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Intercultural sensitivity of primary and secondary school students in Belgrade: Gender and age specificities
Get PDFIntercultural sensitivity of students is becoming an increasingly important topic for intercultural education and society. Intercultural sensitivity is defined as an individual's ability to develop a positive emotion towards understanding and appreciating cultural differences in order to promote appropriate and effective behavior in intercultural communication. In order to examine the level of intercultural sensitivity of students, a survey was conducted on a sample of 475 students (64.8% female), aged 13–19 years (M = 15.61; SD = 1.49), who attend primary (26.5% of students) and secondary schools in Belgrade. The instrument Intercultural Sensitivity Scale (ISS) was used to assess intercultural sensitivity. A short explanation was written to the students that there are a large number of cultures in the world that differ from each other in terms of customs, traditions and language, and that all people have the opportunity to interact with people from different culture. Students were asked to evaluate their own opinions and feelings in such situations. ISS is a five-point Likert-type scale, which consists of a total of 24 items, further divided into five subscales: Interaction engagement (e.g. “I enjoy interacting with people from different cultures”), Respect for cultural differences (e.g. “I respect the values of people from different cultures”), Interaction confidence (e.g. “I am pretty sure of myself in interacting with people from different cultures”), Interaction enjoyment (e.g. “I get upset easily when interacting with people from different cultures”) and Interaction attentiveness (measure social behaviors related to personal ability of attentiveness and perceptiveness in interactions; e.g. “I am sensitive to my culturally-distinct counterpart’s subtle meanings during our interaction”). The internal reliability of the scale was good (α = .88). The mean global ISS score was 4 ± .57. When the scores on the subscales are observed, the students record the highest score on the Respect for cultural diversity subscale (M = 4.30; SD = .76), and the lowest on the Interaction attentiveness subscale (M = 3.27; SD = .95). Female students are more interculturally sensitive than male students, both in terms of the total score (t(467) = -7.36, p < 0.01, d = .69), and in the scores on all subscales. Also, it was established that the level of intercultural sensitivity of students increases with age (r = 0.2, p < 0.01), that is, secondary school students are more interculturally sensitive than elementary school students (t(474) = 3.83, p < 0.01, d = .44), which can be explained by richer experience in diverse interactions at an older age. This trend is also observed on all subscales, except for the Interaction attentiveness subscale. The obtained results can serve as a basis for designing educational interventions or programs aimed at developing students' intercultural sensitivity. The above is particularly significant if we consider the importance of intercultural sensitivity for the student's life and active participation in a multicultural and intercultural society
The role and the significance of fingerspelling alphabet With the deaf and the hard of hearing
Get PDFUvod: Razvoj jezika, proces usvajanja govora i artikulacije glasova kod gluvih
i nagluvih, praćen je intenzivnom upotrebom prstne azbuke. U Srbiji postoje
i paralelno se koriste jednoručna i dvoručna prstna azbuka, kao i ćirilična i
latinična. One su drugačije i različite za svaki jezik. To znači da u svakom jeziku
ima onoliko daktilema (daktilnih slova - znakova) koliko ima grafema (slova) u
pismu tog jezika. Daktilologija je jednoručna prstna azbuka, dok se dvoručna
naziva hirologija. Hirologiju znatno više koriste mala deca u procesu početnog
savladavanja čitanja i pisana, dok odrasli gluvi više koriste daktilologiju.
Daktilologija se znatno brže pokazuje, jedna ruka ostaje slobodna, što olakšava
njenu primenu.
Cilj: Cilj rada je da se utvrdi uloga i značaj primene daktilologije i hirologije
kod gluvih i nagluvih.
Metode: Primenjene su metode analize i evaluacije relevantne dostupne
literature.
Rezultati: Pregledom literature, uočava se značajna uloga i aktivna primena i
daktilologije i hirologije.
Naročito se izdvaja primena prstne azbuke u savladavanju procesa artikulacije,
učenju početnog pisanja i čitanja, savladavanju novih reči i bogaćenju rečnika.
Prstnom azbukom se iskazuju svi oni pojmovi (naročito opšti i apstraktni, ali i
stručna terminologija mnogih nauka) koji ne postoje u znakovnom jeziku, koji je
prvi, primarni jezik gluvih osoba. Brojna istraživanja ukazuju na značaj primene
prstne azbuke tokom čitanja govora sa usana. Svi glasovi nisu jednako vidljivi na
usnama, pa se pokazivanjem daktilnog znaka olakšava ovaj proces.
Zaključak: Značaj upotrebe prstne azbuke, naročito na ranom uzrastu gluve i
nagluve dece, je veliki. Početna komunikacija, otežana usled nerazvijenog govora se olakšava. Na
starijim uzrastima, kao i kod odraslih gluvih i nagluvih, primena prstne azbuke
takođe zauzima bitno mesto. Uporedo sa korišćenjem znakovnog jezika, prstna
azbuka pomaže boljoj i uspešnijoj komunikaciji i smanjuje nesporazume,
nastale usled specifičnosti svakog pojedinačnog znakovnog jezika.Introduction: The development of language, speech learning, and sound articulation
process with the deaf and the hard of hearing is accompanied by the intensive use of the
fingerspelling alphabet. In Serbia, there are one-handed and two-handed fingerspelling
alphabets, as well as Cyrillic and Latin ones, which are used in parallel. They are different and
various for each language. That means that each language has as many dactylemes (dactylic
letters – signs) as there are graphemes (letters) in the alphabet of that language. Dactylology
is the one-hand fingerspelling alphabet, whereas the two-handed fingerspelling alphabet is
called chirology. Chirology is used considerably more by small children in the process of initial learning of reading and writing, while deaf adults rather use dactylology. Dactylology
is presented much faster, as one hand remains free, which facilities its use.
Aim: The study aims to establish the role and significance of the application of dactylology
and chirology with the deaf and the hard of hearing.
Methods: The methods of analysis and evaluation of the available relevant literature
were applied.
Results: The review of literature shows the significant role and the active application
of both dactylology and chirology. What is distinguished in particular is the application
of the fingerspelling alphabet in learning the articulation process, learning initial writing
and reading, learning new words, and in the enrichment of vocabulary. The fingerspelling
alphabet is used to express all those terms (especially the general and abstract ones, but the
professional terminology of many sciences as well) which do not exist in sign language, which
is the first and the primary language of deaf persons. Numerous research studies point to the
significance of the application of the fingerspelling alphabet in lipreading. Not all sounds are
equally visible on the lips, and thus the presentation of a dactylic sign facilitates this process.
Conclusion: The significance of the use of the fingerspelling alphabet, especially
at an early age of deaf and hard-of-hearing children, is huge. The initial communication,
aggravated as the result of undeveloped speech, is made easier. At older ages, as well as with
deaf and hard-of- hearing adults, the use of the fingerspelling alphabet is also important. The
fingerspelling alphabet, in parallel with the use of sign language, contributes to better and
more effective communication and reduces misunderstandings occurring as a result of the
specific features of each individual sign language
Lexical comprehension and processing in typically Developing children
Get PDFUvod: Istraživači obično razlikuju dva aspekta dečjeg znanja o rečima: širinu i
dubinu. Odnosi među rečima i njihov uticaj na stvaranje neuronskih mreža mentalnog
leksikona omogućavaju detetu da dostigne određeni nivo apstrakcije.
Cilj: Istraživanje je sprovedeno kako bi se utvrdio nivo razvijenosti leksičko-semantičkih
sposobnosti kod dece tipičnog razvoja.
Metode: Uzorkom je obuhvaćeno 61 dete tipičnog razvoja, uzrasta od pet
do osam godina. Sposobnost leksičkog razumevanja i obrade procenjena je
Testom verbalnog razumevanja, koji se sastoji iz četiri subtesta: slikovni rečnik,
sinonimi, antonimi i verbalne analogije.
Rezultati: Zadaci za procenu sinonima predstavljali su za decu najteži tip zadataka
(30,92% uspešnosti) u odnosu na zadatke antonima (49,27% uspešnosti),
verbalnih analogija (57,81% uspešnosti) i slikovnog rečnika (66,85% uspešnosti).
Primenom analize varijanse utvrđeno je da je uzrast značajan činilac postignuća
na zadacima slikovnog rečnika (F=6,645; p=0,003), antonima (F=7,060;
p=0,002) i verbalnih analogija (F=5,636; p=0,006), dok u domenu sinonima
(F=3,059; p=0,055) odnos nije značajan, iako su prisutne razlike aritmetičkih
sredina u korist dece starijeg uzrasta. Uzrastom se može objasniti oko 18%
varijabilnosti rezultata na zadacima procene slikovnog rečnika, kao i oko 19%
varijabilnosti postignuća u domenu antonima i verbalnih analogija. Primenom
dvofaktorske analize varijanse nije utvrđena statistički značajna interakcija
pola i uzrasta dece na zadacima za procenu slikovnog rečnika (F=1,120;
p=0,334), sinonima (F=0,775; p=0,466), antonima (F=0,820; p=0,446) i verbalnih
analogija (F=0,375; p=0,689).
Zaključak: S obzirom na to da zadaci za procenu leksičkih sposobnosti koje
smo primenili u istraživanju predstavljaju značajne indikatore jezičkog razvoja,
kao i da postoji značajna povezanost između leksičko- semantičkih sposobnosti
i akademskog uspeha, od velikog je značaja nastaviti sa istraživanjima u
ovoj oblasti, kako kod dece tipičnog jezičkog razvoja, tako i kod dece sa jezičkim
poremećajima.Introduction: Researchers usually distinguish between two aspects of children’s
vocabulary: breadth and depth. The relationships between words and their influence on the
formation of the neural networks of the mental lexicon allow children to reach a certain level
of abstraction.
Aim: The study was conducted with the aim of determining the developmental tendency
of lexical-semantic abilities in typically developing children.
Methods: The sample consisted of 61 typically developing children aged five to eight
years. Lexical comprehension and processing skills were assessed using the Test of Verbal
Comprehension, which comprises four subtests: Picture Vocabulary, Synonyms, Antonyms,
and Verbal Analogies.
Results: The assessment of synonyms was the most difficult task for the children
(30.92% pass rate), compared to the tasks on antonyms (49.27% pass rate), verbal analogies
(57.81% pass rate) and picture vocabulary (66.85% pass rate). Analysis of variance revealed
that age was a significant performance factor in the picture vocabulary (F=6.645; p=.003),
antonyms (F=7.060; p=.002), and verbal analogies (F=5.636; p=.006) tasks, whereas there
were no significant age differences in the synonym tasks (F=3.059; p=0.055), although there
were some differences between the arithmetic means in favor of the older children. Age can
explain about 18% of the variability in scores on the picture vocabulary tasks and about
19% of the variability on the antonyms and verbal analogies tasks. The two-way analysis
of variance showed that there were no statistically significant interactions between age and gender for the picture vocabulary tasks (F=1.120; p=.334), synonyms (F=0.775; p=.466),
antonyms (F=0.820; p=.446) and verbal analogies (F=0.375; p=.689).
Conclusion: Considering that the tasks used in our study to assess lexical abilities are
significant indicators of language development and that there is a significant relationship
between lexical-semantic abilities and academic success, it is of great importance to continue
research in this area, both in tipically developing children and in children with language
disorders
Life habits in people with strabismus
Get PDFUvod: Životne navike predstavljaju društvene uloge koje se procenjuju kroz
prizmu svakodnevnih aktivnosti, sociokulturnog statusa ili drugih odlika osobe.
Strabizam predstavlja nejednaku usmerenost osa oba oka ka predmetu posmatranja,
pri čemu jedno ili oba oka mogu skretati ka nosu ili upolje. Ovakvo
stanje umanjuje vizuelne sposobnosti, čime direktno utiče na realizaciju životnih
navika i svakodnevnih životnih aktivnosti, a zbog manifestne prirode može
negativno uticati na formiranje slike o sebi.
Cilj: Cilj istraživanja bio je da se utvrdi da li postoji povezanost životnih navika
i pojave strabizma kod odraslih osoba.
Metode: Kriterijumi za učešće u istraživanju bili su da osoba ima najmanje 18
godina i da ima dijagnostikovan manifestni strabizam. Te kriterijume u periodu
istraživanja ispunile su 33 osobe (17 ispitanika i 16 ispitanica). Podaci su
prikupljeni Upitnikom za prikupljanje sociodemografskih podataka i Skalom
za procenu životnih navika, skraćenom verzijom (Assessment of Life Habits
general short form – LIFE-H 3.1). Korišćen je deo skale koji se odnosi na procenu
šest domena životnih aktivnosti, a to su: ishrana, opšta kondicija, lična
higijena, komunikacija, stanovanje i mobilnost. Istraživanje je obavljeno u
Beogradu, u Kliničkom centru Srbije, na Odeljenju za strabizam i ambliopiju.
Rezultati i zaključak: Iako su se zbog specifičnih teškoća sa vidom (pojava
duplih slika, prisutnih astenopijskih tegoba, problema s percipiranjem dubine
prostora itd.) mogli očekivati i izazovi prilikom obavljanja različitih aktivnosti
uz domena životnih navika, dobijeni rezultati ukazuju na to da odrasle
osobe s manifestnim strabizmom uspešno realizuju aktivnosti ishrane, opšte
kondicije, lične higijene, komunikacije, stanovanja i mobilnosti. Preciznije, nisu
detektovane razlike između ispitanika i ispitanica, između onih kod kojih je
strabizam hirurški korigovan i onih kod kojih nije, kao ni kod osoba sa kod kojih
je strabizam nastao kasnije u životu (kongenitalan vs. stečeni). U budućim istraživanjima treba proveriti povezanost ostalih domena životnih navika i
društvenih uloga (realizacija školskih ili radnih aktivnosti, međuljudski odnosi
itd.) na koje bi uticaj manifestnog strabizma mogao biti značajniji.Introduction: Life habits is a term that represents social roles that are evaluated
through the prism of daily activities, socio-cultural status, or other characteristics of a
person. Strabismus represents the unequal orientation of the axes of both eyes towards the
object of observation, whereby one or both eyes can turn toward the nose or outwards.
This condition reduces visual abilities, which directly affects the realization of life habits and
daily life activities, and due to its manifest nature, it can negatively affect the formation of
self-image.
Aim: To determine whether there is a connection between life habits and the appearance
of strabismus in adults.
Methods: The criteria for participation in the research was that the person was at least
18 years old and had been diagnosed with manifest strabismus. During the research period,
the aforementioned criteria were met by 33 respondents (17 males and 16 females). Data
were collected by a sociodemographic questionnaire and shortened form of the Assessment
of Life Habits (LIFE-H 3.1). Part of the scale that refers to the assessment of six domains
of daily activities was used: nutrition, general condition, personal hygiene, communication,
housing, and mobility. The research was conducted in Belgrade, at the Clinical Center of
Serbia, at the Department of Strabismus and Amblyopia.
Results and conclusion: Although due to specific visual difficulties (double vision,
presence of asthenopic problems, difficulties with depth perception, etc.), some challenges
during various daily activities were expected, the obtained results indicate that adults with
manifest strabismus were successful in realizing activities of nutrition, general condition,
personal hygiene, communication, housing, and mobility. There were no detected differences
between male and female respondents, between those whose strabismus was surgically
corrected and those who were not, as well as among adults whose strabismus developed
later in life (congenital vs. acquired). Future research should check the connection between
other domains of life habits as well as social roles (implementation of school or work
activities, interpersonal relationships, etc.) on which the influence of manifest strabismus
could be more significant
Nutritional impact on brain function: Food for thought, emotions and wellbeing
Get PDFThe rate of cognitive and emotional dysfunction is increasing in the modern society, therefore nutritional impact on the
brain functioning is receiving higher attention in science and practice. In order to summarize the latest scientific knowledge
concerning nutritional impact on the nervous system and particularly on the brain functioning we performed literature search and
analysis. Increasing number of scientific data show that macronutrients and micronutrients (vitamins and minerals) affect multiple
brain processes through control of diverse mechanisms as: synaptic transmission, neurotransmitter pathways, signal-transduction
pathways, membrane fluidity, epigenetic changes, etc. Impact of specific macronutrients and micronutrients in brain functioning and
their food source is presented in details. We believe that these data might be of interest to wide spectrum of professionals as:
physicians, nutritionists, psychologists, neuroscientists etc
Vršnjačka prihvaćenost učenika sa smetnjama u razvoju
No full textЦиљ истраживања је био да се испитају вршњачки односи између ученика типичног развоја и ученика са сметњама у развоју, кроз процену процену вршњачке прихваћености ученика са сметњама у развоју од стране ученика типичног развоја.
Узорак истраживања је формиран од 138 ученика основне школе ,,Браћа Барух“ у Београду, оба пола (52.9% девојчица), просечног узраста 10.2 године. За потребе истраживања коришћен је Упитник за процену вршњачке припадности -Упитник за ученике, који се састоји од 11 питања, од којих је четири отвореног типа, на једно питање се одговара са да и не, а на шест питања помоћу скале Ликертовог типа (од у потпуности се слажем до у потпуности се не слажем).
Резултати истраживања показују да су вршњачки односи претежно позитивни, односно да су ученици са сметњама у развоју прихваћени од стране својих вршњака типичног развоја.
Природа вршњачких односа и прихваћеност других од стране вршњака има значајну улогу у целокупном развоју сваког детета.The aim of the research was to examine the peer relations between students with typical development and students with developmental disabilities, through the assessment of peer acceptance of students with developmental disabilities by students with typical development.
The research sample was formed by 138 students of the "Braća Baruh" elementary school in Belgrade, both sexes (52.9% girls), average age 10.2 years. For the purposes of the research, the Questionnaire for assessing peer affiliation was used - Questionnaire for students, which consists of 11 questions, of which four are open-ended, one question is answered with yes and no, and six questions are answered using a Likert-type scale (from completely agree to completely disagree).
The results of the research show that peer relationships are predominantly positive, that is, that students with developmental disabilities are accepted by their typically developing peers.
The nature of peer relationships and the acceptance of others by peers has a significant role in the overall development of each child
Teachers’ disciplinary practices and prosocial behavior in high school students
Get PDFDisciplinary practices refer to procedures teachers use in school to manage student behavior and promote self-discipline. The aim of this study is to examine the use of positive, punitive, and SEL disciplinary techniques and their effects on students’ prosocial behavior. The research sample consisted of 766 students (61.1% female) aged 15 to 19 years (M = 16.36, SD = 1.04). Teachers’ disciplinary techniques were assessed using the Delaware Positive, Punitive, and SEL Techniques Scale (four-point Likert-type scale, α = .87). The scale consists of three subscales measuring students’ perceptions of the use of positive behavior techniques (6 items, α = .88), punitive/corrective techniques (6 items, α = .74), and social emotional learning techniques (6
items, α = .88). Data on prosocial behavior were collected using the prosocial subscale of the Strengths and Difficulties Questionnaire (5 items, α = .84). The data show that secondary teachers
use all three groups of disciplinary techniques to about the same extent, although SEL and positive
disciplinary techniques are used to a slightly greater extent. Results indicate that teacher techniques are statistically significantly correlated with student prosocial behavior (r(764) = .40, p =
<.001). The strongest positive correlation was found between SEL learning techniques and prosocial behavior (r(764) = .48, p = < .001), then with positive behavior techniques (r(764) = .39, p = <.001), while a very weak negative correlation was found between punitive techniques and
prosocial behavior (r(764) = -.11, p = < .01). This correlation remains even when respondents’ age
and gender are taken into account. The results of this study suggest that in the school context, it
may be useful to plan interventions that promote the use of SEL and positive disciplinary practices
which can be effective for prevention of behavioral problems among students
An assessment of emotion recognition in the prosodic characteristics of speech
Get PDFUvod: O emocionalnom stanju sagovornika može se zaključiti i na osnovu auditivne
analize, odnosno, interpretacije specifičnih prozodijskih karakteristika
govora. Iako manje istraženo u odnosu na sposobnost prepoznavanja emocija
u izrazu lica, poteškoće u obradi govorne prozodije mogu predstavljati značajnu
prepreku za adekvatno socijalno funkcionisanje i biti jezgro disfunkcije
pojedinih poremećaja u razvojnom i odraslom dobu.
Cilj: Konstrukcija i provera osnovnih psihometrijskih karakteristika testa za
procenu uspešnosti prepoznavanja emocija na osnovu prozodijskih karakteristika
govora.
Metode: U konstrukciji seta sadržinski neutralnih rečenica, izgovorenih specifičnim
tonom, a karakterističnim za svaku od šest osnovnih emocija uz
kontrolni/neutralni stimulus, učestvovalo je šest glumaca. Nakon prve faze
istraživanja u kojoj je učestvovalo pet ispitanika, odabrano je 35 stimulusa sa
najvećim procentom tačnih odgovora, nakon čega je druga faza istraživanja
sprovedena na uzorku od 45 ispitanika – 34 sa našeg govornog područja i 11
kojima srpski jezik nije maternji. Na osnovu procenta tačnosti prepoznavanja,
za finalni set su odabrana 3 stimulusa po emociji, ukupno 21.
Rezultati: Pouzdanost finalnog seta je α = 0,68. Empirijska distribucija mera
značajno odstupa od modela normalne raspodele (W = 0,94, p = 0,02). Najveći
procenat tačnosti prepoznavanja je zabeležen za emociju ljutnje (91,1%), dok
se gađenje pokazalo kao najteže za prepoznati (53,3%). Nisu pronađene značajne
razlike između ispitanika čiji se maternji jezici razlikuju (U = 135,00, p =
0,17). Postoji statistički značajna negativna povezanost između godina i ukupnog
skora na testu (rs = -0,31, p = 0,04), dok se statistički značajne razlike
između muškaraca i žena nisu ispoljile (p = 0,49).
Zaključak: Test procene govorne prozodije, kao mera sposobnosti prepoznavanja
emocionalnog stanja drugog, pokazuje potencijal za dalje korišćenje i razvoj.Introduction: The emotional state of the interlocutor can be deduced by way of auditory
analysis, that is, the interpretation of specific prosodic characteristics of speech. Despite
being less researched than the ability to recognize emotions in facial expressions, difficulties
in processing speech prosody can be a major obstacle to adequate social functioning and the
core of the dysfunction of certain disorders both during development and in adulthood.
Aim: To develop and examine basic psychometric characteristics of the test for
evaluating the success of emotion recognition based on the prosodic characteristics of
speech.
Methods: Six actors participated in the construction of a set of content- neutral
sentences, spoken in a specific tone and representative of each of the six basic emotions
with a control/neutral stimulus. Following the first phase of the research, in which five
subjects took part, 35 stimuli with the highest percentage of correct answers were selected,
after which the second phase of the research was conducted on a sample of 45 participants
– 34 native speakers and 11 non-native speakers of Serbian. Based on the percentage of
recognition accuracy, 3 stimuli per emotion, or 21 in total, were selected for the final set.
Results: The reliability of the final set is α=.68. The empirical distribution of measures
deviates significantly from the normal distribution model (W=0.94, p=.02). The highest
percentage of recognition accuracy was recorded for anger (91.1%), while disgust showed to
be the most difficult to recognize (53.3%). No significant differences were found among the
participants who spoke different mother tongues (U=135.00, p=.17). There is a significant
negative correlation between age and the total test score (rs= -.31, p=.04), while no significant
differences between males and females were noticed (p=.49).
Conclusion: As a measure of the ability to recognize the emotional state of another
person, the speech prosody assessment test shows potential for further use and development
Specifični poremećaj matematičkih veština – implikacije za ranu procenu i tretman
Get PDFRezime: Osnovne sposobnosti matematičkih veština odnose se na pojam broja, brojanje, matematičko znanje i izvođenje aritmetičkih operacija. Od prve godine života, sa dinamičnim tokom u predškolskom periodu, dete ovladava sposobnostima koje predstavljaju temelje mnogih aspekata ranog učenja matematike. Rane sposobnosti predviđanja količine skupova (subitiranje) i sposobnost diskriminacije skupova sa manjim i većim brojem predmeta leži u osnovi dečjeg pojma broja, dok ovladavanje bitnim principima brojanja leži u osnovi veštine brojanja i matematičkog znanja. Sa druge strane, ovladavanje pojmom broja i usvajanje elementarnog nivoa matematičkog znanja omogućava primenu strategija pri izvođenju aritmetičkih operacija, veštine koja se poboljšava sve većom upotrebom zrelih i sve manjom upotrebom nezrelih strategija. Deca sa specifičnim poremećajem matematičkih veština (SPMV) imaju teškoća u svim domenima ranih matematičkih sposobnosti koje se mogu javiti znatno pre formalnog školovanja. Pored u literaturi dobro dokumentovanih dokaza o kognitivnim prediktorima SPMV, poput radne memorije i brzine procesiranja, sve je više dokaza o povezanosti ranih jezičkih i matematičkih sposobnosti. Specifično, podaci iz literature ukazuju na značajnu povezanost matematičkih veština, sa jedne strane, i leksičko-semantičkih, fonoloških i gramatičkih sposobnosti, sa druge strane. U prilog tome govori i visoka učestalost pojave SPMV kod dece sa razvojnim jezičkim poremećajem. Dodatno, specifični poremećaj čitanja, kao primarno jezički poremećaj, i SPMV, kao primarno nejezički poremećaj, dele iste deficite u osnovi u vidu teškoća brzog automatskog imenovanja, verbalne radne memorije i znanja o slovima. Na osnovu navedenog, evidentno je da u osnovi SPMV leže i jezički deficiti, pored kognitivnih. Visoka prevalenca dece predškolskog uzrasta koja su pod rizikom za pojavu SPMV implicira primenu sveobuhvatnijeg pristupa u proceni i habilitaciji, a koji bi uključivao procenu ranih matematičkih sposobnosti i suptilnijih kognitivnih i jezičkih sposobnosti koje leže u osnovi ove kompleksne akademske veštine
The importance of staff training for the application of recidivism risk assessments of the convicted
Get PDFUvod: Procena rizika recidivizma utiče na koncipiranje programa penalne
rehabilitacije, bezbednost osoblja, drugih osuđenih, osoba koje posećuju zatvor,
kao
i
društvene
zajednice
u
koju
se
prestupnik
najčešće
vraća.
Iako
su
razvojem
instrumenata procene rizika recidivizma napravljeni veliki pomaci
u odnosu na kliničku procenu, oni imaju određene manjkavosti, a primenom
najboljih instrumenata, pod uslovom da procenu vrši obučen službenik, može
se očekivati tačnost od oko 70%.
Cilj: Cilj ovog rada je analiza dostupnih istraživanja, te isticanje značaja obuke
osoblja za primenu instrumenata procene rizika recidivizma koji su u upotrebi
sa zatvorskom populacijom.
Metode: Za potrebe uvida u relevantne naučne izvore, korišćena je pretraga
elektronskih bibliografskih baza: KOBSON, Google Scholar, ResearchGate.
Rezultati: Analizom dostupnih radova utvrđeno je da je obuka ključna za
uspešnu primenu dinamičkih instrumenata, te da je u direktnoj vezi sa pitanjem
pouzdanosti
procene.
Pored
početne,
periodično
treba
vršiti
i
dodatne
obuke
osoblja,
jer
kontinuirana
obuka
smanjuje
mogućnost
da
subjektivni
stavovi
imaju
uticaj
na
procenu.
Takođe,
kontinuirana
obuka
omogućava
da
svi
zaposleni
na
isti
način
razumeju
kriterijume
za
procenu
i
da
poseduju
veštine
za
dosledno
korišćenje
instrumenta.
Međutim,
u
praksi
se
neretko
dešava
da
obuka
osoblja
izostane,
te
se
sprovodi
samo
kada
se
u
korektivnu
praksu
uvodi
novi
instrument.
Posledica
ovakve
prakse
je
da
pouzdanost
opada,
što
doprinosi
manjem
poverenju
u
procenu.
Rezultati
istraživanja
ukazuju
da
određen
broj
praktičara
izražava
sumnju
u
pouzdanost
instrumenata.
Razlog
za
to
je
činjenica da praktičari različito koriste instrument, jer nisu završili početnu ili
dodatnu obuku i ne proverava se da li se instrument koristi na odgovarajući
način. Tako se greške u proceni samo multiplikuju.Zaključak: Sve navedeno ukazuje na značaj početne i periodične dodatne obuke
osoblja.
Takođe,
na
osnovu
rezultata
istraživanja
zaključuje
se
da,
ukoliko
izostane
adekvatna
obuka
osoblja,
upotreba
dinamičkih
instrumenata
se
ne
preporučuje.ntroduction: Recidivism risk assessment affects the design of penal rehabilitation
programs, staff safety, other convicts, persons visiting the prison, as well as the social
community to which the offender most often returns. Although the development of recidivism
risk assessment instruments has made great progress compared to clinical assessment,
they have certain shortcomings, and by applying the best instruments, provided that the
assessment is performed by a trained officer, an accuracy of around 70% can be expected. Aim: The aim of this paper is to analyze the available research, and highlight the
importance of staff training for the application of recidivism risk assessment instruments
which are used on prison population.
Methods: For the purpose of gaining an insight into relevant scientific sources, the
following electronic bibliographical data bases were searched: KOBSON, Google Scholar,
ResearchGate.
Results: The analysis of the available papers found that training is key to the successful
application of dynamic instruments, and that it is directly related to the issue of assessment
reliability. In addition to the initial training, additional staff training should be carried out
periodically, because continuous training reduces the possibility that subjective attitudes have
an impact on the assessment. Also, continuous training allows all employees to understand the
assessment criteria in the same way and to have the skills to use the instrument consistently.
However, in practice, it often happens that staff training is missing, and it is carried out only
when a new instrument is introduced into the corrective practice. The consequence of this
practice is that reliability decreases, which contributes to less confidence in the assessment.
The research results indicate that a certain number of practitioners express doubts about
the reliability of the instruments. The reason for this is the fact that practitioners use the
instrument differently, because they have not completed initial or additional training and it is
not checked whether the instrument is used in an appropriate way. Thus, errors in assessment
only multiply.
Conclusion: All of the above points to the importance of initial and periodic additional
training of staff. Also, based on the results of the research, it is concluded that if there is no
adequate training of the staff, the use of dynamic instruments is not recommended