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Level of cognitive dysfunctions of persons With multiple sclerosis
Get PDFMultipla skleroza predstavlja hronično inflamatorno oboljenje centralnog nervnog
sistema. Cilj istraživanja bio je ispitati razlike u nivo kognitivnih disfunkcija obolelih
od multiple skleroze u odnosu na formu bolesti, starosnu dob i pol ispitanika. U
uslovima globalne pandemije izazvane virusom COVID-19 istraživanje je sprovedeno
online, na različitim internet grupa obolelih od multiple skleroze. Za izradu ovog
istraživanja korišćen je upitnik Perceived deficits questionnaire (PDQ). Upitnik se sastoji
od opštih demografskih podataka i 20 ajtema, koje su bazirane na proceni nivoa
kognitivnih disfunkcija (pažnja/koncetracija, retrospektivna memorija, potenicjalna
memorija i planiranje/organizacija). Za statističku obradu podataka, korišćen je Studentoov
t-test, na uzorku od (N=80) ispitanika. Rezultati istraživanja, ukazuju da postoji
statistički značajna razlika u međusobnom poređenju na subskalama ( p < .001).
Nije utvrđena statistički značajnost na relaciji nivo kognitivnih disfunkcija obolelih od
multiple skleroze u odnosu na pol, starosnu dob i formu bolesti. Uzorak istraživanja
nije bio ujednačen prema polu, starosnoj dobi i formi bolesti ispitanika, predlog je
ponoviti ovo istraživanje na većem i reprezentativnijem uzorku.Multiple sclerosis is a chronic inflammatory disease of the central nervous system.
The aim of the study was to examine the differences in the level of cognitive dysfunctions
in patients with multiple sclerosis in relation to the form of the disease,
age and sex of the subjects. In the conditions of the global pandemic caused by the
COVID-19 virus, the research was conducted online, on various internet groups of
people suffering from multiple sclerosis. The Perceived Deficits Questionnaire (PDQ)
questionnaire was used to develop this study. The questionnaire consists of general
demographic data and 20 items, which are based on the assessment of the level of
cognitive dysfunction (attention / concentration, retrospective memory, potential
memory and planning / organization). For statistical data processing, Student’s t-test
was used, on a sample of (N = 80) subjects. Research results, indicate that there is a
statistically significant difference in mutual comparison on subscales (p <.001). No
statistical significance was found in relation to the level of cognitive dysfunctions in
patients with multiple sclerosis in relation to gender, age and form of the disease.
The research sample was not uniform according to the gender, age and form of the
respondents’ disease, it is proposed to repeat this research on a larger and more representative
sample
Fostering resilience in children in the school environment
Get PDFUvod: Savremena praksa traga za adekvatnim programima kojima je,
kroz osnaživanje drugih sistema, moguće unaprediti rezilijentnost dece.
Jedan od važnih sistema, kome se u literaturi pridaje poseban značaj za
unapređivanje rezilijentnosti, jeste školsko okruženje. Škola je bogata
resursima koje treba iskoristiti na pravi način i predstavlja pogodan okvir
za implementaciju programa rezilijentnosti.
Cilj: Cilj rada je da se izdvoje ključne karakteristike školskog okruženja koje
doprinose unapređivanju rezilijentnosti dece.
Metod: Analiza teorijskih i empirijskih nalaza objavljenih u proteklih
deset godina i dostupnih na relevantnim pretraživačima i u elektronskim
bazama podataka.
Rezultati: Rezultati analize pregledanih studija ukazuju na to da je za
postizanje pozitivnih ishoda u situacijama nedaća, zaslužnije detetovo
okruženje nego njegove unutrašnje karakteristike. Kvalitet samih sistema i
njihova interakcija sa pojedincem u značajnoj meri doprinose rezilijentnosti
i uspešnom razvoju deteta. Pregledom literature utvrđeno je da određene
karakteristike školskog okruženja doprinose rezilijentnosti dece. Izdvaja
se šest karakteristika koje imaju snagu protektivnih faktora, a to su: (1)
pružanje mogućnosti za smislenu i aktivnu participaciju; (2) uspostavljanje
prosocijalnih veza i odnosa između učenika, ali i na relaciji učenik-nastavnik;
(3) postavljanje jasnih granica i utvrđivanje pravila ponašanja, kao i njihova
dosledna primena; (4) postavljanje visokih, ali i realnih očekivanja; (5)
pružanje brige i podrške i (6) razvijanje raznovrsnih životnih veština.
Zaključak: Izdvajanjem ovih ključnih karakteristika školskog okruženja
određuje se pravac dizajniranja školskih programa usmerenih na
unapređivanje rezilijentnosti.Introduction: Modern practice is looking for adequate programs that,
through strengthening other systems, can improve the resilience in
children. One of the important systems, which is given special importance
in the literature for fostering resilience, is the school environment. The
school is rich in resources that need to be used in the right way and
represents a suitable framework for the implementation of resilience
programs.
Aim: The aim of this paper is to highlight the key characteristics of the
school environment which contribute to fostering resilience in children.
Method: Analysis of theoretical and empirical findings published in the
past ten years and available on relevant search engines and in electronic
databases.
Results: Analysis of the reviewed studies indicates that the environment
is more responsible for achieving positive outcomes of a child in situations
of adversity than his/her internal characteristics. The quality of the
systems themselves and their interaction with the individual significantly
contribute to the resilience and successful child development. By
reviewing the literature, it has been established that certain school
environment characteristics contribute to the resilience in children.
There are six characteristics that have the power of protective factors:
(1) providing opportunities for meaningful and active participation; (2)
establishing prosocial connections and relationships between students,
and also in the student-teacher relationship; (3) setting clear boundaries
and establishing rules of conduct, as well as their consistent use; (4)
setting high but also realistic expectations; (5) providing care and support
and (6) developing a variety of life skills.
Conclusion: Highlighting these key characteristics of the school
environment determines the direction of designing school programs
aimed at fostering resilience
Behavioral problems at a younger school age
Get PDFIntroduction: Behavioral problems that occur at a younger school age
have a negative impact on the functioning of children in different domains.
Numerous studies suggest that behavioral problems show stability
during growing up and are significant predictors of mental disorders
and difficulties in social functioning at an older age. In contemporary
literature, especially domestic, insufficient attention was paid to the
study of behavioral problems at a younger school age, which is critical
for early identification and timely response in order to prevent negative
developmental outcomes.
Aim: The aim of this research was to determine the prevalence of
behavioral problems of younger school age students, as well as to
determine the differences in the manifestation of the problem in relation
to gender and age.
Method: The research included 541 students from six Belgrade primary
schools. The Teacher’s Report Form from the Achenbach System of
Empirically Based Assessment (ASEBA TRF6/18) was used to assess
student behavior.
Results: The obtained data indicate that the level of problems among
younger students in primary school is relatively low. In 15.8% of students,
the frequency of the problem was at the borderline or clinically significant
level. Problems are statistically more common in boys than in girls and in
the elderly in relation to younger age.
Conclusion: Findings on the prevalence of behavioral problems at a
younger school age are important for practice because they provide clear
guidelines for the application of preventive approaches and models in the
school environment.Uvod: Problemi ponašanja koji se javljaju na mlađem školskom uzrastu
imaju negativan uticaj na funkcionisanje dece u različitim domenima. Veliki
broj istraživanja govori u prilog tome da problemi ponašanja pokazuju
stabilnost tokom odrastanja i da predstavljaju značajne prediktore
mentalnih poremećaja i teškoća u socijalnom funkcionisanju na starijem
uzrastu. U savremenoj literaturi, posebno domaćoj, nedovoljno se
posvećuje pažnja proučavanju problema ponašanja na mlađem školskom
uzrastu koji je kritičan za ranu identifikaciju i blagovremenu reakciju u cilju
prevencije negativnih razvojnih ishoda.
Cilj: Cilj ovog istraživanja bio je utvrđivanje prevalencije problema
ponašanja učenika mlađeg školskog uzrasta, kao i utvrđivanje razlika u
ispoljavanju problema u odnosu na pol i uzrast.
Metod: Istraživanjem je obuhvaćen 541 učenik iz šest beogradskih
osnovnih škola. Za procenu problema ponašanja učenika korišćen je
Upitnik za nastavnike iz Ahenbahovog sistema empirijski bazirane procene
(ASEBA TRF/6-18).
Rezultati: Dobijeni podaci ukazuju da je nivo problema kod učenika mlađih
razreda osnovne škole relativno nizak. Кod 15,8% učenika učestalost
problema je na graničnom ili klinički značajnom nivou. Problemi su
statistički značajno učestaliji kod dečaka u odnosu na devojčice i na
starijem u odnosu na mlađi uzrast.
Zaključak: Nalazi o prevalenciji problema ponašanja na mlađem školskom
uzrastu imaju značaj za praksu jer pružaju jasne smernice za primenu
preventivnih pristupa i modela u školskom okruženj
Social climate and prevention strategies in student residence halls and their relation to alcohol and illegal psihoactive substance use
Get PDFUvod: Studentske prilike stanovanja, koje odlikuju manje kontrolisani uslovi i specifična socijalna klima, mogu doprineti upotrebi alkohola i ilegalnih psihoaktivnih supstanci u ovoj populaciji.
Cilj: Cilj ovog istraživanja je da se utvrde različiti aspekti socijalne klime i načini preventivnog delovanja u studentskim domovima, kao i njihova povezanost sa učestalošću i karakteristikama upotrebe alkohola i ilegalnih psihoaktvinih supstanci.
Metod: Stanovanje u studentskom domu u poslednjih godinu dana bio je uslov za uključivanje ispitanika u ovo istraživanje. Za potrebe istraživanja korišćen je upitnik Korovog instituta forma za studentske domove (Community College Form).
Rezultati: Dobijeni rezultati pokazuju da više od 90% studenata ne zna da li postoje i smatra da ne postoje programi prevencije upotrebe alkohola i ilegalnih psihoaktivnih supstanci u studentskom domu u kom žive, da sami aktivno ne učestvuju u sprečavanju upotrebe ovih supstanci (92,38%), odnosno da atmosfera koja vlada u domu podstiče upotrebu alkohola (85,2%). Dalja analiza rezultata pokazala je da je učestalost upotrebe alkohola i ilegalnih psihoaktivnih supstanci u vezi sa pojedinim aspektima socijalne klime i preventivnog delovanja.
Zaključak: Studija pokazuje da uslovi koji odlikuju život u studentskom domu pogoduju upotrebi alkohola i psihoaktivnih supstanci. Izmenom socijalne klime moguće je uticati na ustaljene navike kod studenata u studentskom domu.Introduction: Students’ living situation, characterized by less controlled environment and a specific social climate, may play a role in drinking habits and other illegal psychoactive substances of those students.
Aim: Therefore, the aim of this study is to investigate various aspects of the social climate and prevention strategies in student dormitories, as well as their relation to the frequency and characteristics of alcohol use and illegal psychoactive substances.
Method: Living in a student dormitory, for at least one year, was a condition for including respondents in this study. The questionnaire of the Core Institute, the Community College Form, was used for the purpose of the study.
Results: The results show that more than 90% of students do not know whether there are prevention programs addressing the use of alcohol and illegal psychoactive substances in student residence halls, 92.38% do not actively participate in preventing the use of these substances, 85.2% think that the atmosphere in student residence halls encourages the use of alcohol. Further analysis of these results showed that the frequency of using alcohol and illegal psychoactive substances is related to certain aspects of the social climate and preventive action.
Conclusion: The study implies that the environment of residence halls can lead to increased students’ alcohol and illegal psychoactive substance use. Changing the social climate might have an impact on residential students’ habits
Gross Motor Skills in Children with Cerebral Palsy and Intellectual Disability
Get PDFObjectives: The aim of this study is to determine the connection of gross motor skills
(locomotor skills and object control) and the degree of associated intellectual disability (ID)
in children with cerebral palsy (CP).
Participants and methods: The study sample included 54 children with CP and associated
ID age 5 years to 6 years and 11 months. For the assessment of tested skills, The Gross Motor
Function Classification System-Expanded and Revised (GMFCS-E&R), Wechsler Preschool
and Primary Scale of Intelligence-Fourth Edition (WPPSI-IV) and Test of Gross Motor
Development Second Edition (TGMD-2) were used.
Results: The results of this study indicate better quality of locomotor skills than object
control skills in children with CP and associated ID. Children with CP and mild ID have
better quality of locomotor skills and object control, than children with CP and moderate ID.
Differences between these two groups of children are presented relative to GMFCS-E&R
levels.
Conclusion: This study has determined significant interconnection of the quality of gross
motor functions and intellectual capacity in preschool children with CP. This should be
considered when creating more detailed individual developmental rehabilitation plan in
children with CP and associated ID and predict adequate measures of developmental
stimulation.This is the peer‐reviewed version of the article: Djuric-Zdravkovic, A.; Perovic, D.; Milanovic-Dobrota, B.; Japundza-Milisavljevic, M. Gross Motor Skills in Children with Cerebral Palsy and Intellectual Disability. Physikalische Medizin, Rehabilitationsmedizin, Kurortmedizin 2021, 31 (01), 44–51. [https://doi.org/10.1055/a-1193-5170
Expressive speech in younger school-aged children
Get PDFUvod: Razvoj govorno-jezičkih sposobnosti je jedan od krucijalnih činilaca akademskog postignuća i socijalizacije.
Cilj: Istraživanje je sprovedeno s ciljem da se utvrdi dinamika razvoja ekspresivnog govora kod dece tipičnog razvoja od šest do devet godina.
Metod: U istraživanju je učestvovalo 111 dece tipičnog razvoja, učenika beogradskih osnovnih škola, oba pola (49,5% devojčica), uzrasta 6-9,11 godina (starost u mesecima: AS=95,09; SD=16,82). Ispitanici su prema uzrastu podeljeni u četiri grupe. Uzorak je ujednačen prema uzrastu i polu ispitanika (p=0,785). Za procenu ekspresivnog govora primenjen je Protokol za procenu ekspresivnog govora, koji sadrži zadatke za procenu imenovanja, automatskog i neautomstskog govora, dijaloškog i produktivnog govora. Rezultati Protokola analizirani su pojedinačno i u formi opšteg skora ekspresivnog govora. U statističkoj obradi podataka korišćene su deskriptivne statističke mere, Pirsonov koeficijent korelacije, χ2 test, multivarijatna analiza varijanse (MANOVA) i post hoc test.
Rezultati: Primenom analize varijanse utvrđeno je da je uzrast značajan činilac postignuća na zadacima imenovanja (p≤0,000), neautomatskog govora (p≤0,000) i produktivnog govora (p≤0,000), dok u domenima automatskog (p=0,207) i dijaloškog govora (p=0,609) odnos nije značajan, iako se uočavaju izvesne razlike aritmetičkih sredina u korist dece starijeg uzrasta. Utvrđen je statistički značajan odnos uzrasta i opšteg skora ekspresivnog govora (p≤0,000), a uzrastom se može objasniti 47,3% varijabilnosti rezultata (η2part=0,473). Primenom post hoc analize ustanovljeno je da se statistički značajne razlike (p=0,007-0,000) javljaju između svih uzrasnih grupa sem osmogodišnjaka i devetogodišnjaka (p=0,993), što bi se moglo objasniti karakteristikama primenjenog instrumenta, ali i specifičnostima dinamike razvoja sposobnosti u tom uzrasnom periodu. Analizom percentilnih rangova nije utvrđeno odstupanje koje bi ukazalo na postojanje specifičnih jezičkih poremećaja ili intelektualne ometenosti kod ispitanika koji su učestvovali u istraživanju.
Zaključak: Sumirajući rezultate možemo da zaključimo da je razvoj ekspresivnog govora kod većine dece koja su učestvovala u istraživanju u skladu sa razvojnim miljokazima.Introduction: The development of speech and language skills is one of the crucial factors of academic achievement and socialization.
Aim: The research was conducted with the aim to determine the dynamics of expressive speech development in typically developed children from six to nine years of age.
Method: The sample consisted of 111 children with typical development, of both genders (49.5% of girls), aged between 6 and 9.11 years (age in months: M=95.09; SD=16.82). Participants were distributed into four age groups. The number of girls and boys was relatively equally distributed in all age groups (p=.785). Expressive speech was assessed by the Protocol for the Assessment of Expressive Speech that contains tasks for assessing naming ability, automatic and non-automatic speech, dialogue speech and productive form of speech. The results of the Protocol were analyzed by sub-domains and in the form of a general score of expressive speech. In statistical data processing we employed descriptive statistical measures, Pearson’s correlation coefficient, χ2 test, multivariate analysis of variance (MANOVA) and post hoc test.
Results: Using the analysis of variance, it was found that age was a significant factor in achievement on the tasks of naming (p≤.000), non- automatic speech (p≤.000) and productive speech (p≤.000), while in the domains of automatic (p=.207) and dialogic speech (p=.609) the relationship was not significant, although some differences in arithmetic means were observed in favor of older children. A statistically significant relationship between age and the general score of expressive speech (p≤.000) was found, and 47.3% of the variability of the results can be explained by age (η2part=.473). Using post hoc analysis, it was found that statistically significant differences (p=.007-.000) occur between all age groups except eight-year-olds and nine-year-olds (p=.993), which could be explained by the characteristics of the applied instrument, but also by the specifics of developmental dynamics at that age period. The analysis of percentile ranks did not reveal any deviation that would indicate the existence of specific language disorders or intellectual disability.
Conclusion: Summarizing the results, we can conclude that the development of expressive speech is in line with developmental milestones in most children who participated in the research
Relationship between social skills and profiles of self-percepted competence and peer acceptance in students with mild intellectual disability
Get PDFUvod: Slika o sebi jeste odraz samovrednovanja ličnih kompetencija u različitim životnim domenima. Socijalne interakcije sa drugim značajnim osobama i evaluacija vlastitog ponašanja u svakodnevnoj životnoj sredini određuju kvalitet stečenog životnog iskustva osobe, na osnovu koga se razvijaju različiti atributi slike o sebi. Rezultati studija o kvalitetu, trajektoriji i činiocima razvoja self-koncepta osoba sa intelektualnom ometnošću nisu konzistentni.
Cilj: Cilj ovog istraživanja je utvrđivanje korelacije između nivoa razvijenosti socijalnih veština i kvaliteta samopercipirane slike o sebi u tri domena (kognitivna i fizička kompetencija i socijalna prihvaćenost vršnjaka) kod učenika sa lakom intelektualnom ometenošću.
Metod: Uzorkom je obuhvaćen 31 ispitanik sa lakom intelektualnom ometnošću, oba pola, kalendarskog uzrasta od 12 do 18 godina (AS=15,13; SD=1,73). Samopercepcija kognitivne i fizičke kompetencije i vršnjačke prihvaćenosti je utvrđena primenom modifikovane verzije Slikovne skale procene kompetencije i socijalnog prihvatanja za decu. Nivo usvojenosti socijalnih veština utvrđen je upotrebom Sistema za procenu adaptivnog ponašanja, supskale Socijalne veštine (domeni Slobodno vreme i Socioadaptivne veštine).
Rezultati: Kompozitni skor usvojenih socijalnih veština i samopercipirane kognitivne kompetencije (r=0,635; p=0,000), fizičke kompetencije (r=0,668; p=0,000), kao i socijalne prihvaćenosti u vršnjačkoj grupi (r=0,394; p=0,028) statistički značajno, pozitivno i umereno koreliraju.
Zaključak: Stimulisanje razvoja socijalnih veština, bolja socijalna kompetencija, bogatija mreža socijalnih odnosa i pozitivno socijalno iskustvo učenika sa lakom intelektualnom ometnošću bi mogli da budu značajni činioci razvoja bolje slike o sebi. Mehanizme i značajnost uticaja socijalnih veština na samovrednovanje različitih tipova kompetencija i socijalne pozicije bi trebalo utvrditi u budućim istraživanjima.Introduction: Self-image is a reflection of self-evaluation of personal competencies in different life domains. Social interactions with significant others and evaluation of one’s own behavior in daily living environment determine the quality of a person’s acquired life experience, based on which different attributes of self-image develop. The results of studies on the quality, trajectory and factors of the self-concept development of people with intellectual disability are not consistent.
Aim: The aim of this research was to determine the correlation between the level of development of social skills and the quality of self-perceived self-image in three domains (cognitive and physical competence and peer acceptance) in students with mild intellectual disability.
Method: The sample included 31 participants with mild intellectual disability, of both genders, 12 to 18 years of age (M=15.13; SD=1.73).
Self-perception of cognitive competence, physical competence and peer acceptance was assessed using a modified version of the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. The level of adoption of social skills was assessed using the Adaptive Behavior Assessment System II, subscale Social Skills (domains Leisure time and Social Adaptive skills).
Results: Composite score of acquired social skills and self-perceived cognitive competence (r=.635; p=.000), physical competence (r=.668; p=.000), as well as social acceptance in the peer group (r=.394; p=.028) are statistically significant, positively and moderately correlated.
Conclusion: Stimulating the development of social skills, better social competence, richer network of social relations and a positive social experience of students with mild intellectual disability could be important factors in developing a better self-image. The mechanisms and significance of the influence of social skills on the self-evaluation of different types of competencies and social position should be determined in future research
The importance of social skills for successful functioning of students with mild intellectual disability in school – teacher perspective
Get PDFUvod: Učenicima sa intelektualnom ometenošću je često potrebna podrška u razvoju socijalnih veština. Stoga je važno sagledati nastavničku perspektivu u pogledu značaja pojedinih socijalnih veština za uspešno funkcionisanje učenika.
Cilj: Cilj rada je da se utvrdi koliki značaj nastavnici pridaju asertivnosti, kooperativnosti i samokontroli u uspešnom funkcionisanju učenika sa lakom intelektualnom ometenošću u školskom kontekstu.
Metode: Petnaest nastavnika iz srednjih škola za učenike sa smetnjama u razvoju procenjivalo je koliko su pojedine socijalne veštine značajne za uspešno funkcionisanje određenog učenika u njihovom odeljenju.
Prikupljeni su podaci za 67 učenika sa lakom intelektualnom ometenošću.
Za procenu važnosti socijalnih veština korišćena je Skala za procenu socijalnih veština, nastavničke verzije Sistema za procenu socijalnih veština (Social Skills Rating System).
Rezultati: Najviša prosečna vrednost skorova zabeležena je na domenu Samokontrola (AS=14,48; SD=3,54), nešto niža na domenu Kooperacija (AS=13,91; SD=4,19), a najniža na Asertivnosti (AS=12,80; SD=3,63).
Primenom t-testa uparenih uzoraka utvrđene su statistički značajne razlike između skorova na domenu Asertivnost i skorova na domenima Kooperacija (t=3,793; p=0,000) i Samokontrola (t=-5,986; p=0,000).
Nadalje, primenom t-testa nezavisnih uzoraka registrovane su statistički značajne razlike u nastavničkoj percepciji važnosti socijalnih veština kod dečaka i devojčica sa intelektualnom ometenošću na domenu Kooperacije (t=-3,903; p=0,000) i Samokontrole (t=-2,569; p=0,013).
Zaključak: Dobijeni rezultati pokazuju da nastavnici srednjih škola za učenike sa smetnjama u razvoju, kada su u pitanju učenici sa intelektualnom ometenošću (naročito devojčice), veći značaj pridaju veštinama potrebnim za kontrolisanje sopstvenog ponašanja i saradnju, nego asertivnosti učenika. Ovakvi rezultati pokazuju da nastavnici cene veštine učenika koje omogućavaju neometano izvođenje nastave, ali istovremeno upućuju na to da značajno manje vrednuju veštine učenika koje su, na primer, potrebne za iniciranje komunikacije ili prikladno izražavanje neslaganja.Introduction: Students with intellectual disability often need support in developing social skills. Therefore, it is important to look at teachers’ perspective in terms of the importance of certain social skills for the successful functioning of students.
Aim: The aim of this paper is to determine how much importance teachers attach to assertiveness, cooperation and self-control in the successful functioning of students with intellectual disability in the school context.
Method: Fifteen high school teachers for students with disabilities assessed how important certain social skills were for successful functioning of a particular student in their class. Data were collected for 67 students with mild intellectual disability. The Social Skills Assessment Scale, a teacher version of the Social Skills Rating System, was used to assess the importance of social skills.
Results: The highest average value of scores was recorded in the Self-control domain (M=14.48; SD=3.54), slightly lower in the Cooperation domain (M=13.91; SD=4.19), and the lowest in Assertiveness (M=12.80; SD=3.63).
Using paired samples t-test, statistically significant differences were found between the scores on the Assertiveness domain, on the one hand, and the Cooperation (t=3.793; p=.000) and Self-control (t=-5.986; p=.000) domains on the other. Furthermore, using independent samples t-test, statistically significant differences were registered in teachers’ perception of the social skills importance in boys and girls with intellectual disability in the Cooperation (t=-3.903; p=.000) and Self-Control (t=-2.569; p=.013) domain.
Conclusion: The obtained results show that, when it comes to students with intellectual disability (especially girls), teachers from high schools for students with disabilities attach more importance to the skills needed for controlling their own behavior and cooperation, than the assertiveness of students. These results show that teachers value the skills of students that enable unhindered teaching, but at the same time indicate that they value the skills of students that are, for example, needed to initiate communication or appropriate expression of disagreement significantly less
Parent-teacher interactions, family stress, well-being, and parental depression as contributing factors to parental involvement mechanisms in education of children with autism
Get PDFParental involvement (PI) in education contributes to numerous positive outcomes in children, including educational outcomes and social competence. The goal of the present study was to examine differences in PI mechanisms between parents of children with autism spectrum disorder (ASD) and parents of typically developing (TD) children. An additional goal was to examine factors affecting PI mechanisms in education in parents of children with ASD. The sample for this study consisted of 50 parents of children with ASD and 50 parents of TD children. The results of this study indicate that parents of children with ASD had lower levels of PI mechanisms in education than parents of TD children. The strongest predictors of PI mechanisms in education in parents of children with ASD were subjective well-being and child’s emotional reactivity. Implications for future research and practice are discussed.This is the peer‐reviewed version of the article: Đorđević, M.; Glumbić, N.; Memisevic, H.; Brojčin, B.; Krstov, A. Parent-Teacher Interactions, Family Stress, Well-Being, and Parental Depression as Contributing Factors to Parental Involvement Mechanisms in Education of Children with Autism. International Journal of Developmental Disabilities 2021, 0 (0), 1–12. [https://doi.org/10.1080/20473869.2021.1896962
Characteristics and risks of cannabis misuse
Get PDFUvod: U psihoaktivne supstance tipa kanabis spadaju hašiš (cannabis sativa) i marihuana (cannabis mexicana). Kanabisi sadrže aktivnu supstancu tetrahi- drokanabinol. Tetrahidrokanabinol ima svojstva da se brzo apsorbuje u plući- ma i da se u mozgu vezuje za posebne receptore na nervnim ćelijama. Deluje na dopaminski sistem ostvarujući euforična dejstva i stanja izmenjene svesti.
Procena je da kanabise koristi oko 232 miliona ljudi na svetu.
Cilj: Cilj rada je naučno objašnjenje efekata delovanja, obeležja subkulture pu- šača kanabisa i rizika koje ova psihoaktivna supstanca može da ima u domeni- ma fizičkog zdravlja, psihičkih teškoća i ponašanja. Analiza se radi u kontekstu odluke Komisije Ujedinjenih nacija za lekove i droge koja je krajem 2020. godi- ne na preporuku Svetske zdravstvene organizacije izglasala uklanjanje marihuane sa liste „najopasnijih droga”. Ova odluka ide u pravcu jačanja pravne osnove za potencijalno prepoznavanje kanabisa kao lekovite biljke.
Metod: U radu se koriste istorijska metoda, demografsko-statistička metoda i analiza sadržaja.
Rezultati: Najčeši efekti upotrebe kanabisa su: povećanje krvnog pritiska, euforija, nekontrolisani smeh, osećaj sporog prolaska vremena, stanje relak- siranosti, seksualna želja, slabljenje pažnje i koncentracije, gubitak samokon- trole, „zakrvavljene oči”, itd. Postoji veliki uticaj subkulture korisnika marihu- ane na njenu upotrebu jer se kroz grupu uči tehnika pušenja, prepoznavanje efekata i uživanje u dejstvu ove droge. Tipične posledice hroničnog korišćenja marihuane su: iritacija pluća i bronhija, konjuktivitis, hormonski poremeća- ji, opadanje telesnog imuniteta, osećanja umora, dezorijentacija u prostoru, amotivacioni sindrom, antisocijalna ponašanja, itd.
Zaključak: Sve droge su potencijalno zdravstveno, bihevioralno i socijalno štetne. Okolnost da kanabisi mogu da izazovu ozbiljne psihičke i fizičke pro- bleme, različite oblike antisocijalnog ponašanja, da je pušenje kanabisa često uvod u korišćenje drugih droga, jeste razlog za naučno utemeljeno i pažljivo sagledavanje pitanja pravnog statusa kanabisa.Introduction: Cannabis-type psychoactive substances include hashish (cannabis sativa) and marijuana (cannabis mexicana). Cannabis contains the active substance tetrahydrocannabinol. Tetrahydrocannabinol has the property to be quickly absorbed in the lungs and to bind to special receptors on nerve cells in the brain. It acts on the dopamine system, achieving euphoric effects and states of altered consciousness. It is estimated that about 232 million people in the world use cannabis.
Aim: The aim of this paper is to scientifically explain the effects of cannabis, the characteristics of the cannabis smoker subculture and the risks that this psychoactive substance may have in the domains of physical health, mental difficulties and behavior. The analysis is being done in the context of the decision of the United Nations Commission on Medicines and Drugs, which at the end of 2020, on the recommendation of the World Health Organization, voted to remove marijuana from the list of “most dangerous drugs”. This decision goes in the direction of strengthening the legal basis for the potential recognition of cannabis as a medicinal plant.
Method: The paper uses the historical method, demographic-statistical method and content analysis.
Results: The most common effects of cannabis use are: increase in blood pressure, euphoria, uncontrolled laughter, feeling of slow passage of time, state of relaxation, sexual desire, weakening of attention and concentration, loss of self-control, “bloodshot eyes”, etc.
There is a great influence of the marijuana user subculture on its use, because the group learns the technique of smoking, recognizing the effects and enjoying the effects of this drug. Typical consequences of chronic marijuana use are: irritation of the lungs and bronchi, conjunctivitis, hormonal disorders, decreased body immunity, feelings of fatigue, disorientation in space, amotivation syndrome, antisocial behaviors, etc.
Conclusion: All drugs are potentially healthwise, behaviorally and socially harmful.
The facts that cannabis can cause serious mental and physical problems, various forms of antisocial behavior, that cannabis smoking is often an introduction to the use of other drugs, are the reason for a scientifically based and careful consideration of the legal status of cannabis