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Burnout Syndrome Among Special Education Teachers at Schools for Children with Disabilities in the Republic of Serbia: Challenges and Risk Factors
No full textСиндром сагоревања данас је веома распрострањен и све чешће представља предмет
интересовања истраживача. Циљ истраживања био је да се испита синдром сагоревања
код дефектолога у школама за децу са сметњама у развоју у Србији. Такође, циљ истраживања био је да се анализирају разлике у нивоу сагоревања у зависности од социодемографских карактеристика испитаника, као и да се идентификују фактори који доприносе сагоревању и стратегије за његово превазилажење из перспективе дефектолога. За
процену синдрома професионалног сагоревања коришћен је Копенхаген инвентар сагоревања (Copenhagen Burnout Inventory – CBI), верзија прилагођена дефектолозима. У
нашем истраживању учествовао је 191 дефектолог (91,1% жена) који раде на територији
Републике Србије. Резултати су показали да је сагоревање у одређеној мери присутно
код дефектолога. У вези са социодемографским карактеристикама, једино су старост
испитаника и године радног стажа у позитивној вези са професионалним сагоревањем.
Не постоје разлике у нивоима сагоревања у односу на остале социодемографске карактеристике. Квалитативна анализа садржаја показала је да следећи фактори доприносе
сагоревању: недостатак подршке, прекомерна административна оптерећења и рад у
хетерогеним групама ученика. Као стратегије за превенцију сагоревања испитаници су
најчешће наводили физичку активност, подршку коју им пружају колеге, породица, као
и одржавање равнотеже између пословног и приватног живота. Налази упућују на то да је потребно унапредити услове рада дефектолога и имплементирати програме подршке
како би се смањио ниво сагоревања међу дефектолозима.Burnout syndrome has become remarkably widespread, especially in the helping professions.
As such, it constitutes an increasingly common research topic. The present study aimed to
assess burnout in special education teachers employed at special education schools in Serbia.
Likewise, it sought to analyze differences in burnout levels depending on respondents’
sociodemographic characteristics and identify burnout-related factors and strategies for
overcoming burnout from the perspective of special education teachers. Professional burnout
syndrome was assessed using the Copenhagen Burnout Inventory (CBI) adapted for use in a
special education teacher sample. The study involved 191 special education teachers (91.1%
female) employed at schools in the Republic of Serbia. The results showed that special
education teachers exhibited a certain level of burnout. In terms of sociodemographic
characteristics, only respondent age and work experience positively correlated with
professional burnout. There were no differences in burnout levels depending on other
sociodemographic characteristics. The qualitative content analysis showed that burnoutinducing factors included a lack of support, administrative overload, and working with
heterogeneous student groups. The most common burnout prevention strategies included physical activity, support from colleagues and family, and maintaining a good work-life
balance. These findings highlight the need to improve working conditions and introduce
support programs to decrease burnout levels among special education teachers
Psychometric properties of mental health literacy questionnaire for young adults in serbian high school students’ sample
No full textYouth mental health promotion recently emerged as a subject of high priority in Serbia.
Improving mental health literacy (MHL) and promoting access to mental health
services is found to be very important for reducing and preventing mental health
disorder in high school students. Although MHL is widely explored by the researchers
focused on youth mental health worldwide, there are not so much evidence related
to the validity and reliability of the tools for the assessment of the mental health
literacy constructs, especially at high school students. The present study aimed to
adapt the short version of Mental Health Literacy Questionnaire for young adults
in Serbian sample of high school students and examine its psychometric properties.
Translation and adaptation of items were performed using the following procedures:
items are translated from English or Serbian by a bilingual translator and using
a think-aloud procedure, back-translation, semantic comparison of the translation,
and analysis of the translated version by the original version of the manuscript. The
sample consisted of 218 high school 18 years old students. Analysis of factor structure,
internal consistency, and external validity analyses were performed. Results supported
the validity of a shorter version of the questionnaire (MHLq-SVa) at the sample
of high school students, composed of 16 items that fit with four previously defined
MHL dimensions (knowledge, beliefs, help-seeking intentions, and self-help strategies).
Internal consistency, between-factor correlations, and correlations with other
relevant mental health constructs further supported the adequacy of the instrument’s
psychometric properties.Knjiga sažetaka: 6. Dani obrazovnih znanosti 16—18. 10. 2024. Zagre
Primeri interdisciplinarnih aktivnosti za unapređenje ekološke pismenosti učenika
No full textRazumevanje ekosistema i procesa koji se dešavaju u životnoj sredini, predviđeno ekološkim obrazovanjem učenika, zahteva saradnju i timski rad nastavnika iz različitih disciplina. To podrazumeva primenu modela interdisciplinarnog pristupa učenju i nastavi. U okviru projekta ELIPS procenjeno je trenutno stanje nivoa ekološke pismenosti učenika sedmog razreda osnovne škole u Srbiji, uz određivanje faktora koji doprinose razvoju ekološkog identiteta učenika. Od mogućih 240 poena na međunarodnom upitniku koji meri nivo ekološke pismenosti, MSELS, učenici iz Srbije (n=877) ostvarili su prosečno 148 poena. Kako bi nastavnici prirodnih predmeta u osnovnoj školi imali gotove alate za razvoj pro-ekološkog ponašanja i brige o životnoj sredini, članice tima projekta ELIPS razvijaju nastavni materijal u funkciji poboljšanja ekoloških promišljanja, kao i razvoja ekološkog senzibiliteta svih učesnika u procesu obrazovanja. U ovom radu su data uputstva za različite jednostavne aktivnosti u nastavi biologije i hemije, kojim bi učenici bolje razumeli ekološke probleme. Jedna od predloženih aktivnosti se može realizovati upotrebom lako dostupnog pribora i materijala, kao što su latice crvene ruže, sumpor u prahu, providna staklena posuda, odgovarajući poklopac i šibice. U eksperimentu kojim se pokazuje efekat oksida sumpora iz kiselih kiša na pigmente u cveću, učenici mogu da na razumljiv način shvate negativan efekat kiselih kiša na prirodu, uz podsticanje diskusije o značaju pigmenata u biljkama. Ova aktivnost može inspirisati učenike da sami prepoznaju druge primere zagađenja životne sredine, kao što su ispuštanje neprečišćenih otpadnih voda ili uticaj nepravilno odloženog opasnog otpada na kvalitet zemljišta. Horizontalna i vertikalna integracija sadržaja prirodnih nauka, kroz navođenje primera ekoloških problema i izvođenje jednostavnih eksperimenata, može olakšati učenicima razumevanje prirode i uloge čoveka u njoj, što je ključno za negovanje njihovog ekološkog identiteta.Abstract: [https://ipir.ipisr.org.rs/handle/123456789/1168
Združivanje promocije razvoja i prevencije problema ka optimalnom razvoju mladih
No full textU literaturi se učestalo zalaže za proučavanje optimalnog razvoja dece i
adolescenata. Pozitivan razvoj mladih izražava se kroz kompetencije, veštine,
svrhu, dobrobit u interakciji sa kontekstom (Pluess, 2024). Paradigma pozitivnog
razvoja mladih, kritikovana je zbog zanemarivanja rizika sa kojima se
suočavaju mladi (npr. Small & Memmo, 2004). Prevencijska nauka је zasnovana
na okviru koji identifikuje empirijski verifikovane prekursore (strukturalni,
porodični, vršnjački, školski, individualni) koji utiču na verovatnoću nastanka
neželjenih razvojnih ishoda i protektivne faktore koji posreduju ili direktno
smanjuju verovatnoću nastanka problema (O'Connell et al., 2009). Objavljeni
radovi pretežno nezavisno razmatraju ove dve paradigme, dok su se odnosom
pozitivnog razvoja mladih i prevencijske nauke autori sporadično bavili (npr.
Ferrer-Wreder, 2014)
Povezanost samopouzdanja i postignuća: perspektiva učitelja
No full textU teorijama motivacije i učenja koriste se različiti konstrukti kako bi se objasnila
uverenja o sopstvenim sposobnostima. Jedan od njih je i akademski self-koncept
koji predstavlja percepciju individue o sopstvenim akademskim sposobnostima, a
ispituje se kao važan obrazovni cilj i korelat postignuća, kao i drugih nekognitivnih
varijabli (Wigfield & Eccles, 2000). Akademski self-koncept se odnosi na to kako
učenici posmatraju svoje sposobnosti generalno ili u vezi sa određenim domenom,
kao što je na primer matematički ili čitalački domen. U brojnim istraživanjima je
potvrđena pozitivna veza između akademskog self-koncepta i postignuća (Bong &
Skaalvik, 2003; McGeown et al., 2015; Moyano, Quílez-Robres, & Cortés Pascual,
2020). Međutim, način na koji se odnos između ovih konstrukata posmatra, zavisi od
teorijskog stanovišta. Istraživanja se razlikuju po tome da li posmatraju self-koncept
kao uzrok ili posledicu postignuća. Ukoliko se self-koncept sagledava kao prediktor
postignuća, tada se smatra da pozitivan self-koncept utiče na bolje postignuće
kroz veću angažovanost i trud (Calsyn & Kenny, 1977). Učenici koji imaju pozitivniji
stav prema sopstvenim kompetencijama češće sebe izlažu domen-specifičnim
aktivnostima i materijalima, što posledično dovodi i do boljih rezultata. Sa druge
strane, učenici koji imaju negativniji self-koncept manje se izlažu i zato postižu i
lošije rezultate (Morgan & Fuchs, 2007). U skladu sa ovakvim određenjem, implicira
se da bi obrazovne prakse trebalo usmeriti na razvijanje pozitivnog self-konceptakod učenika. Prema drugom tumačenju, postignuće utiče na self-koncept, putem
socijalnog poređenja sopstvenog postignuća sa postignućem drugih učenika,
kao i putem poređenja trenutnog postignuća sa prethodnim postignućem, čime
se ukazuje na to da bi obrazovni ciljevi trebalo da budu usmereni na razvijanje
akademskih veština (Möller, Pohlmann, Köller, & Marsh, 2009). Postoje i istraživanja
modela recipročnih efekata, koji integriše ova dva teorijska pravca, a kojim se
predlaže uzajamni uticaj školskog postignuća i akademskog self-koncepta (Marsh
& Craven, 2006)
Ecological Knowledge, Environmental Cognitive Skills and Affect in Predicting Pro-environmental Behavior among 7th Grade Students
No full textContribution
According to the Environmental Performance Index that estimates climate change performance, environmental health and ecosystem vitality, Serbia takes rank 79 out of 180 countries (Wolf et al., 2022). Environmentally irresponsible behavior in Serbia is demonstrated both at the individual and institutional level (uncontrolled crops burning, lack of waste water treatment, using low quality coal and oil derivatives for power plants and individual heating systems, unsanitary landfills, massive deforestation etc.) and requests urgent changes of practice and finding solutions. Several authors underline the role of environmental education in raising awareness and changing behavior of young generations (Coyle, 2005). The main goal of environmental education is creating environmentally literate citizens, capable for lifelong learning (Coyle, 2005). “The environmentally literate citizen, let us imagine, will have a blend of ecological sensitivity, moral maturity and informed awareness of natural processes that would make her or him unlikely to contribute to further degradation of natural processes at either individual or corporate levels. This is an ideal, for it would never be expected that all citizens could really attain such competence” (Brennan, 1994: 5).
The concept of the environmental literacy has been widely theoretically used and empirically tested (Marcinkowski & Reid, 2019; Negev, et al., 2008; Nastoulas, Marini &Skanavis, 2017). According to Simmons (1995), Wilke (1995), and others (e.g., McBride et al. 2013), environmental literacy encompasses: ecological and environmental knowledge, awareness of environmental problems, cognitive skills for analyzing environmental problems as well as proposed solutions or actions, and manifesting pro-ecological behavior which, all together, can help decrease environmental impact and increase participation in social activities intended to protect the environment at the individual and household levels (Negev, et al., 2008; Stern, 2000). Our study relies on the methodological framework developed for the purpose of national testing of environmental literacy in the USA (McBeth et al., 2008) that measures environmental literacy through four components and their subcomponents: (1) ecological knowledge, (2) environmental affect (verbal commitment, environmental sensitivity and environmental feelings), (3) actual commitment (pro-environmental behavior) and (4) cognitive skills (identification of environmental problems, analysis of the environmental problems and action planning). The study is a result of the project Environmental Identity of Primary School Students in Serbia, which aims to investigate environmental literacy and the environmental identity among the students of final grades of primary school (13-15 years old). The purpose of this paper was to summarize the results of analyses which sought to determine whether the components of ecological knowledge, environmental affect and cognitive skills could predict pro-environmental behavior of the students.
Method
The sample (N=877) was stratified according to the regions of the country and the type of the settlement (urban/rural). It consisted of seventh-grade students (aged 13-14), with boys and girls equally represented. The data were collected after obtaining the Ethics Committees approvals, and the consents of the schools' principals, parents and the participants themselves. For the measurement of the Environmental literacy components, the Middle School Students’ Environmental Literacy Survey or MSELS (McBeth & Volk, 2010; Hungerford& Peyton, 1980; Stern, 2000) was applied, which has been utilized in different cultures, after the USA national study (McBeth et al., 2008). The Instrument consists of: (a) questions on demographic characteristics; (b) a multiple choice test of ecological knowledge; (c) two scales, one pertaining to environmental sensitivity (feelings towards and activities in nature) and one to willingness to participate/act, each of which were measured using a 5-pointLikert-type environmental affect scale; (d) a multiple choice test of cognitive skills; and (e) a self-reported behavior scale (referring to saving resources, recycling, communication regarding environment etc) which also was measured using a 5-point Likert-type scale. The cognitive skills tasks include descriptions of real-life situations and demand: the identification of the problems described, the identification of the values contained in the stories of the actors, offering their perspective on the environmental problems, and the identification of the best strategies for solving the problem presented. In order to prevent missing data due to participants’ fatigue, the order of the tasks was changed. The cognitive skills tasks were placed after the knowledge test. The four components of the environmental literacy (knowledge, cognitive skills, affect, behavior) have the same weight, with the maximal value 60. The overall literacy score is obtained by adding the component scores, leading to the maximal environmental literacy score of 240. The instrument was addressed personally by the researchers, and the students needed 60 to 75 minutes to fill in all sections. To identify the extent to which ecological knowledge, environmental affect and cognitive skills were predictive of pro-environmental behavior, a regression analysis was applied. In order to determine if the suspected mediating role of the affect is significant, we have applied the Sobel test.
Expected Outcomes
The results indicate that ecological knowledge covered by school curricula has a negligible power in predicting affect (0.5%) and statistically insignificant power in predicting behavior. Nevrtheless, these results should be interpreted cautiously, and further study would be needed to determine if, when, and how students make use of their knowledge when preparing for and/or taking specific any action(s) in real-world situations. Cognitive skills were a weak predictor of affect (3% of variance explained) and an insufficient predictor of behavior (1.4%). However, when environmental affect was introduced into the regression model as an independent variable, cognitive skills lose the ability to predict behavior and the complete predictive power (54%) belongs to affect. The mediating role of affect was confirmed using a Sobel test. It can be interpreted that even if certain cognitive skills are developed, a change in the way children feel about nature seems necessary, as this appears to help create a level of affective readiness for environmental learning in and out of school, community engagement, and changes in behavior in private and public settings. Regarding the affect prediction, when both knowledge and cognitive skills are added as predictors, the observed small predictive power (2.9%) belongs to cognitive skills only. The assumed relationship is bidirectional. These results draw attention to curricular goals, which largely emphasize the cognitive dimension of environmental literacy (especially knowledge), and neglect affective dimension, while expecting a change in the behavior in the population of students in school and after they graduate. These results are consistent with those reported in similar studies (e.g., McBeth et al. 2014). We assume that providing opportunities for outdoor learning, research in the surrounding nature, engaging in local environmental activities, planting a school garden and personal contact with damaged nature site could facilitate establishing positive environmental affect and the corresponding pro-environmental behavior.
References
Brennan, A. (1994). Environmental Literacy and Educational Ideal, Environmental Values, 3 (1) :3-16. Coyle, K. (2005). Environmental Literacy in America. Washington, DC: The National Environmental Education and Training Foundation. Hungerford, H.& Peyton, R. (1980). A paradigm for citizen responsibility: Environmental action. In A. Sacks, et al. (Eds.), Current Issues VI: The Yearbook of Environmental Education and Environmental Studies (pp. 146-154),Columbus, OH: ERIC/SMEAC. Marcinkowski, T.& Reid, A. (2019). Reviews of research on the attitude–behavior relationship and their implications for future environmental education research. Environmental Education Research, 25(4), 459-471. McBeth, W., Hungerford, H., Marcinkowski, T., Volk, T., & Meyers, R. (2008). National Environmental Literacy Assessment Project: Year 1, National baseline study of middle grades students. Final report. McBeth, W, Marcinkowski, T, Giannoulis, C., Hungerford, H., Volk, T., and Howell, J. (2014). Secondary analysis of the National Environmental Literacy Assessment: Phase I and II student, teacher, program and school surveys. McBeth, W., & Volk, T. L. (2009). The national environmental literacy project: A baseline study of middle grade students in the United States. The Journal of Environmental Education, 41(1), 55-67. McBride, B, Brewer, C., Berkowitz, A., &Borrie, W. (2013). Environmental literacy, ecological literacy, and ecoliteracy: What do we mean and how did we get here? Ecosphere, 4(5), 1-20. Nastoulas, I., Marini, K. &Skanavis, C. (2017). Middle school students environmental literacy assessment inThessaloniki, Greece. In: Anwar, S., El Sergany, M. & Ankit, A. (Eds.). Health and Environment Conference Proceedings (198–209). Dubai: Hamdan Bin Mohammed Smart University. Negev, M., Sagy, G., Garb, Y., Salzberg, A. & Tal, A. (2008) Evaluating the Environmental Literacy of Israeli Elementary and High School Students, The Journal of Environmental Education,39:2, 3-20. Simmons, D. (1995). Developing a framework for national environmental education standards [Working paper]. In D. Simmons (Ed.), The NAAEE standards project: Papers on the development of environmental education standards (pp. 9–58). Troy, OH: North American Association for Environmental Education. Stern, P. (2000). Toward a coherent theory of environmentally significant behavior. Journal of Social Issues, 56(3), 407-424. Wilke, R. (Ed.). (1995). Environmental Education Literacy/Needs Assessment Project: Assessing environmental literacy of students and environmental education needs of teachers; Final Report for 1993-1995. Stevens Point, WI: University of Wisconsin - Stevens Point. Wolf, M. J., Emerson, J. W., Esty, D. C., de Sherbinin, A., Wendling, Z. A., et al. (2022). 2022 Environmental Performance Index. New Haven, CT: Yale Center for Environmental Law & Policy. epi.yale.eduSession Information: 09 SES 13 A, Exploring Innovative Approaches to Assessment and Feedbac
Унапређивање сарадње код младих у школском контексту: потпорни системи и улога наставника
No full textОбразложење теме. Иако традиционално оријентисана на индивидуална постигнућа, савремена школа, као и сви одрасли који раде са младима, суочавају се са промењеним захтевима и сложеним проблемским ситуацијама савременог друштва, који и од школе траже промену начина рада. Због тога су се савремене образовне политике у свету оријентисале ка заједничком решавању проблема, уз развој вештина тимског рада (нпр. ОЕCD, Европска комисија). Недвосмислен је значај школе за развој ове компетенције јер је школа једино место где сваки појединац може добити увремењену и развојно адекватну подршку. Да ли је образовни систем у Србији погодан контекст за развој ове компетенције? И, како би школа то требало да ради? Један могући одговор даје пројекат PEERSolvers у оквиру којег је развијен теоријски заснован модел систематичног подстицања вештина сарадње и тимског решавања проблема код младих у редовном образовном процесу. Овај модел је и емпиријски проверен. У више школа имплементиран је тренинг за средњошколце којим се унапређују њихове вештине сарадње кроз четири кључна елемента: особине личности, емоционална интелигенција, размена идеја кроз дијалог и употреба ресурса. За едукатoре је развијен приручник Сарадњом до решења који даје конкретне смернице како се вештине сарадње у ситуацији решавања проблема адекватно подржавају. Потпорни механизми развијени су за сва четири елемента модела, а у ситуацији колаборативног решавања проблема групе су добијале прилагођену инструкцију чији је смисао да подстакне и усмери рад онда када група не ради ефикасно. Подршка која се пружа је градуирана и зависи од интензитета и трајања проблема са којима се група суочава. Дакле, развијен је модел у којем су потпорни механизми (scafollding) усмерени на групу, а не на појединца. Питање је може ли овакав модел заживети у пракси и који су предуслови потребни да се то оствари. Да би се одговорило на ово питање важан је допринос свих професионалаца који раде са адолесцентима, те вас позивамо да нам се придружите и будете део ове важне тематске заједнице.Књига резимеа: Различитости и кризе – психологија пред изазовима савременог доба, 72. Конгрес психолога Србије Сокобања, хотел „Моравица“, 29. мај – 1. јун 2024
Exploring the affective-behavioral domain as a framework for understanding the ICCS 2022 achievement in Serbia
No full textThe International Civic and Citizenship Education Study (ICCS)
extensively explores not only cognitive but also affective-behavioral
domains encompassing attitudes, values, and behaviors related to
topics ranging from everyday interactions at school and participation
in local communities to environmental problems and global citizenship.
Serbia took part in the ICCS 2022, which yielded valuable and alarming
results. Serbia obtained a score below the international average and a
corresponding position near the bottom of the ranking. Having in mind
the importance of the sociocultural context, this study investigated
whether and how Serbian students’ values, attitudes, and engagement
regarding civic roles in society differed from those of their peers from
other countries participating in the ICCS 2022. We used data collected
by student questionnaires regarding attitudes towards topics such as
citizenship activities, individual rights, and willingness to participate
in different forms of civic democracy. A t-test was used to compare
Serbian scores on these scales to the scores of other ICCS 2022
participants. The results revealed significant differences between Serbia and the remaining participating countries in terms of almost all examined
attitudes towards civic roles. Compared to their peers from other
countries, Serbian students expressed lower satisfaction with the political
system (t(2682.127)=-4.933,<0.01) and lower trust in civic institutions
(t(2684.499)=-6.967, <0.01). They attributed less importance to
conventional citizenship activities (t(2691.658)=-18.300, <0.01) and were
more likely to participate in illegal protest activities (t(2630.030)=11.044,
<0.01). However, the most striking differences pertained to gender
and religion. Compared to students from other participating countries,
Serbian students showed a significantly lower acceptance of gender
equality (t(2792.839)=-25.24, <0.01) and attributed greater importance
to religion, believing that it should have a more prominent role in society
(t(2631.626)=33.162, <0.01). These results are especially important
considering that the scales of gender equality (r=.51, <0.01) and the impact
of religion on society (r=-.42, <0.01) had the strongest correlations with
achievement on the ICCS test. It can be concluded that Serbian youth
proved to be (1) more patriarchal and (2) less willing to use institutional
politics as the framework for their civic activities. These findings can be a
consequence of low civic and citizenship competencies as confirmed by
the ICCS 2022 results. Nonetheless, these results can be interpreted as a
key cause of low achievement since they highlight the situation and values
dominant in the wider society. Since the education system is embedded
in the wider society, it is necessary to consider both prescribed and
actual values, attitudes, and behaviors when organizing and implementing
Civic and Citizenship education in order to empower young people with
the civic competencies and experience necessary to become active and
responsible citizens in their local communities and turbulent modern
global societies.Book of abstracts: The 31st International Scientific Conference “Educational
Research and School Practice“, December 6, 202
Cross-country analysis of just transition education
No full textGreen transition needs to be strategically and consciously planned with
social justice in mind in order not to exacerbate inequalities and cause
further injustices toward already disadvantaged individuals, communities,
and regions. With raised awareness of this issue on the global level, the
concept of just transition has gained relevance. To illuminate distinct
characteristics of environmental education within the context of just
transition, we analyzed 49 environmental education practices designed to
improve the position of different systematically disadvantaged groups, the
majority being migrants, adults with low formal qualifications, and women.
Covering a wide range of learners and communities, the practices provided
a basis for identifying success factors of environmental education among
these diverse target groups. The analyzed practices originated from more
than 10 different countries, primarily Cyprus, Sweden, Ireland, and France.Due to different national and regional contexts, the practices’ success
factors were identified considering their specific socio-cultural and
political backgrounds. The results highlight the importance of connecting
environmental issues to learners’ daily lives and holistically addressing
their needs through systemic support. They also point to the relevance of
civic and community dimensions that empower political participation, all
of which are crucial if environmental education is to contribute to making
the green transition truly just. The paper is a part of the international
JUST4ALL project where national, regional, and global civil society
organizations share examples from their countries and regions.Book of abstracts: The 31st International Scientific Conference “Educational Research and School Practice“, December 6, 202
The contribution of developmental assets to the prediction of delinquent behaviour: a review of research on different samples
No full textSavremeni pogled na prevenciju i tretman delinkventnog ponašanja
nužno uključuje razmatranje interakcije velikog broja protektivnih i
rizičnih faktora, te holističko sagledavanje funkcionisanja pojedinca, uz
uvažavanje unutrašnjih i spoljašnjih faktora i kontinuirano razmatranje
njihove interakcije i bidirekcione prirode. Model razvojnih prednosti, kao
jedan od vodećih koncepata proisteklih iz perspektive pozitivnog razvoja
mladih, pruža mogućnost promatranja širokog spektra faktora na nivou
individue, porodice, vršnjačkog i školskog okruženja, kao i činilaca iz
domena zajednice, sa fokusom na procese povezanosti, kompetentnosti,
podrške i efikasnosti. Cilj ovog rada je sumiranje dosadašnjih istraživačkih
saznanja o prirodi prediktivne veze između razvojnih prednosti
i delinkventnog ponašanja mladih, kroz prikaz i analizu rezultata empirijskih
studija realizovanih na različitim kategorijama uzoraka mladih.
Dobijeni rezultati analize nedvosmisleno dokumentuju negativnu
povezanost razvojnih prednosti i maloletničke delinkvencije, i to kako na
uzorcima učenika srednjih škola, tako i na uzorcima mladih u riziku, pa i
na uzorcima maloletnih delinkvenata koji se nalaze na institucionalnom
tretmanu. Sumirani rezultati pružaju značajne uvide o prediktivnim
potencijalima razvojnih prednosti, te jasno ukazuju na prednosti koje
su posebno relevantne za prevenciju, približavaju mehanizme delovanja
razvojnih prednosti u odnosu na delinkventno ponašanje i osvetljavaju
mogućnosti za tretman maloletnih delinkvenata. Na osnovu nalaza o
prediktivnoj vezi između razvojnih prednosti i delinkvencije, u zaključku
su izvedene implikacije za prevenciju i tretman delinkventnog ponašanja
mladih.A contemporary approach to the prevention and treatment of delinquent
behaviour among youth involves integrating protective and risk factors through
a holistic perspective on individual functioning. This approach considers internal
and external factors, their interaction, and their bidirectional nature. The
developmental assets model, based on the concept of positive youth development,
enables the analysis of a wide range of factors at the levels of the individual,
family, school, peer environment, and community, with a particular focus on the
processes of connection, competence, support, and efficacy. The aim of this paper
is to summarize existing research findings on the predictive relationship between
developmental assets and delinquent behaviour among youth. The analysis includes
results from empirical studies conducted on samples of high school students, atrisk
youth, and juvenile delinquents in institutional treatment. The research results clearly demonstrate a negative correlation between the level of developmental
assets and delinquent behaviour. These findings indicate that developmental assets
have a strong protective effect in preventing delinquent behaviour and illuminate
the mechanisms through which they reduce risky behaviours among youth. The
conclusions of the paper provide significant implications for the prevention and
treatment of delinquent behaviour among young people. Developmental assets
stand out as a crucial resource for enhancing preventive programs and tailoring
treatment interventions for juvenile delinquents