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Ethical Reasoning and Ethics Education of CBT Therapists in Europe
No full textThis study was a part of the broader project that concerned the ethical reasoning of CBT therapists in Europe. Previous studies showed some inconsistencies in the decision-making of psychotherapists when it comes to certain ethical dilemmas. Most results point to a need for exploring cultural differences, as well as elaborating ethical positions through extensive qualitative analysis. Therefore, we decided to construct seven vignettes for the present study, portraying several ethical dilemmas (non-sexual touch, recording the session, taking an emergency phone call, knowing the client through social media, therapist’s emotional reaction, confidentiality, and advertising whatsoever) and pose them to CBT psychotherapists in six European countries (Serbia, Croatia, Bosnia & Herzegovina, Slovenia, Great Britain, and Russia). The first aim was to capture the statistical differences between the answers of participants regarding a question of agreement with the therapist from the vignette. The differences were tested between groups based on the country of origin, years of experience, owning a license, finished training, as well as age and gender. The second aim was to further explore and better understand the reasons, explanations, and beliefs behind these decisions by asking participants to elaborate on their answers and write down what the therapist could have done differently. Hence, a thorough thematic analysis was applied. Overall, the sampling method was purposive, and the number of respondents was roughly proportional to the size of the country. The final sample consisted of 347 participants aged 18-78 (M = 38.60, SD = 10.41, 82.3% female). The results showed only a few significant differences, between groups of participants depending on their country of origin, for the first [χ2(5) = 15.97, p = .01], sixth [χ2(5) = 27.45, p = .00], and seventh [χ2(5) = 14.82, p = .01] vignette. Generally, the first vignette was the one that participants mostly complied with, and the seventh was the one with the least compliance. The thematic analysis resulted in four major themes and 11 subthemes: I. Explanations for Therapists’ [Lack of] Acts (1. Appealing to the Authority, 2. The Usefulness of the Act, 3. The Act as a Risk for Therapeutic Process), II. Positive Evaluation of Therapists’ Acts (4. Therapists Take Responsibility, 5. Therapists are Only Human, 6. Praising the Therapists’ Techniques), III. What Could Have the Therapists Done Differently (7. In Relation to Themselves – Taking Responsibility, 8. In Relation to Clients – Passing on Responsibility, 9. In Relation to Process – Refining the Approach), IV. Dependence of the Decision on Numerous Factors (10. Therapists Did the Best They Could, 11. Cultural Differences). In conclusion, this research pointed to the relevance of understanding and describing CBT psychotherapists’ motives and beliefs rather than supposing differences between perceived groups. Although this study had its limitations, an implication could be to focus on developing a more accepting and exchanging psychotherapeutic community.54th Annual Congress of the European Association for Behavioural and Cognitive Therapies ″New age of CBT-Challenges and perspectives″, Belgrade, September 4-7, 2024 - Saopštenje štampano u izvod
Cultural heritage and social context behind the establishment of the journal Cultures of the East
No full textČasopis Kulture Istoka predstavljao je jedinstven izdavački projekat periodike
u SFRJ, posvećen proučavanju različitih aspekata kultura Azije, Bliskog
istoka, Indije, Kine, Koreje, Japana. Na interdisciplinaran način obuhvatao je teme
iz oblasti religije, filozofije, književnosti, umetnosti, istorije i različitih duhovnih
učenja i praksi, promovišući kosmopolitizam i negujući naučni pristup koji prevazilazi
ograničenja orijentalističkog pristupa Istoku. Kulture Istoka poslužile su
kao semenište i stecište okupljanja najvažnijih orijentalista, arabista, indologa i
japanologa Jugoslavije tog vremena oblikujući orijentalistiku na ovim prostorima
i služeći kao inspiracija generacijama do danas.The journal Kulture Istoka (Cultures of the East) represented a unique
publishing project in the periodical landscape of the Socialist Federal Republic
of Yugoslavia (SFRY), dedicated to the study of various aspects of the cultures
of Asia, the Middle East, India, China, Korea, and Japan. It encompassed topics
in the fields of religion, philosophy, literature, art, history, and various spiritual
teachings and practices fostering interdisciplinary approach, cosmopolitanism
and scientific method that transcended the limitations of the Orientalist perspective on the East.
Kulture Istoka served as a seedbed and gathering place for the most important Arabists, Indologists, Japanologists, and Sinologists of Yugoslavia at the time,
shaping Oriental studies in this region and serving as an inspiration for generations to this day
Kritički osvrt na Fukoov pristup vojnoj doktrini u Evropi u 17. u 18. veku – gde je nestao otpor?
No full textFoucault discusses military doctrine and drills in several of his works, each with different research aims, utilizing fragmentary and heterogeneous examples from various spheres of social life to address broader theoretical questions: how power manifests in society, how it is shaped within discourse and linked to knowledge, and in what ways it acts upon individuals. The paper challenges Foucault's analysis of military doctrine and the development of military drills in the 17th and 18th centuries as partial, overly linear, and excessively focused on structures rather than on people. By situating the research within Foucault's concepts of the genealogy of power, episteme, and resistance, the paper argues that Foucault’s approach has effectively precluded the possibility of addressing and exploring the space of human freedom.Fuko se bavi analizom vojne doktrine i vojnih drilova u nekoliko svojih radova, sa
različitim istraživačkim ciljevima, koristeći fragmentarne i heterogene primere iz više različitih
oblasti društvenog života u funkciji šireg teorijskog pitanja – kako se moć manifestuje u društvu, kako
se oblikuje u diskursu i povezuje sa znanjem, te na koji način deluje na pojedince. Rad dovodi u
pitanje Fukovu analizu vojne doktrine i razvoja vojnih drilova u 17. i 18. veku kao delimičnu, previše
linearnu i previše fokusiranu na strukture, a premalo na ljude. Locirajući istraživanje te teme unutar
Fukovih koncepata genealogije moći, episteme i otpora, rad ukazuje na to da je Fuko svojim
pristupom zapravo efektivno isključio mogućnost da se istraži i ukaze na prostor ljudske slobode
Screening for depression in the Serbian general population sample: an alternative to the traditional patient health questionnaire-9 cut-off score
No full textThe Patient Health Questionnaire (PHQ-9) score ≥ 10 balances best sensitivity and specificity when detecting probable depression in patients. In the general population, different cut-offs are suggested. European studies on general populations validating the PHQ-9 against a diagnostic interview to detect depression are rare
Погребне праксе ловачкосакупљачких заједница током мезолита северозападне Европе
No full textКада су у питању гробни прилози праисторијских сахрана,
истраживачки фокус дуго времена био је на предметима од
кости, рога, ћилибара, керамике или метала и њиховим стилским
категоријама. Ове групе артефаката веома често су сматране
предметима личне природе имајући у виду симболику која им
је придавана.
Камено оруђе и оружје које је проналажено у гробовима с
друге пак стране нису били предмет исте пажње и по правилу
су припајани мобилијару из свакодневног живота. Изузетак у
овом случају односи се на оне камене предмете у чију израду је
по процени археолога уложено више напора (као накит), или су
израђивани наменски као гробни прилози, попут украшених
секира, ножева, или пројектила. У претходним деценијама
присуство каменог оруђа у гробним целинама охрабривало је
истраживаче да антрополошку анализу „убрзају“ и неретко баш
те гробове определе као оне који припадају мушким индивидуама,
иако остеолошки остаци нису увек били комплетно сачувани.
Најновије анализе функције окресаних артефаката из гробова
са локалитета Звејнеки (Летонија), Хамелев (Данска) и Хермитиџ
(Ирска) омогућиле су и нову интерпретацију о веровању и
моделу понашања припадника ловачко-сакупљачких заједница
северозападне Европе током мезолита. Добијени резултати
представљају део међународног пројекта Stone Dead, који се
циљано спроводио испитујући постојећи наратив из литературе.
До ових открића сматрало се да су гробови који садрже камене
секире припадали искључиво мушкарцима. Дефиниција гробног
прилога овим је знатно проширена, као и концепт погребне
праксе који подразумева приступ истраживања из више углова.Конференција Српска археологија између теорије и чињеница XI Археологија смрти, Београд
29, 30. и 31. март 2024. године, Филозофски факултет Одељење за археологију Центар за теоријску археологију - Саопштење штампано у извод
Different effects of emotional valence on cued recall of concrete and abstract words
No full textPrevious literature comparing the processing differences between abstract and concrete words
has repeatedly shown that concrete words have a cognitive advantage compared to abstract
words (Kousta et al., 2011; Paivio et al., 1966). This tendency, named the concreteness effect,
is explained by two opposing theories: the dual coding theory (Paivio, 1991; Sadoski & Paivio,
2004) and the context availability theory (Schwanenflugel & Shoben, 1983). As shown by
Kousta et al. (2011) in a lexical decision task controlling for imageability and context
availability led to faster recognition of abstract words (the abstractness effect). The goal of this
study was to investigate whether the abstractness effect can be replicated in a paired associate
learning task (Paivio, Yuille, & Smythe, 1966), and to contribute to the debate on the
concreteness/abstractness effect (Paivio, 2013; Vigliocco et al., 2013). The participants were
first-year psychology students (N = 104) from the Faculty of Philosophy, University of
Belgrade. They were presented with 30 pairs of nouns in a random sequence. The participants
were engaged in the cued recall twice – immediately upon the presentation and one week later.
The stimuli were selected according to the 2x3 (concreteness by emotional valence) design.
Half of the words were abstract, and half concrete. Words in each group were either positively,
neutrally, or negatively valanced. The six groups of words were matched for context
availability, familiarity, arousal, age of acquisition, (log) lemma frequency, word length (in
number of letters) and association rating within word pairs. Imageability was controlled within
concrete and abstract groups respectfully. The general mixed-effects linear regression analysis
of the binominal distribution of responses revealed only the drop in cued recall for the
negatively valanced abstract words (odds-ratio: .23, t(6228) = -2.41, p = .016) whilst there was
no significant difference between the other five word types. This pattern of results was stable
across two testing conditions. The study’s findings show no concreteness nor abstractness
effect. Because of an observable valance effect only in the group of abstract words, the results
mainly support the theoretical proposal given by Kousta et al. (2011) that concrete and abstract
words have different sources of experiential information. However, this proposal couldn’t
account for the drop in negative abstract words and so other explanations were explored.30th International Scientific Conference
Empirical
Studies in
Psychology
March 22 – 24, 2024
Faculty of Philosophy, University of Belgrad
Introducing community-based mental health support in Serbia: A qualitative study on experiences and needs of long-term psychiatric users
No full textBackground
Mental health (MH) system in Serbia still relies heavily on the medical model with very restricted availability of community-based support. The aim of this study was to provide insight into the everyday experiences and unmet needs of psychiatric users suffering from schizophrenia spectrum disorders in Serbia who are also users of community MH services.
Method
We recruited the participants (N = 11; 9 males; aged 26–65, M = 48.5), long-term psychiatric users (11–57 years, M = 29.4) diagnosed with a schizophrenia spectrum disorder, from a community MH centre. We conducted in-depth semi-structured interviews with them, which we analysed relying on the principles of thematic analysis.
Results
Three broad themes relevant to participants’ well-being and quality of life were identified: leading a meaningful and fulfilled life; the importance of continuity of socialisation and support; and maintaining control and a sense of agency. Community MH services have markedly figured in facilitating all three dimensions.
Conclusions
Findings suggest that providing continuous services that address the users’ need to engage in activities that give them meaning and purpose, provide socialisation and peer support, and promote their autonomy and agency can play a vital role in advancing the process of recovery and well-being of long-term psychiatric users
Roditeljska uključenost u dečje obrazovanje: koncept i modeli
No full textЦиљ овог рада је анализа концепта и модела родитељске укључености у истраживања образовних постигнућа ученика. Концепт родитељске укључености настао је у области образовних политика земаља енглеског говорног подручја и тржишно оријентисаних образовних система. Истраживања су показала да различити облици родитељске укључености остварују значајне ефекте на исходе школског учења. Колманов извештај у САД и политика „образовне парентократије” у Великој Британији значајно су подстакли истраживања у овој области. Прегледом литературе може се констатовати вишедимензионалност концепта родитељске укључености, који подразумева и родитељску подршку школском учењу код куће и у школи, структурни и релациони аспект. У раду су представљена два најистакнутија модела родитељске укључености у дечје образовање – модел преклапајућих сфера утицаја и тзв. ДНА или дуално навигациони модел. У Закључку се констатује да постојеће концептуализације и модели родитељске укључености обухватају различите типове родитељских активности, што је од значаја за креирање и евалуацију школских програма родитељске укључености. Као последица доминације англоамеричког концептуалног и истраживачког оквира, с једне стране, истакнут је интердисциплинарни приступ у подручју истраживања родитељске укључености у дечје образовање. С друге стране, занемарен је аутентично педагошки поглед на циљеве и ефекте родитељске укључености у образовање као предмета проучавања аутономне науке у традицији континенталне Европе. Очекује се да ће будућа истраживања реафирмисати оне аспекте образовања који га чине управо „образовним”. Ослањање на педагошке принципе и циљеве образовања у грађењу односа породице и школе представља карику која недостаје у постојећој агенди глобалне образовне политике.The aim of this paper is to analyze the concept and model of parental involvement in the research on students’ educational achievement. The concept of parental involvement arose in the field
of educational policies of the English-speaking countries and market-oriented education systems. Research has shown that different forms of parental involvement have significant effects on school learning outcomes. The Coleman Report in the US and the policy of “educational parentocracy” in the UK
significantly stimulated research in this area. The review of the relevant literature confirms the multidimensionality of the concept of parental involvement which includes parental support for school
learning at home and at school, as well as structural and relational aspects. The paper presents two
most prominent models of parental involvement in children’s education - the model of overlapping
spheres of influence and the so-called DNA or dual navigation model. In the concluding section of
the paper, the authors state that the existing conceptualizations and models of parental involvement
include different types of parental activities, which is important for the creation and evaluation of
school programs of parental involvement. As a consequence of the dominance of the Anglo-American
conceptual and research framework, on the one hand, an interdisciplinary approach in the field of research on parental involvement in children’s education is highlighted. On the other hand, an authentic
pedagogical view of the goals and effects of parental involvement in education as a subject of study
of autonomous science in the tradition of continental Europe has been neglected. It is expected that
future research will reaffirm those aspects of education that make it precisely “educational”. Relying
on pedagogical principles and goals of education in building family-school relationships is a missing
link in the existing agenda of global education policy
Kako izgleda pravednost: učeničke koncepcije društvene pravednosti
No full textUkoliko pođemo od dominantnih koncepcija društvene pravednosti, kakva je koncepcija Nensi Frejzer koja govori o pravednosti iz perspektive redistribucije resursa i iz perspektive rekognicije kulturoloških grupa, prepoznatljivo je da je društvena pravednost postavljena odraslocentrično. Istovremeno, savremena razumevanja obrazovanja naglašavaju ulogu škole u razvijanju kritičkog odnosa učenika prema društvenim strukturama koje kreiraju i održavaju nejednakost, implicitno poručujući da se koncepcije društvene pravednosti uče. Nameće se pitanje kako pravednost izgleda iz ugla učenika i kako učenici vide ulogu društva u dostizanju pravednosti. Stoga, ovo istraživanje teži da doprinese razumevanju učeničkih koncepcija (društvene) pravednosti. U istraživanju je učestvovalo 170 učenika i učenica trećeg, petog i sedmog razreda osnovnih škola u Srbiji. Učeničke koncepcije su ispitivane primenom diskusije podstaknute fotografijama iz školskog okruženja u kojima je učestvovalo 8 do 18 učenika jednog razreda. Uz saglasnost roditelja/staratelja i učenika, diskusije su snimane, a zatim i transkribovane. Učenički odgovori su analizirani primenom tematske refleksivne analize, uz oslanjanje na konceptualni okvir Nensi Frejzer, ali i na odgovore učenika. Analiza odgovora ukazuje da se u učeničkim odgovorima mogu prepoznati koncepcije pravednosti kao redistribucije (kodovi „fer je ukoliko svi dobiju podršku koja im je potrebna“, „fer je ukoliko imamo iste/delimo resurse“, „fer je ukoliko delimo isti prostor“, „fer je ukoliko ista pravila važe za sve“, „fer je ukoliko učestvujemo u istim/zajedničkim aktivnostima učenja“) i pravednosti kao rekognicije (kodovi „fer je ukoliko postoji različitost“, „fer je ukoliko se družimo i prihvaćeni smo“, „fer je ukoliko smo vidljivi u okruženju“). Pored naglašavanja značaja odnosa, učenici kao značajan pokazatelj pravednosti opisuju i osećanje sreće što nije slučaj u teorijskim razmatranjima pravednosti. Dodatno, razlike u odnosu na odraslocentrične koncepcije pravednosti mogu se prepoznati u subjektima i objektima pravednosti. Odnosno, učenici moć za kreiranje (ne)pravednog okruženja pridaju vršnjačkoj grupi koja kroz odnose uključuje/isključuje pojedince sa distinktivnim odlikama koje su opažene kao značajne u određenoj situaciji. Navedeni nalazi ukazuju na potrebu za uključivanjem razvojnopsihološke perspektive prilikom istraživanja koncepcija društvene pravednosti. Istraživanje je nastalo kao deo projekta „Zajednica praktičara za SEU u funkciji podrške razvoju ličnosti učenika“ koji realizuju CIP-Centar za interaktivnu pedagogiju i Childhood Education International uz podršku John Templeton fondacije i Ministarstva prosvete.6. Dani obrazovnih znanosti “Budućnost obrazovanja: novi pravci u istraživanjima i praksi” , Sveučilište Algebra, Zagreb, 16. - 18. oktobar 2024. - Saopštenje štampano u izvod
School climate – teachers’ perspective
No full textMultiple studies have suggested the importance of school climate in relation to various educational outcomes. Simultaneously, school climate is the indicator of the quality of school work, which is assessed during school self-evaluation and external evaluation. As teachers play a central role in shaping a positive school environment, this study aimed to explore their viewpoints and assess the extent to which the perception of school climate varies based on specific personal factors, including gender, ethnic background, professional experience and development. Participants were 385 teachers (Mage = 47.5; 66.5% female; 63.6% identified as Serbian (ethnic majority), 10.3% as ethnic minority, 11.4% as mixed ethnic background) from 19 secondary schools. In order to capture school climate as a multidimensional construct we used the Delaware School Climate Scale (DSCS) which consist of 9 subscales Teacher–Student Relations, Student–Student Relations, Clarity of Expectations, Fairness of Rules, School Safety, Student Engagement, Bullying, Teacher-Home Communications and Staff Relation. Teachers assessed each aspect of school climate on a 4-point Likert type scale. For determining personal variables a multiple-choice question was used. Beside descriptive statistics, t-test (for gender differences) and a one-way ANOVA was applied for comparing different groups of participants. Results show that teachers perceived overall school climate as relatively satisfactory (M = 3.2, SD = .42). The most positively rated aspect of school climate was teacher-student relation (M = 3.5, SD = .44), while the most negatively rated aspect was bullying (M = 1.9, SD = .60). Female teachers perceived student-student relation, school safety and student engagement more positively than male teachers. Additionally, novice teachers perceived teacher-student relation and staff relation more positively compared to highly experienced teachers, while experienced teachers perceived the presence of bullying to a greater extent. Teachers who received more professional training had higher scores on Bullying and lower scores on Expectations subscales. Serbian teachers had lower scores on Student engagement subscale than teachers of minority and mixed backgrounds. These results are relevant for school improvement and indicate that schools need to devote greater attention to important areas of school climate, including student-student relations, engagements and prevention of bullying