rFASPER - Repozitorijum Fakulteta za specijalnu edukaciju i rehabilitaciju
Not a member yet
5658 research outputs found
Sort by
Efektivne antibuling intervencije: priručnik za školsko osoblje
No full textИскуство насиља, посебно у детињству, може имати бројне последице по физичко и ментално здравље деце, утицати на образовне исходе и потенцијал да напредују. Школско особље, наставници и стручни сарадници, налазе се у изазовној позицији да на вршњачко насиље правовремено и адекватно реагују и кад су у могућности превенирају насиље у школском окружењу. Булинг, као специфичан облик вршњачког насиља, захтева од школског особља сензибилисан приступ, како у погледу правилног препознавања карактеристика које чине један инцидент булингом, тако и у погледу стварања предуслова за развој школске климе и вршњачких односа који подстичу просоцијално понашање, а дестимулишу вршење булинга. Стога су током претходног периода развијане бројне антибулинг стратегије које су се показале ефективним у превенирању и реаговању на булинг. Приручник Ефективне антибулинг интервенције: приручник за наставнике настао је у оквиру пројекта „Подршка системском одговору на вршњачко насиље: израда приручника за школско особље о ефективним антибулинг интервенцијама“ који финансира Кабинет министарке без портфеља задужене за координацију активности у области родне равноправности, спречавања насиља над женама и економског и политичког оснаживања жена, а који реализује ЦЕПОРА – Центар за позитиван развој деце и омладине. Општи циљ пројекта односи се на унапређење компетенција школског особља за реаговање на булинг и пружање подршке учесницима булинга. Специфични циљеви пројекта усмерени су на јачање знања школског особља о савременим приступима и ефективним антибулинг интервенцијама, као и подизање нивоа обавештености запослених у свим основним школама у Србији о моделима добре праксе у домену реаговања на булинг и пружања подршке учесницима булинга
Bullying victimization and life satisfaction among high school students
No full textBullying reflects repetitive and intentional acts of aggression that aim at harming a peer who
is weaker or in a more vulnerable social position than the bullying perpetrator. Experiences
related to bullying victimization are associated with short- and long-term negative outcomes
for students, and there is some evidence that bullying victimization may be associated with low
life satisfaction in adolescents. To investigate the relationship between bullying victimization
and life satisfaction among adolescents, 243 students from two high schools in Belgrade
(76.5% female) aged 14–19 years (M = 16.5; SD = 1.1) completed paper questionnaires.
Bullying victimization was assessed using the Delaware Bullying Victimization Scale, a sixpoint Likert scale with a total 16 items (α = .92) grouped into four subscales: Verbal, Physical,
Social/Relational and Cyberbullying. The total score is the sum of the three subscales - Verbal,
Physical and Social/Relational (it is recommended that the score for Cyberbullying is not
included in the total score), while separate scores were calculated for each subscale.
Adolescents’ life satisfaction was assessed using the Brief Multidimensional Students’ Life
Satisfaction Scale, a five-point Likert scale with 6 items (α = .77). The results indicate a weak
negative correlation between the experience of bullying victimization and life satisfaction,
meaning that high school students who are exposed to less bullying tend to have higher life
satisfaction (r (241) = -.15, p < .05). An examination of the forms of bullying shows that
exposure to social/relational (r (241) = -.18, p < .01) and physical bullying (r (241) = -.15, p <
.05) is negatively associated with life satisfaction, while no statistically significant correlation
was found between verbal (r (241) = -.08, p = .17) or cyberbullying (r (241) = -.08, p = .21)
and students’ life satisfaction. The obtained results emphasize the need for further research to
clarify the relationship between bullying victimization and adolescents’ life satisfaction by
including potential moderating or mediating variables. Additionally, they highlight the
importance of implementing appropriate interventions for students who are, or are at risk of
being, victimized to minimize negative effects such as life dissatisfaction
High individual crime rate as a predictor of penal recidivism
No full textIndividualna stopa zločina odražava učestalost činjenja krivičnih dela aktivnih
prestupnika. Istraživanjima kriminalne karijere izdvojena je kao jedna od ključnih
dimenzija koja omogućava bolje razumevanje individualnog kriminalnog ponaša
nja. Cilj ovog rada je da ukaže na značaj ispitivanja individualne stope zločina pri
likom utvrđivanja rizika za penalni recidivizam. Dostupna istraživanja pokazuju da
je stopa individualnog zločina varijabilna, te da zavisi od niza faktora među kojima
se izdvajaju pol, uzrast prestupnika, tip kriminaliteta i uzrast na kome započinje
kriminalna karijera. Studijama kriminalne karijere uočena je mala grupe prestup
nika koja tokom kriminalne karijere izvršava krivična dela u visokim frekvencijama
(hronični ili perzistentni prestupnici), što je podstaklo razmatranje mogućnosti za
prospektivnu identifikaciju takvih delinkvenata. Ipak, nalazi pokazuju da dosada
šnje metode identifikacije hroničnih prestupnika nisu u dovoljnoj meri pouzdane, te
da se ne mogu uzeti u obzir pilikom procene rizika (penalnog) recidivizma. Ukoliko
se uvaži činjenica da je najbolji pokazatelj budućeg kriminalnog ponašanja prethod
no kriminalno ponašanje, jasno je kako je značajno adekvatno proceniti i predvideti
individualnu stopu zločina kako sa aspekta primene odgovarajućeg tretmana unutar
zatvora, tako i za prevenciju penalnog recidivizma.T
he individual crime rate reflects the frequency with which crimes are committed
by active offenders. Research on criminal careers has identified it as one of the most
important dimension that enables a better understanding of individual criminal
behavior. The aim of this paper is to point out the importance of examining the
individual frequency of offending when it comes to determining the risk of penal
recidivism. The available research shows that individual crime rates are variable and
depend on a number of factors, including gender, the age of the offender, the type
of offense, and the age at which a criminal career begins. Studies of criminal careers
have observed a small group of offenders who commit frequent offenses over the
course of their criminal career (chronic or persistent offenders), leading to consi
deration of the possibility of prospective identification of such offenders. However,
the results show that the current methods for identifying chronic offenders are not
reliable enough and that they cannot be considered as a tool for assessing (penal)
recidivism risk. If we take into account the fact that the best indicator of future
criminal behavior is past criminal behavior, it becomes clear how important it is to
adequately assess and predict the individual crime rate, both from the point of view
of applying appropriate treatment within prison and for the prevention of penal
recidivis
New evidence supporting female protective effect in patients with congenital anomalies and neurodevelopmental disorders
No full textThe influence of chromosomal sex on human diseases is recognized but underresearched, particularly in diseases
with early developmental origins. Copy number variations (CNVs) from sex chromosomes or autosomes, which
cause different gene expressions, may influence the disease preferences in females and males. Chromosomal
microarray is a standard method for detecting CNVs, with a diagnostic yield of approximately 15 % among
patients with congenital anomalies and neurodevelopmental disorders, the primary indications for the analysis.
Here, we explore sex disparities in phenotype prevalence and CNV detection rates in patients referred for
chromosomal microarray to identify sex-biased traits and CNVs. Our cohort comprises 1412 patients, with a
male-to-female ratio of 1.6 to 1. Despite being outnumbered, females are signifcantly more likely to receive a
genetic diagnosis through this type of molecular karyotyping. Most of the patients have neurodevelopmental
disorders with other comorbidities. Females have a higher frequency of comorbidities, but the difference in
diagnostic yield is signifcant only in the groups with simpler phenotypes (≤2 comorbidities). Higher diagnostic
yield is revealed for congenital heart disease, urogenital anomalies, and the autism spectrum group. All three
categories show populational preponderance in males, supporting a higher threshold liability model in females
Potencijali procesne drame u prevenciji govora mržnje i diskriminacije među mladima
No full textPostoje brojni napori u promovisanju različitosti i inkluzije širom Evrope i ove
teme predstavljaju prioritetna pitanja u sektorima koji su usmereni na brigu o mladima. I
pored toga, problemi govora mržnje i diskriminacije su prisutni, predstavljaju izazove sa
kojima se mladi ljudi susreću u svakodnevnom životu i velika su prepreka izgradnji
zajednica koje se zasnivaju na različitosti, jednakosti i socijalnom uključivanju.
Kontinuirano se testiraju različiti pristupi prevencije govora mržnje i diskriminacije koji
omogućavaju mladima da grade svoja znanja i veštine, negujući vrednosti različitosti i
inkluzije. Jedan od njih, koji pokazuje visoke potencijale u radu sa mladima iz različitih
društvenih grupa, jeste procesna drama. Procesna drama, razvijena u okviru posebnog
pristupa „drama u obrazovanju“ (engl. drama in education), usmerena je na
unapređivanje znanja učenika kroz specifičnu dramsku situaciju koja nudi mogućnost
iskustvenog učenja. U procesnoj drami, mladi imaju priliku da, uz podršku i podsticaje
voditelja, testiraju, otkrivaju, prožive i grade određena znanja. Procesna drama pruža
siguran istraživački prostor u kome učesnici mogu da analiziraju problem, oblikuju svoje
stavove i izvode zaključke. Sa ciljem primene procesne drame u prevenciji govora mržnje
i diskriminacije među mladima, pokrenut je, od strane CEPORA – Centra za pozitivan
razvoj dece i omladine projekat „Let's process some drama: Preventing hate speech and
discrimination among youth“ („Hajde da procesuiramo dramu: Prevencija govora mržnje
i diskriminacije među mladima“), finansiran kroz Erazmus+ program Evropske unije.
Kroz projekat se kreira kurikulum od pet radionica procesne drame koje učesnicima
omogućavaju istraživanje tema stereotipa i predrasuda, govora mržnje, diskriminacije,
tolerancije i uvažavanja različitosti i osnažuju se praktičari iz oblasti omladinskog rada,
obrazovanja i socijalne zaštite za njegovu primenu. U radu će biti prikazan proces
kreiranja i testiranja kurikuluma, uz predstavljanje rezultata njegove primene sa mladima
u tri zemlje, Srbiji, Italiji i Hrvatskoj, te će biti izvedeni zaključci o preduslovima i
potencijalima primene procesne drame u prevenciji govora mržnje i diskriminacije – u
školskom i vanškolskom kontekstu
Нормативни приступ у процени моторичког развоја: Скала за процену моторичког развоја
No full textНормативни приступ у процени моторичког развоја користи квалитативне и квантитативне инструменте процене. У овом раду дат је приказ једног инструмента процене моторичког развоја деце млађег узраста. Реч је о ревидираној Пибодијевој развојној моторичкој скали. Извршен је преглед литературе претрагом електронских база података доступних преко Конзорцијума библиотека Србије за обједињену набавку. У претрази су коришћене одговарајуће кључне речи на енглеском језику. Анализирани су радови објављени у периоду од 2000. до 2025. године. Резултати анализе су показали да ревидирана Пибодијева развојна скала претежно налази примену код деце са церебралном парализом, код деце са ризико
факторима и деце са аутизмом и да квантитативни показатељи говоре да ова деце имају ниже скорове на фином, грубом или укупном моторичком композиту. Ревидирана Пибодијева развојна скала је валидан и поуздан инструмент процене и евалуације моторичког развоја млађе деце, што омогућава планирање и пружање одговарајућих интервенција.The normative approach to assessing motor development uses qualitative and quantitative assessment instruments. This paper presents an overview of one instrument for assessing motor development and motor skills in young children. It is the revised Peabody Developmental Motor Scales. A literature review was conducted by searching electronic databases available through
the Consortium of Serbian Libraries for Unified Acquisition. Appropriate keywords in English were used in the search. Papers published in the period from 2000 to 2025 were analyzed. The results of the analysis showed that revised Peabody Developmental Motor Scales is mainly used in children with cerebral palsy, children with risk factors, and children with autism. The quantitative indicators show that these children have lower scores on the fine, gross, or total composite. The revised Peabody Developmental Motor Scales is a valid and reliable instrument for assessing and evaluating motor development in young children, which allows for the planning and provision of appropriate interventions
Educational Identity Processes and Identity statuses in the Transitioning Period of Starting a Secondary School among Serbian Students.
No full textIdentity formation is one of the most important developmental tasks in a life of adolescents (Krstić, 2017; Erikson, 1968). Looking through Eriksonian glances, there are two main processes that build identity formation- exploration and commitment. According to Dual cycle model of identity, formation of identity consists of two cyclical phases. In the first phase, through identity process exploration in-breadth (RE), adolescents are finding out about different roles, after which they choose one they will commit to. The second phase of the cycle starts when adolescents explore in-depth (ED), which includes active reflection about their committed role. If their committed identity role is aligned with their performance, needs, goals and values, they will identify with committed role (ID). The greater identification with commitment, the higher probability that adolescent will remain committed to a chosen role for a longer period of time. However, if exploration in-depth leads to misalignment, adolescents will reconsider their commitment. Combination of these processes result in different identity statuses that adolescent can take (Luyckx et al., 2006; Crocetti et al., 2008; Meeus et al., 2002).
While there are different identity domains that need to be developed in adolescence, we are especially interested in educational domain for several reasons. School is a place where adolescents have opportunity to think about their academic and professional aspirations, and future in general (Christiaens et al., 2022; Nurmi, 1993). Whatsmore, adolescence is a period when peers become focal point in their life, and school is one of the main spaces where adolescents can explore identities through interaction with peers (Korobov & Bamberg, 2004; Krstić, 2017). It is therefore not surprising that educational identity is related to adjustment and well-being of adolescents (Karaś et al., 2015).
Although researchers from psychosocial perspective differentiate identity domains like school and friends, this perspective is often criticized for decontextualized approach to studying identity processes. It is thought that educational domains are measured with too broad questionnaires that are not capturing critical period that should lead to identity formation (Branje et al., 2021; Christiaens et al., 2022). Critical period is usually related to some major change in a life of a person. A period of major transitions is usually accompanied by tensions between old and new identity roles, which in turn creates an identity crisis, precondition for identity formation (Erikson, 1968; Kunnen, 2009; Rubtsova, 2012). One of the critical periods in a life of adolescents is transitioning from elementary to high-school. In an attempt to assess these critical periods, Christiaens and colleagues (2022) constructed two questionnaires for measuring educational identity processes- The Educational Identity Processes Scale (EIPS). The first questionnaire is focused on measuring adolescents’ experiences before transition from elementary to secondary school (pre-transitioning period), while the second questionnaire is focused on their experiences after transitioning (post-transitioning period). Although first results indicate good psychometric qualities of the questionnaires, it is necessary to further validate the questionnaire on students from different educational systems. By focusing on a specific transitional period, it is possible to examine what proportion of adolescents actually have stable identity statuses, despite the expected conflicting roles. This study is a part of the doctoral thesis the main interest is identity formation of adolescents at the beginning of Secondary education, so we will be focused on post-transitioning period
Participation Outcomes One Year After Aneurysmal Subarachnoid Hemorrhage: Associations with Cognition, Coping, and Psychological Distress
No full textThis study evaluated participation outcomes one year after aneurysmal subarachnoid hem-
orrhage (aSAH) compared with matched healthy controls and identified factors associated
with participation within the patient group. Forty aSAH survivors and seventy-five con-
trols were assessed 12–14 months post-ictus. Participation was measured with the Utrecht
Scale for Evaluation of Rehabilitation–Participation (USER-P), psychological distress with
the Hospital Anxiety and Depression Scale (HADS), coping with the Brief COPE, and cog-
nition with the Montreal Cognitive Assessment (MoCA). Compared with controls, patients
reported greater participation restrictions (82 vs. 100, p < 0.001), lower frequency (35 vs. 51,
p < 0.001), and reduced satisfaction (65 vs. 75, p < 0.001). Anxiety, depression, and avoidant
coping independently predicted restrictions (adjusted R2 = 0.48), while satisfaction was
predicted by employment, fewer depressive symptoms, and less avoidant coping (adjusted
R2 = 0.52). Lower MoCA scores predicted reduced participation frequency (p = 0.032), and
patients with cognitive impairment showed significantly greater restrictions and lower
satisfaction. One year after aSAH, survivors experience substantial participation limitations
associated with psychological distress, maladaptive coping, and cognitive deficits. These
results underscore the importance of cognitive and psychological rehabilitation to enhance
long-term participation and social reintegration after aSAH
IDEAL CONNECT: Podrška u učenju osobama sa autizmom putem digitalnih alata
No full textDigitalni alati su često dizajnirani za opštu populaciju bez uzimanja u obzir potreba
osoba sa autizmom sa višim stepenom potrebe za podrškom. Stoga su potrebni alati
prilagođeni kognitivnim potrebama takvih pojedinaca kroz ugradnju lako čitljivih tekstova
i korišćenje piktograma i grafičkih resursa. Druga važna prepreka je nedostatak veština za
korišćenje i upravljanje digitalnim tehnologijama od strane stručnjaka koji ih upotrebljavaju,
za šta je takođe potrebna prilagođena obuka. U tom smislu, osobe sa autizmom na drugom
nivou potrebe za podrškom treba da unaprede svoje digitalne veštine kako bi premostile
ovaj jaz i uspešno koristili digitalne resurse i tehnologije. Podrška porodicama i obuka za
porodice su takođe od suštinskog značaja. Kako bi se eliminisao digitalni jaz koji trpe osobe
sa autizmom, omogućavanjem autonomnog i jednakog pristupa digitalnim alatima kojim bi
se obezbedio kontinuitet njihovog učenja, društvenog i ličnog razvoja, u okviru Erasmus+
projekta „IDEAL: Inclusive Digital Education for Autistic People Learning” razvijena je
IDEAL CONNECT - interaktivna platforma sa repozitorijumom digitalnih aplikacija za
podršku učenju kod osoba sa autizmom.
Cilj ove platforme je da ponudi prilagođen sistem upravljanja učenjem, prateći
zahteve pristupačnosti za učenike sa autizmom u kontekstu učenja, kao i metodologiju za
digitalnu obuku osoba sa autizmom, njihovih porodica i stručnjaka. Navedena platforma,
putem kreiraja jedinstvenih profila i ostvarivanje komunikacije na registrovanoj platformi,
omogućava interakcije između stručnjaka, članova porodice i samih osoba sa autizmom.
Platformu, njen sadržaj i njene funkcionalnosti predstavićemo tokom radionice,
nakon uvodne sesije o projektu IDEAL i obrazlaganja motivacije da se ovakva platforma
kreira. Potom ćemo predstaviti proces kreiranja jedinstvenih profila i metodologiju rada na
plaformi prikazom video tutorijala. Zatim će, kroz organizovan praktični deo, učesnici imati
prilike da kreiraju profile i testiraju mogućnosti platforme i postave eventualna pitanja. S
obzirom na način organizovanja praktičnog dela radionice, optimalan broj učesnika je 50.
Znanja i veštine koje će polaznici steći ili unaprediti tokom radionice odnose se na
veću informisanost, motivisanost i povećanje kompetencija stručnjaka za korišćenje
digitalnih alata za učenje, kao i osnaživanje stručnjaka za saradnju sa porodicama osoba sa
autizmom kroz interakciju na platformi, a u cilju podrške učenja na daljinu kod osoba sa
autizmom