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Depression in parents of children with disability
Get PDFIntroduction. Research shows that parental depression has negative effects on various spheres of children's psychophysical development. The subject of this paper is depression of parents of children with disability. Research on the presence of depression in parents of children with disabilitiy is presented, as well as research on differences in depression between fathers and mothers of children with disability, the relation between depression and the type of child's disability, and the relation of depression with demographic variables and parental support. Objective. This paper aims to analyze available research on the depression of parents of children with disability, the relation between depression and correlation variables, as well as to explain the research findings. The aim of the paper derives from the importance of the research subject for psychology of disability and rehabilitation. Methods. The method involved searching for scientific research available on relevant online search engines: Google Scholar, KoBSON, ScienceDirect. The basic search was performed on the basis of the following key words - depression and parents of children with disability. Results. The research analysis indicates the inconsistency of the results on the presence of depression in parents of children with disability. The paper provides findings that consistently suggest higher levels of depression in mothers compared to fathers of children with disability. Research practice indicates a link between depression and the type of disability, i.e. depression and behavioral characteristics of children with disability. There is no systematic research on the relation between parental depression in children with disabilities and demographic variables. The availability of professional support is negatively related to the presence of depression. Conclusion. The inconsistency of the results on the presence of depression in parents of children with disability is, to a large extent, a consequence of methodological reasons. Reducing depression in parents of children with disability has a double positive effect - on themselves and their children.Uvod. Istraživanja pokazuju da depresivnost roditelja ima negativne efekte na razne sfere psihofizičkog razvoja dece. Predmet ovog rada je depresivnost roditelja dece s ometenošću. Prikazana su istraživanja o prisustvu depresije kod roditelja dece s ometenošću, kao i istraživanja o razlikama u depresivnosti između očeva i majki dece s ometenošću, o vezi depresivnosti i vrste ometenosti deteta i veze depresivnosti sa demografskim varijablama i podrškom roditeljima. Cilj. Cilj rada je analiza dostupnih istraživanja o depresivnosti roditelja dece s ometenošću, vezama depresivnosti sa korelacionim varijablama, kao i pokušaj davanja objašnjenja nalaza istraživanja. Cilj rada proizilazi iz važnosti predmeta rada za psihologiju ometenosti i rehabilitaciju. Metod. Metod rada je pretraga naučnih istraživanja dostupnih na relevatnim online pretraživačima: Google Scholar, KoBSON, ScienceDirect. Osnovna pretraga vršena je na osnovu ključnih reči - depresija/ depresivnost i roditelji dece s ometenošću. Rezultati. Analiza istaživanja ukazuje na nekonzistentnost rezultata o prisustvu depresije kod roditelja dece s ometenošću. Rad daje nalaze koji konzistentno govore o višim nivoima depresije kod majki u odnosu na očeve dece s ometenošću. Istraživačka praksa ukazuje na vezu između depresije i vrste ometenosti, odnosno depresije i karakteristika ponašanja dece s ometenošću. U pogledu veze depresije roditelja dece s ometenošću i demografskih varijabli nema sistematski sprovedenih istraživanja. Dostupnost profesionalne podrške negativno je vezana za prisustvo depresije. Zaključak. Nekonzistentnost rezultata o prisustvu depresivnosti kod roditelja dece s ometenošću u velikoj meri je posledica metodoloških razloga. Smanjenje depresije roditelja dece s ometenošću ima dvostruko pozitivno dejstvo - na njih same i na njihovu decu
Adoption of the sign language with deaf and hard of hearing preschool children
Get PDFThis study analyses the process of adopting of the sign language with deaf and hard of hearing preschool children in the context of the result of linguistic and psycholinguistic research. The importance of the sign language is emphasized and its historical development is analyzed. It is pointed to the significance of the critical period for the adoption and the learning of the sign and spoken language with deaf and hard of hearing preschool children. The sign language is natural and primary linguistic expression of deaf children. Deaf and hard of hearing children are exposed to the sign and spoken language, they have better understanding and linguistic production than the children who are only exposed to the spoken language. Bilingualism involves the knowledge and the regular use of the sign language, which is used by the deaf community, and of the spoken language, which is used by the hearing majority. Children at the preschool age should be enabled to continue to adopt the language they started to adopt within the family (the sign language or the spoken language). Children will adopt the best both linguistic modalities through the interaction with other fluent speakers (the adults and children).U radu se razmatra proces usvajanja znakovnog jezika kod gluve i nagluve dece predškolskog uzrasta u kontekstu rezultata lingvističkih i psiholingvističkih istraživanja. Istaknuta je važnost znakovnog jezika i analiziran je njegov istorijski razvoj. Ukazano je na značaj kritičnog perioda za usvajanje i učenje znakovnog i govornog jezika kod gluve i nagluve dece predškolskog uzrasta. Znakovni jezik je prirodan i primaran jezički izraz gluve dece. Gluva i nagluva deca izložena znakovnom i govornom jeziku, imaju bolje razumevanje i jezičku produkciju nego deca koja su izložena samo govornom jeziku. Dvojezičnost, podrazumeva poznavanje i redovnu upotrebu znakovnog jezika, koji koristi zajednica gluvih i govornog jezika koji koristi čujuća većina. Na predškolskom uzrastu, potrebno je omogućiti deci da nastave da usvajaju jezik koja su počela da usvajaju u porodici (znakovni ili govorni). Deca će najbolje usvojiti oba jezička modaliteta kroz interakcije sa drugim fluentnim govornicima (odraslima i decom)
Socialization in Adults with Intellectual Disability: The Effects of Gender, Mental Illness, Setting Type, and Level of Intellectual Disability
No full textIntroduction The goal of this study was to examine socialization in adults with intellectual disability in relation to gender, level of intellectual disability, mental illness, and setting type. Methods The sample consisted of 120 participants (60 males and 60 females), aged between 20 and 56 years, divided into two groups: 1. participants with intellectual disability without the diagnosis of mental illness (ID only) and 2. participants with dual diagnosis (intellectual disability and mental illness). Socialization subscale from the Vineland Adaptive Behavior Scale was used for the assessment of socialization. Results Level of intellectual disability and mental illness had significant effects on socialization scores. In addition to this, interaction effect of gender and level of intellectual disability had a significant effect on socialization. Setting type did not have a significant effect on socialization. Conclusion These results can be very useful in identifying participants with intellectual disability who might need additional individualized support programs in the area of socialization.Peer‐reviewed version of the article:
[http://rfasper.fasper.bg.ac.rs/handle/123456789/3509
Introducing restorative approaches in prison settings: An example of a victim awareness program in Serbia
No full textRestorative justice is implemented in a variety of fields, contexts and situations worldwide today. One possible way of implementing restorative justice is introducing restorative approaches into prison settings. It is argued that restorative justice can bring more humanity into prison systems; it may help in the treatment of prisoners and contribute to their preparation for release and reintegration. Introducing victims’ perspectives, either through their direct involvement in prison restorative justice programs or through initiatives that raise inmates’ awareness of victims and their rights, needs and feelings, contributes to victims’ visibility, empowerment and healing. The chapter presents experiences in developing and implementing a program in the women’s prison in Serbia that raises awareness about restorative justice and the impact of a crime on a victim. The authors assess the program and recommend the need for broader use of restorative justice approaches in Serbian prison settings for both adults and juveniles
Behavioral aspect of working memory in children with specific language impairment
Get PDFDespite the normal range of non-verbal intelligence, children with specific language impairment (SL/) can exhibit a number of cognitive limitations, especially in the area of working memory (WM) and inhibition. There is a growing body of research indicating possible common underlying interactive neural substrates for language and nonverbal processing. While there are quite a number of studies that have well documented WM deficits in SL/ children in clinical settings, there are very few that have studied WM performance in everyday situations in these children. Aim of this study is to examine behavioral aspect of WM in children with SLI at preschool and early school age. The sample consisted of 51 children with SL/, ages between five and eight years. For the purpose of an assessment of behavioral aspect of WM, Working Memory subscale from Behavior Rating /nventory of Executive function (BR/EF) was used. Results showed that as a group, SL/ children are on the verge of underperformance (57.82 average T - scores). Detailed analysis showed that 27.5% of children with SL/ have poor performance, while 37.3% of children exhibit underachievement in behavioral aspect of WM. Sex related differences were found in a group of SLI children with normal WM achievement, suggesting some male developmental advantages (p = 0.021). Significant number of SL/ children exhibit difficulties in the area of behavioral aspect of WM. This implicates the need for a more extensive assessment of SL/ children, as well as the need for interventions that target executive abilities in natural context in these children.Approaches and Models in Special Education and Rehabilitatio
Capacities for resilience of adolescents with difficulties in emotional and social development
Get PDFRezilijentnost, kao jedan od istaknutih protektivnih procesa koji efekte ostvaruje u izazovnim životnim situacijama, od posebnog je značaja za osobe koje se suočavaju sa različitim teškoćama. U cilju ispitivanja kapaciteta za rezilijentnost adolescenata sa teškoćama u emocionalnom i socijalnom razvoju, sprovedeno je, tokom juna 2019. godine, istraživanje na uzorku od 298 učenika prvog i drugog razreda iz četiri beogradske srednje škole (49.7% devojčica). Podaci su prikupljeni Merom rezilijentnosti za decu i mlade (Child and Youth Resilience Measure – CYRM-28), α=.90, i Upitnikom snaga i teškoća (The Strengths and Difficulties Questionnaire – SDQ), α=.78. Rezultati istraživanja pokazuju da su kod 29.9% učenika prisutne teškoće u emocionalnom i socijalnom funkcionisanju u meri koja zahteva intervencije dodatne podrške. Ovi učenici, u odnosu na učenike bez teškoća, ostvaruju značajno niže skorove na individualnim (t(296) = 4.10, p = .000), relacionim (t(296) = 5.21, p = .000) i kontekstualnim resursima (t(296) = 3.81, p = .000), kao i na ukupnim kapacitetima za rezilijentnost (t(296) = 5.05, p = .000). Posmatrano prema pojedinačnim teškoćama, razlike na svim ispitivanim konstruktima ostaju značajne kod problema sa vršnjacima i simptoma hiperaktivnosti. Kod problema ponašanja značajnost se javlja samo u domenu relacionih resursa, dok kod emocionalnih problema razlike među grupama nisu značajne. Na osnovu dobijenih nalaza može se zaključiti da adolescenti sa teškoćama u socijalnom i emocionalnom razvoju imaju manje dostupne resurse koji im omogućavaju razvijanje socijalne i emocionalne kompetencije, pozitivnih ličnih vrednosti i mreže vršnjačke podrške (individualni resursi), da imaju slabije razvijen sistem podrške u svom primarnom okruženju (relacioni resursi), kao i da imaju niži osećaj pripadnost zajednici, manje pridaju značaj obrazovanju i imaju manje razvijenu spiritualnost (kontekstualni resursi). Sa aspekta praktičnog delovanja, poželjno je ove nalaze uzeti u obzir pri planiranju mera dodatne podrške deci i mladima sa teškoćama u socijalnom i emocionalnom razvoju.Resilience, as one of the prominent protective processes that exerts its effects in challenging life situations, is of particular importance for those categories of children and youth who face various difficulties. In order to examine the capacity for resilience of adolescents with emotional and social disabilities, a survey was conducted in June 2019 on a sample of 298 first and second grade students from four Belgrade high schools, using the Child and Youth Resilience Measure – CYRM-28 and The Strengths and Difficulties Questionnaire. Survey results show that 29.9% of students have difficulties in the field of social and emotional development that require additional support. Compared to students without difficulties, these students achieved significantly lower scores on individual, relational, and contextual resources, as well as on total capacity for resilience. These findings should be taken into account when planning support measures for children and youth with difficulties in social and emotional development.Empirijska istraživanja u psihologij
Early intervention and social development In children with intellectual disabilities
Get PDFSocijalni razvoj obuhvata sposobnosti i veštine opažanja i razumevanja
drugih osoba, njihovog ponašanja, namera, osobina i unutrašnjeg stanja.
Takođe, obuhvata različite načine reagovanja u socijalnim situacijama, kao i iniciranje
i održavanje kontakata. Adekvatno razvijen socijalni razvoj kod deteta, predstavlja
osnovu za čitavo funkcionisanje, kako u detinjstvu, tako i u adolescenciji i odraslom dobu. Socijalni razvoj predstavlja područje koje iziskuje mnogo rada i
programa intervencija, kojima se razvoj podstiče, a eventualne nepravilnosti koriguju
i svode na minimum. Kod dece sa intelektualnom ometenošću, javljaju se
problemi socijalnog funkcionisanja. Pregledom literature evidentiraju se pozitivni
efekti koje rana intervencija ostvaruje na socijalni razvoj, te je ovaj period ključan
trenutak za početak adekvatnog tretmana. Pri sprovođenju rane intervencije, ali
i samog vaspitno-obrazovnog rada, ističe se neophodnost sistemske podrške i
korišćenje integrisanog pristupa koji podrazumeva participaciju roditelja, koja
često izostaje.
Ovaj rad ima za cilj da dâ pregled studija koje se odnose na sprovođenje
programa rane intervencije u okviru socijalnog razvoja kod dece sa intelektualnom
ometenošću, kao i da ukaže na uticaj integrisanog pristupa na realizaciju
programa.Social development includes the abilities and skills of observing
and understanding others, their behavior, intentions, traits and internal state. It
also covers different ways of responding to social situations, as well as initiating
and maintaining contacts. Adequate social development of a child is the basis for
all functioning, in childhood, adolescence and adulthood. Social development
is an area that requires a lot of work and intervention programs which encourage
development, and correct and minimize any irregularities. Children with intellectual
disabilities often have problems in social functioning. Literature review
identifies the positive effects of developmental incentives that early intervention
achieves, and that this period is the crucial time to begin adequate treatment. In
conducting early intervention, and in the educational work itself, the need for
systematic support and the use of an integrated approach, which often involves
parental participation, are emphasized.
This paper aims to give an overview of studies related to the implementation
of early intervention programs for children with disabilities in the area of
social development, as well as to indicate the impact of an integrated approach
on their implementation.Integrisani pristup u radu sa predškolskom decom, učenicima i korisnicima u vrtićima, školama i ustanovama socijalne zaštit
The role of children's play in the Development of deaf and hard of hearing Children of preschool age
Get PDFOsnovni cilj rada je da se pregledom dostupne literature ukaže na ulogu igre u razvoju gluve i
nagluve dece predškolskog uzrasta. Polazi se od teorijskog okvira koji ukazuje na edukativan
karakter dečije igre, kao specifičnog oblika učenja. Programska koncepcija predškolskog
vaspitanja i obrazovanja počiva na ideji da dete kroz igru uči.Gluva i nagluva deca u igri uče da
posmatraju stvari, da opažaju promene koje se dešavaju, analiziraju, upoređuju, pamte svojstva i
kvalitete predmeta i koriste ih u igri. Zbog toga igra ima i saznajno značenje kod gluve i
nagluve dece. Deca igrajući se, vežbaju artikulaciju i diskriminaciju glasova, reči, razvijaju
rečenicu i stalno bogate svoj rečnik. Učestvujući u nizu usmerenih i slobodnih aktivnosti u svim
područjima vaspitno–obrazovnog rada, gluva i nagluva deca kontaktiraju sa igračkama,
očiglednim sredstvima, predmetima, i uče njihova imena, uviđaju sličnosti i razlike među
njima, saznaju njihova svojstva i akumuliraju prva iskustva sa okolinom. Uzrasno adekvatno
usvajanje jezika i govora daje mogućnost detetu da se igra, usvaja pojmove i da bude uključeno
u socijalnu interakciju sa svojim vršnjacima. Detetova nemogućnost da se igra i komunicira sa
drugom decom ga vremenom izoluju i vode ka dubljim teškoćama u okviru svih aspekata
njegovog razvoja. Uključivanje gluve i nagluve dece predškolskog uzrasta u vaspitno-obrazovni
proces zahteva razumevanje i poseban pristup u radu sa njima zbog teškoća u procesu
komunikacije. Neophodan je specifičan tretman prilagođen njihovim individualnim
sposobnostima i mogućnostima (program, radno igrovna sredstva, metode, oblici rada i
komunikacije koji su u optimalnoj meri prilagođeni svakom detetu)
Accessibility of schools to students with developmental disabilities
Get PDFThe accessibility of schools to students with disabilities is reflected in various aspects –
legal, organizational, personnel, physical, etc. In order to better prepare for inclusion, each school should make a plan to use its own resources and the resources from the local community. Students with disabilities attend a regular / inclusive primary school and a school for the upbringing and education of children with disabilities. The aim of this paper is to analyze and compare the schooling of children with disabilities in these schools. The research covered two schools, from one Belgrade municipality. For the purpose
of the research, a special protocol for data collection was created. Data were collected by
reviewing school documentation. The results of the research showed that the school for the
upbringing and education of children with disabilities meets several criteria in terms of staff accessibility, assistive technology, the
use of teaching methods and forms of work. An inclusive school also largely meets the criteria for access to education for students with disabilities. Both schools should
promote those aspects of accessibility that do not meet the requirements for full and active participation of students with disabilities in the school environment.Pristupačnost škola učenicima sa smetnjama u razvoju se ogleda u raznim aspektima – zakonski, organizacioni, kadrovski, fizički, itd. U cilju što bolje pripreme za inkluziju, svaka škola treba da napravi plan korišćenja sop- stvenih resursa i resursa lokalne zajednice. Učenici sa smetnjama u razvoju pohađaju redovnu/inkluzivnu osnovnu školu i školu za vaspitanje i obrazovanje dece sa smetnjama u razvoju. Cilj rada je da analizira i uporedi školovanje dece sa smetnjama u razvoju u ovim školama. Istraživanjem su obuhvaćene dve ško- le, iz jedne beogradske opštine. Za potrebe istraživanja kreiran je poseban protokol za prikupljanje podataka. Podaci su prikupljeni uvidom u školsku dokumentaciju. Rezultati istraživanja su pokazali da škola za vaspitanje i obrazovanje dece sa smetnjama u razvoju zadovoljava više kriterijuma u po- gledu pristupačnosti kadrova, asistivne tehnologije, korišćenja nastavnih metoda i oblika rada. Inkluzivna škola, takođe, u velikoj meri zadovoljava kriterijume pristupačnosti obrazovanja učenika sa smetnjama u razvoju. Obe škole bi trebalo da unaprede one aspekte pristupačnosti koji ne zadovoljavaju uslove za potpuno i aktivno participiranje učenika sa smetnjama u razvoju u školsku sredinu