardiziranih mjernih instrumenata za
samoprocjenu kvalitete života djece.
U tu svrhu na hrvatski jezik preveden je standardizirani mjerni instrument kvalitete života djece predškolske dobi - “Personal Wellbeing Index – Pre-School (PWI-PS) (English) 3rd Edition” autora Cummins,
R.A. i Lau, A.L.D. (2005). U radu će biti prikazani rezultati pilot istraživanja na uzorku djece s motoričkim
poremećajima predškolske dobi u integriranim vrtićkim odjeljenjima na području Zagrebačke, Koprivničko
– križevačke, Bjelovarsko – bilogorske te Krapinsko – zagorske županije.
Self-assessment of quality of life of children with
motor disabilities in preschool age
The concept of quality of life is used in different contexts and presents a multidimensional, holistic
construct that can be viewed as a dynamic process variable over time and the outcome can be assessed at
different time points. By definition of the World Health Organization (WHO) it derives from the famous
and broad definition of health, and implies not only the absence of a disease and disability but also a state
of the complete physical, mental and social well-being.
Quality of life of people with disabilities is a problem that was the subject of different studies in recent
years, but it mostly relates to the adults with various disabilities or, if the studies are related to children,
usually the quality of life of the child is assessed by adults. Although abroad there are studies that relate to
the quality children’s` life, in Croatia there are no systematic scientific studies dealing with this problem in
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respect of children with developmental disabilities. One of the reasons is the lack of standardised measurement
instruments for self-assessment of the quality children’s` life.
For this purpose, in Croatian language standardised instrument for measuring quality of life of preschool children was translated - “Personal Wellbeing Index - Pre-School (PWI-PS) (English) 3rd Edition”
by Cummins, RA and Lau, A.L.D. (2005). In the paper results of a pilot study on a sample of children with
physical disabilities in integrated preschool kindergarten classes in the County of Zagreb, Koprivnica-Križevci
County, Bjelovar-Bilogora County, and Krapina-Zagorje County
Karolina Ščapec, Jelena Kuvač Kraljević
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
E-mail: [email protected]
P-18
Visoka povezanost rječnika i verbalnog radnog pamćenja sa
sposobnostima rane pismenosti – vrijedi li za djecu s PJT-om?
Čitanje i pisanje jezično su utemeljene vještine (Catts i sur., 2002) ovisne o razvoju širokog spektra jezičnih
sposobnosti (Dickinson i sur., 2003), ali posebna se uloga u razvoju pismenosti pridaje receptivnom rječniku
i fonološkoj svjesnosti. Također, rječnički razvoj te razvoj fonološke svjesnosti, a time i usvajanje pismenosti
uvelike ovise o funkcioniranju verbalnog radnog pamćenja (Zaretsky i sur., 2009) kognitivnog sustava odgovornog za privremeno zadržavanje i manipulaciju jezičnih i nejezičnih informacija (Rončević Zubković, 2011).
Jezične teškoće navode se kao vodeći čimbenik rizika za teškoće u razvoju pismenosti (Carroll i Snowling,
2004.). Stoga je cilj ovog istraživanja ispitati povezanost receptivnog rječnika i verbalnog radnog pamćenja
s vještinama rane pismenosti, odnosno sposobnostima fonološke svjesnosti i pismenosti kod predškolske
djece s posebnim jezičnim teškoćama (PJT). Djeca uključena u istraživanje (N=30) procijenjena su na jezičnim sposobnostima – receptivni rječnik, fonološka svjesnost (rima, segmentacija, izdvajanje početnog i
završnog glasa, brisanje, zamjena fonema baratanjem kockicama i spajanje), pismenosti (imenovanje i pisanje
slova, slikovni rječnik, dekodiranje i pisanje), te na kognitivnim sposobnostima – verbalno radno pamćenje
(fonološko pamćenje i cjelokupno radno pamćenje).
Ispitivanjem receptivnog rječnika i rane pismenosti nije dobivena povezanost između rječnika ni sa
jednom sastavnicom rane pismenosti. Nadalje, dobivena je povezanost između fonološkog pamćenja i rane
pismenosti, ali ne i između cjelokupnog radnog pamćenja i rane pismenosti. Interpretacija podataka upućuje
na dva zaključka: 1) oskudan rječnik kod djece s PJT-om ne može poslužiti kao dobra osnova za razvijanje
metajezičnih sposobnosti poput fonološke svjesnosti te 2) radno pamćenje kod djece s PJT-om nije učinkovito, što se očituje u nemogućnosti provođenja zahtjevnijih fonoloških operacija.
High correlation between vocabulary and verbal working memory
with early literacy skills – does it stand for children with SLI?
Reading and writing are language based skills (Catts et al., 2003) and depend on various language abilities
(Dickinson et al., 2003), especially on the receptive vocabulary and phonological awareness. Furthermore,
literacy development depends on the functioning of the verbal working memory (Zaretsky i sur., 2009) i.e.
on cognitive system responsible for temporary storage and manipulation of language and non-language
information (Rončević Zubković, 2011).
Language impairment is the leading risk factor for difficulties in literacy development. Therefore, the
goal of this study is to examine connection between receptive vocabulary and verbal working memory with
early literacy skills i.e. with phonological awareness and literacy in preschool children with specific language
impairment (SLI). Children included in the study (N=30) were assessed on language skills – receptive vocabulary, phonological awareness (rhyming, segmentation, isolation of initial and final phoneme, deletion,
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phoneme substitution and blending), literacy (letter naming, letter writing, sight word reading, decoding
and writing) and cognitive skills – verbal working memory (phonological memory and working memory).
Results do not show the connection of vocabulary to any components of early literacy. The connection
is found between the phonological memory and early literacy but not between verbal working memory and
early literacy. Interpretation of the obtained data leads to the following conclusion: 1) poor vocabulary in
children with SLI could not serve as a good base for development of metalinguistic abilities such as phonological awareness and 2) working memory in this group of children is not efficient – it is especially noticeable
in the processing of demanding phonological tasks.
P-19
Mladen Heđever, Branko Nikolić, Andrea Fabijanović
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
Prikaz dihotičkog testa riječi
Ovaj test prezentira binauralno dvije različite riječi u isto vrijeme gdje se jedna riječ čuje na jednom
uhu, a istovremeno druga riječ na drugom uhu. Test sadrži po 15 parova riječi za svako uho. Od ispitanika
se traži da prvo ponovi riječ koju je čuo u jednom, a zatim riječ koju je čuo u drugom uhu, iako su obje
riječi istovremeno prezentirane. U drugom dijelu testa traži se od ispitanika da zamijeni redoslijed davanja
odgovora, tj. mora prvo ponoviti riječ iz lijevog pa zatim iz desnog uha. Ovim se testom može procijeniti
funkcija neuroloških veza auditornog sustava. Slabiji rezultati na testu mogu ukazivati na zakašnjeli razvoj i
maturaciju središnjeg živčanog sustava, neurološke smetnje pa čak i oštećenja slušnih putova u SŽS. Nadalje,
ovim je testom moguće procijeniti i dominantnost uha. Ukoliko su rezultati znatno bolji na lijevom uhu,
moguće je da postoji oštećenje u području receptivnih auditornih centara u lijevoj hemisferi ili poteškoće u
razvoju lijeve hemisfere koja je dominantna za govor i jezik. Veoma loši rezultati na ovom testu ukazuju na
široki raspon poteškoća poput poremećaja slušnog procesiranja, jezičnih teškoća, teškoća u učenju i disleksije.
Test je standardiziran na uzorku od 436 učenika prva četiri razreda osnovne škole dobnog raspona
od 6,5 godina do 11,5 godina. Metrijske karakteristike cjelokupnog Testa veoma su dobre. Pouzdanosti su
izračunate na temelju Guttman-Nicewanderova mjera pouzdanosti, Cronbach-Kaiser-Caffreyeve (á) mjere
pouzdanosti i Spearman-Brown-Kuder-Richardson-Cronbachova procjena pouzdanosti. Budući da su sve
tri mjere pouzdanosti veće od 0,875, može se predložiti da se navedeni test bez ograničenja može koristiti
kao instrument za procjenu razumijevanja dihotičkih riječi kod učenika u nižim razredima osnovne škole.
Sve varijable Dihotičkog testa riječi imaju dobre donje granice pouzdanosti, valjanosti i diskriminativnosti.
Presentation of dichotic words test
The test presents two different words bi-aurally at the same time, so that one word is heard in one ear and,
simultaneously, the second in the other ear. Respondents are asked first to repeat the word heard in one ear,
and then the word heard in the other, although both words had been presented simultaneously. The test consists of 15 word pairs for each ear. In the second part of the test, the respondents are then asked to change the
sequence of response, so that he should first repeat the word heard in his left ear, and then the one heard in his
right ear. This test makes it possible to assess the function of neurological links of the audio system. Lower test
results may indicate delay in development and maturation of the central nervous system, neurological disturbance, or even impairment of the hearing pathways in CNS. In addition, this test can give an assessment of the
dominant ear. In case the results are considerably better in the left ear, it may be that there is some damage in
the region of the receptive auditory centers in the left hemisphere or problems in the development of the left
hemisphere which is dominant for speech and language. Very poor results in this test indicate a wide range of
disturbances, such as impairment of auditory processing, language problems, learning difficulties and dyslexia.
The test is standardized on a sample of 436 elementary fourth form pupils, age 6,5 to 11,5. Psychometric
characteristics of the entire Test are very good. Reliabilities were calculated on the basis of Guttman-Nicewander
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measure of reliability, Cronbach-Kaiser-Caffrey reliability measure and Spearman-Brown-Kuder-RichardsonCronbach reliability assessments. Since all the three reliability measures are bigger than 0,875, it can be suggested that the said Test can be used without limitations as an instrument in assessing the understanding of
dichotic words in pupils of lower forms in elementary schools. All variables of Dichotic word test have good
lower limit of reliability, validity and discrimination.
Natalija Bolfan-Stošić1, Tamara Živković-Ivanović2
1
Sveučilište u Zagrebu, Edukacijsko-rehabilitacijski fakultet, Hrvatska
University of Zagreb, Faculty of Education and Rehabilitation Sciences,
Croatia
2
Klinički bolnički centar Zagreb, Fonijatrijski centar, Hrvatska
University Hospital Centre Zagreb, Center for Phoniatrics, Croatia
E-mail: [email protected]
P-20
Razlike u samoprocjeni kvalitete života osoba s
različitim vrstama alaringealnog govora
Ciljevi ovog istraživanja su bili utvrditi razlike u samoprocjeni kvalitete života između tri skupine muškaraca u starijoj životnoj dobi (31 ispitanik), s različitim vrstama alaringealnog govora koristeći Voice Handicap
Index (VHI) (University of Pittsburg Voice Center, 2004). Isti je prilagođen za populaciju laringektomiranih
u Hrvatskoj (KB Centar, Zagreb, 2006). Isto tako, cilj je bio utvrditi koja od skupina sa “pseudo-glasovima”
postiže najbolje rezultate na VHI.
Rezultati su obrađeni računalnim programom Statistica for Windows, 5.0. Matrica korelacija je korištena
za utvrđivanje značajnosti korelacija između varijabli istraživanja. Analiza varijance je pokazala statistički
značajne razlike između skupina na VHI kao i najbolje rezultate u skupini pacijenata s traheoezofagealnim
govorom (skupina s protezom).Ova skupina je pokazala i najveće samopouzdanje na indeksu samoprocjene.
Najlošije rezultate su pokazali pacijenti koji koriste elektrolarinks. Na sredini ljestvice uspješnosti rezultata
se smjestila skupina pacijenata s ezofagealnim načinom govora. Dobiveni rezultati daju bolji uvid ne samo
stručnjacima koji se bave ovom populacijom već i samom društvu, u svijet ljudi koji su morali razviti jedan
od alternativnih načina govora za potrebnu komunikaciju, njihovih osjećaja i borbe za opstanak u društvu.
Differences in self-estimation of life quality in patients
with different forms of alaryngeal speech
The first purpose of this study was to establish differences in self-estimation of life quality segments of 31
mail patients of Clinical Hospital Centre in Zagreb with three types of alaryngeal speech. The second purpose
was to find which group of patients self-estimate themselves the best. The data obtained by Voice Handicap Index
(VHI, University of Pittsburg Voice Center, 2004) modified for population of laryngectomy in Croatia (Clinical
Hospital Centre, Zagreb, 2006). Results of study processed using Statistica for Windows 5.0. Analyses of variance
found significant statistical differences between three groups of patients in self-estimation on VHI. The group with
traheoesofageal speech showed the best results. They gave answers that are more positive and showed more selfconfidence than the other two groups on VHI. The worst results obtained in group of patients with electrolarynx.
A correlation coefficient matrix was used to determine statistically significant correlations among variables
of research as well. Patients with esophageal speech are in the middle of scale of life quality. These results
introduce professionals who treat speech and voice quality of patients with “pseudo-voices”, as well as society,
in their deeper world of life strangle with new and alternative way of communication.
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P-21
Ružica Magušić, Ljilja Ivanković
Centar za odgoj i obrazovanje Dubrava, Zagreb, Hrvatska
Center for Education Dubrava, Zagreb, Croatia
E-mail: [email protected],ljilja.ivankovic@

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