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Educational status of children and youth with behavioral problems in residential care
No full textUvod: Deca i mladi na hraniteljskom i domskom smeštaju imaju niža obrazovna postignuća
u poređenju sa opštom populacijom. Prethodna istraživanja sugerišu da su teškoće u
obrazovanju posebno učestale kod dece i mladih koji su upućeni na domski smeštaj zbog
problema ponašanja. Cilj: Istraživanje je imalo za cilj da se utvrdi obrazovni status dece
i mladih koji su primljeni na smeštaj u ustanovu za vaspitanje. Metode: Uzorak su činili
korisnici koji su tokom prethodne četiri godine bili smešteni u Zavodu za vaspitanje dece
i omladine Beograd (N = 69). Deca i mladi iz uzorka bili su oba pola (muški 75.4%),
uzrasta 9–18 godina na prijemu u ustanovu (AS = 15.39, SD = 2.01). Podaci o obrazovnom
statusu i drugim relevantnim karakteristikama dece i mladih prikupljeni su iz službene
dokumentacije. Rezultati: U vreme prijema na smeštaj 24.6% korisnika nije pohađalo
školu, a 33.2% završilo je četiri razreda osnovne škole ili manje. Tokom prethodnog
obrazovanja 63.8% ponavljalo je razred, 98.2% učestalo je izostajalo iz škole, prema
26.1% primenjene su vaspitno-disciplinske mere u školi, a 29.0% obrazovalo se prema
individualnom obrazovnom planu. Nađene su značajne veze između prosečnog opšteg
uspeha i demografskih karakteristika korisnika. Zaključak: Deca i mladi u vaspitnim
ustanovama iskusili su ozbiljne teškoće u učestvovanju i napredovanju u obrazovanju.
Ovo istraživanje skreće pažnju na potrebu za sistematskim praćenjem i unapređivanjem
obrazovnih postignuća korisnika na domskom smeštaju u Srbiji.Introduction. Children and youth in foster and residential care have lower educational
attainment compared to the general population. Previous research suggests that difficulties
in education are especially frequent among children and youth who have been admitted
to residential care due to behavioral problems. Objective. The aim of the research was
to determine the educational status of children and youth who were admitted to an
educational institution. Methods. The sample consisted of users placed in the Institute
for the Education of Children and Youth Belgrade in the previous four years (N = 69).
Children and youth from the sample were of both sexes (male 75.4%), aged 9–18 years
at the time of admission (M = 15.39, SD = 2.01). Data on education and other relevant
characteristics of children and youth were collected from official documentation. Results.
At the time of admission, 24.6% did not attend school, and 33.2% had four or fewer
grades of elementary school. During their previous education, 63.8% repeated one grade,
98.2% were often absent from school, 26.1% were subjected to disciplinary measures,
and 29.0% were educated according to an individual educational plan. Significant
relationships were found between average performance and demographic characteristics
of users. Conclusion. Children and youth in educational institutions have experienced
serious difficulties in participating and progressing in education. This research draws
attention to the need for systematic monitoring and improvement of the educational
attainment of children and youth in residential care in Serbia
The role of cognitive biases in shaping irrational beliefs: a multi-study investigation
No full textIrrational beliefs encompass a broad set of beliefs that lack verifiable empirical evidence and contradict scientific principles, often grouped into conspiratorial, pseudoscientific, and paranormal domains. This paper investigated whether these beliefs are rooted in a set of cognitive biases. Across four studies, low socioeconomic status, right-wing political orientation, and religiousness accounted for a substantial portion of irrational beliefs variance. However, cognitive biases consistently contributed incrementally to their prediction, with naturalness bias, omission bias, commitment bias, and the overconfidence effect emerging as the most robust predictors. Our findings indicate the nuanced nature of these relationships, as the predictive power of cognitive biases was consistently higher for conspiracist and pseudoscientific beliefs in comparison to paranormal ones
The influence of fairytales on the development of preschool children
No full textFairytales are crucial for children’s psychological, moral, social, emotional,
and cognitive development. Preschool children encounter numerous problems and their solutions through fairytales. By listening to, reading, and watching fairytales, children build their
views of the world, shape their moral values, and become familiar with positive behavior models. Fairytales point to ethical problems and teach children to differentiate between good and
evil in an age-appropriate way. This paper discusses the influence of fairytales on the development of preschool children. The concept of a fairytale, its structure and characteristics are
described. The paper lists the most common fairytale motifs and points out the therapeutic
aspect of fairytales. The significance of telling fairytales to chronically ill hospitalized children
is also emphasized, as well as their identification with the main characters and expressing their
fairytale experience through play, dramatization, and drawings. By their length, dynamic plot,
and the speed at which realistic and fantastic images interchange, fairytales improve the attention, imagination, communication, and creativity of preschool children
Using discipline techniques for creating a positive school climate
No full textDiscipline techniques include a variety of teacher approaches to creating
a positive school climate that promotes students’ academic, social, and
emotional development. Although often understood as a method of dealing
with inappropriate behavior, discipline allows students to understand the
impact of their behavior on others and develop self-management skills.
This study aimed to identify the most frequently used discipline techniques
among 62 teachers employed at mainstream schools (n=34) and special
schools (n=28). The majority of the sample was female (93.5%) and 53.2%
percent of participants had up to 10 years of professional experience. The
instruments employed included the Disciplinary Techniques Questionnaire
and a questionnaire designed to gather relevant socio-demographic
characteristics of the teachers. The data were processed using the IBM
SPSS Statistics software and analyzed via descriptive statistics, the Mann-
Whitney U test, and the Independent Samples t-Test. The results revealed
that teachers used positive discipline techniques and socioemotional
learning strategies to a greater extent, while punishments were used
much less frequently. No significant differences in the use of disciplinary
measures were observed between teachers at mainstream and specialschools. However, it was found that the entire subsample of teachers
with up to 10 years of professional experience used positive discipline
techniques significantly more frequently than their more experienced
colleagues. We can conclude that teachers were much more likely to use
positive disciplinary measures such as rewards, praise, and recognition
as well as socioemotional learning techniques that encourage students
to develop responsibility and empathy. These practices are essential to
creating a supportive environment and a positive school climate. Therefore,
teacher training is crucial for a deeper understanding of the importance of
these techniques as well as active collaboration with parents and regular
monitoring and evaluation of the approaches used to identify the most
appropriate practices for students
Characteristics of Sensory Processing in Children with Cochlear Implants and Hearing Aids
No full textSensory processing includes perception, organization, and reaction to sensory stimuli. Research has shown that deaf and hard-of-hearing children have unique sensory processing characteristics. The aim of this study was to identify these characteristics and examine the contributions of factors such as type of amplification, chronological age, hearing age, and frequency of rehabilitation to sensory processing features. Parents of 52 children, aged 3 to 10 years old, completed the Sensory Profile questionnaire. Results showed that most children were within the typical performance range in most subscales, however, children with cochlear implants had better scores in several domains compared to children with hearing aids. Chronological age, hearing age, and frequency of rehabilitation did not contribute to overall sensory processing. These results indicate that children with cochlear implants have a more successful integration of sensory processing abilities. Early intervention and consistent rehabilitation are needed to optimize sensory outcomes in deaf and hard-of-hearing children
The Uncertainty of School in a Time of Uncertainty: Perspectives of Different Coalitions in the Aftermath of the School Mass Shooting in Serbia
No full textOn 3 May 2023, the first mass school shooting occurred in Serbia, positioning children as a particularly vulnerable group in need of further support. Subsequently, the government needed to create policies to help restore a sense of security, stability and trust in the community. The main dilemma was regarding the questions: Should we continue schooling? If so, how? Employing narrative policy analysis, we examine the interplay between education policies, policymakers, parents and teachers to discern the varied interpretations of policies and their impact on students’ roles within the education system. The aim is to understand the different
meanings policymakers and institutional stakeholders find in the same policy and the implications of the policy’s meaning for students in the education system. The analysed documents include 16 official educational documents and 53 newspapers and blog articles featuring stakeholders’ responses. The main findings indicate how different understandings of the same policy, as well as changes in the power dynamics between stakeholders, influenced subsequent decision-making of the government regarding school life. Most importantly, the study demonstrates the potential harmful effects of inconsistency in policies on student wellbeing and academic
life. We conclude that the main question should not be whether schooling should stop or continue, but how to create a line of consistent and stable recommendations aligned with the created policy
Promoting self-determination in the education of students with intellectual disabilities as a predictor of their social inclusion – attitudes and experiences of special education teachers
No full textЦиљ овог истраживања је био утврђивање ставова и искуства дефектолога у односу на промоцију самоодређења у образовању ученика са
интелектуалном ометеношћу. Узорак истраживања је обухватио 30
дефектолога који раде у основним и средњим школама за ученике са
сметњама у развоју. Подаци су прикупљени применом модификованог
Упитника за процену промоције самоодређења у високом образовању.
Резултати: већина дефектолога има добро теоријско знање о концепту самоодређења и као најзначајније вештине за своје ученике истичу
самозаступање и решавање проблема. Упркос томе, половина испитаника не примењује ни један модел подучавања вештинама самоодређења у
својој пракси, а као баријере се наводе недостатак компетенција и став
да су друге области знања ученицима са интелектуалном ометеношћу
потребније.The aim of this study was to determine the attitudes and experiences of
special education teachers in relation to the promotion of self-determination
in the education of students with intellectual disabilities. The research sample
comprised 30 special education teachers working in primary and secondary
schools for students with developmental disabilities. The data were collected
using the modified Survey of Promoting Self-Determination in Higher Education.
Results: Most special education teachers have a good theoretical knowledge of
the concept of self-determination and emphasise self-advocacy and problem
solving as the most important skills for their students. Nevertheless, half of
the respondents do not use a model for teaching self-determination skills in
their practise. The lack of competencies and the attitude that students with
intellectual disabilities need other areas of knowledge are cited as obstacles
Auditory behavior of children with autism spectrum disorders
No full textЈедан од симптома поремећаја из спектра аутизма је хипо- или
хипер-реактивност на сензорне дражи, а једно од најчешћих одступања
бележи су у домену аудитивног система. Потешкоће у домену аудитивне
обраде
могу
бити
праћене
испољавањем
атипичног
аудитивног
понашања у
виду
покривања
ушију
на
изненадне
звуке
из
околине
или
смањеном
реакцијом
на
звуке
говорног
порекла.
Циљ:
Циљ овог истраживања
био
је
утврђивање
карактеристика
аудитивног
понашања
код
деце
са
поремећајем
из
спектра
аутизма.
Посебни
циљеви
односили
су
се
на
испитивање
утицаја
демографских
фактора
попут
пола и
узраста и
развојног
фактора
степена
тежине
аутизма
на
карактеристике
аудитивног
понашања.
Методе:
Узорком
је
обухваћено
50
деце
са
поремећајем
из
спектра
аутизма,
узраста
од
четири
до
шест
година.
За
процену
аудитивног
понашања
коришћена
је
подскала
Аудиторна
обрада
из
Сензорног
профила.
За
утврђивање
степена
тежине
аутизма
коришћен
је
GARS-3
тест.
Резултати:
Добијени
резултати
показују
да
су
атипични
облици
аудитивног
понашања
чешћи
код
дечака,
као и
код
деце
са
вишим
степеном
тежине
аутизма.
Статистички
значајне
разлике у
односу
на
узраст
нису
пронађене.
Закључак:
Ови
налази
имају
значајне
практичне
импликације,
поготово
када
је у
питању
планирање
и
реализација
сензорних
интервенција
усмерених
на
децу
са
поремећајем
из
спектра
аутизма.
Адекватна
процена и
рехабилитација
усмерена
на
сензорне
специфичности
ових
особа
довешће
до
спречавања
секундарних
последица
које
аудитивна
сензорна
дисфункција
може
остварити
на
дететов
живот.One of the symptoms of autism spectrum disorders is hypo/
hyperreactivity to sensory stimuli, and one of the most common abnormalities
is found in the auditory system. Difficulties in auditory processing may be
associated with the manifestation of atypical auditory behaviors in the form
of ear plugging in response to sudden sounds from the environment or a
decreased response to speech sounds. Objective. The aim of this study was
to determine the characteristics of auditory behavior in children with autism
spectrum disorder. Specific objectives included examining the influence of
demographic factors such as gender and age, as well as the developmental
factor severity of autism on the characteristics of auditory behavior. Methods.
The sample included 50 children with autism spectrum disorders, aged four to
six years. The Auditory Processing subscale of the Sensory Profile was used to
assess auditory behavior. The GARS-3 test was used to determine the severity of
autism. Results. The results show that atypical forms of auditory behavior are
more common in boys, as well as in children with higher severity of autism. No
statistically significant differences were found with respect to age. Conclusion.
These findings have important practical implications, particularly when it comes to planning and implementing sensory interventions for children with autism
spectrum disorders. Appropriate assessment and rehabilitation that focuses on
the sensory characteristics of these individuals will result in avoiding secondary
consequences that auditory sensory dysfunction may have on the child’s life
Prihvatanje dijagnoze kod roditelja dece sa smetnjama u razvoju
No full textЦиљ овог рада је да се прикаже процес прихватања дијагнозе код родитеља
деце са сметњама у развоју. У раду се анализирају емоционалне реакције
родитеља након сазнања дијагнозе и приказују кључне фазе прихватања.
Осим тога, рад наглашава важност подршке стручњака и заједнице у
овом процесу, као и дугорочне последице по ментално здравље родитеља.
Кроз преглед релевантне литературе, дискутује се о факторима који
могу убрзати или отежати процес прилагођавања родитеља на новонасталу ситуацију. Резултати показују да адекватна подршка стручњака,
као и јасна и емпатична комуникација, имају пресудну улогу у успешном
прилагођавању родитеља и утичу на будући развој деце са сметњама у
развоју
Disciplinary Offences in the Penal System: Causes and Methods of Punishment
No full textIntroduction: Normative regulation of prison life, maintaining order and security and creating the conditions for the implementation of treatments have a high priority in penal practice. However, in spite of that, a number of convicts do not follow the rules and commit disciplinary offences. Some of the reasons why convicts commit disciplinary offences are prison life conditions, disorganisation of the prison administration, and the characteristics of prisons and convicts. Objective: The objective of the research is to show the frequency of disciplinary
offences and disciplinary sanctioning of convicts, as well as to determine the differences in individual characteristics between convicts who have and have not committed disciplinary offences. Methods: The sample included 96 convicted individuals from the Sremska Mitrovica Penitentiary who started their prison sentences in 2013 and were released in the period between 2016 and 2018. The length of the imposed sentence was from three years and one month to five years (M = 47.76; SD = 7.99). The age of the convicts at the start of their prison sentences ranged from 23 to 75 (M = 36.73; SD = 10.90). The sample included 41.7% of respondents who had not been convicted previously and 64.6% who had been in prison for the first time. The data was collected by analysing official documents. Results: In the observed period, 52.1%
of respondents committed 99 disciplinary offences, with minor disciplinary offences being more frequent (52.5%). Four disciplinary offences were committed in 62.7% of cases, and 23 disciplinary offences were never committed. Convicts were most often sanctioned by solitary
confinement. According to most of the examined variables, significant differences were found between the convicts who committed and those who did not commit disciplinary offences. Conclusion: Even though the obtained results indicate that the discipline of convicted individuals is not at an enviable level, we should pay attention to the imposed disciplinary measures and strive to reduce frequency of solitary confinement. The fact that convicts who
commit and do not commit disciplinary offences differ in certain individual characteristics can indicate which convicts should be given special attention in the penal treatment process. The recommendation for future research is to examine the connection between committing disciplinary offences and dynamic factors that can be influenced by treatment