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Scientific studies in criminology mainly neglect the criminality of women, especially the perspective of women prisoners. The aim of qualitative research was to examine the experience of imprisonment and institutional treatment for female prisoners. Data were collected using a semi-structured interview with 10 female prisoners in female penitentiary in Croatia. Research questions focused on the experience of stay in prison, treatment, perceived changes, suggestions for treatment improvement. Data were processed with inductive thematic analysis. Five topics have been separated: Expectations before coming to penitentiary, Experience of stay in penitentiary, Experience of treatment, Perception of personal changes, and Suggestions to improve the institutional treatment. It is necessary to continuously evaluate the treatment programs implemented in correctional institutions to determine their effectiveness, therefore the perspective of female prisoners can be an important criterion for the the creation of measures and policies pursued by the state regarding correctional institutions., Znanstvena istraživanja u području kriminologije uglavnom zanemaruju kriminalitet žena, naročito perspektivu zatvorenica. Cilj kvalitativnog istraživanja bio je ispitati doživljaj boravka u kaznionici i institucionalnog tretmana zatvorenica. Podaci su prikupljeni koristeći metodu polustrukturiranog intervjua provedenog s deset zatvorenica u Kaznionici za žene u Požegi. Istraživačka pitanja usmjerena su na doživljaj boravka u kaznionici, tretmana, percipiranih osobnih promjena i prijedloga za unaprjeđenje tretmana. Podaci su obrađeni induktivnom tematskom analizom. Izdvojeno je pet tema: očekivanja prije dolaska u kaznionicu, doživljaj boravka u kaznionici, doživljaj tretmana, percepcija osobnih promjena i prijedlozi za unaprjeđenje institucionalnog tretmana. Nužno je kontinuirano provoditi evaluacije tretmanskih programa u kaznionicama da bi se utvrdila njihova efikasnost, a perspektiva zatvorenica pri tome može biti značajan kriterij za osmišljavanje mjera i politika koje provodi država u zatvorskome sustavu.

U izlaganju su prikazana iskustva s provedbom kolegija Društveno korisno učenje i socijalne intervencije u doba covid pandemije kada se nastava dijelom održavala online a sastavni dio rada na kolegiju je provedba malih projeata u zajednici.

The aim of the paper is to present the experiences of the school Professional Associates from Croatia about the cooperation between teachers and Professional Associates of public institutions and civic society organizations in working with students with behavioural problems. Research participants were Professional Associates of primary and secondary schools. Semi-structured interviews were conducted. The results show that Professional Associates are faced with different problems in students’ behaviour on a daily basis. Participants reported that there is a good cooperation with teachers, but there are also experiences of insufficient teachers’ understanding of the students with behavioural problems. They also stated that cooperation with public institutions and organizations should be more effective given the need for timely action, coordinated interventions and data exchange between sectors. There are examples of a good practice that indicate possibilities for positive changes, especially when motivated and competent Professional Associates are open for an additional engagement.

Service-learning (S-L) is an innovative pedagogical approach that integrates meaningful community service or engagement into the curriculum with the intention to ensure equal benefits for the provider and the recipient of the service and equal focus on both the service and the learning process and outcomes. Though the impact of traditional (face-to-face) S-L on student social, civic, personal, and academic outcomes is well studied, the area of e-service- learning (full-online or hybrid model) is still under-researched. Since online learning has significantly grown within the last two decades (and demonstrated exponential growth within most countries in the last 2 years due to corona pandemic) the following question arises: does e- service-learning lead to the same beneficial outcomes as the face-to-face S-L, or does physical contact with the community (i.e. lack of it) significantly effects obtained outcomes? The opportunity to further investigate this issue presented itself when an elective course Service- learning and social interventions, designed for the first-year social work students, piloted a hybrid model as a response to corona pandemic conditions. This work aims to explore the benefits of introducing the S-L method to first-year university students and to investigate possible moderation effects related to the modality of students' engagement in the community. In accordance with the quasi-experimental design, 22 students (11 in a full online S-L model group and 11 in a hybrid model group) voluntarily participated in 2 measurements – one at the beginning and the other at the end of the S-L course. In both measurements, participants provided anonymous self-assessment of general self-efficacy, civic efficacy, social responsibility personal beliefs and values, participation skills and teamwork therefore mixed factorial ANOVAs were conducted to provide an answer regarding the problem of the study. Analysis of the main effects revealed that S-L experience did not significantly affect general self-efficacy and social responsibility personal beliefs, but it did enhance civic efficacy (F (1, 20) = 10.69 ; η2p = 0.35), social responsibility personal values (F (1, 20) = 6.56 ; η2p = 0.25), participation skills (F (1, 20) = 18.12 ; η2p = 0.48) and teamwork (F (1, 20) = 12.28 ; η2p = 0.38). The only statistically significant interaction was found related to civic efficacy (F (1, 20) = 7.43 ; η2p = 0.27), suggesting greater improvement in civic efficacy in the case of hybrid S-L. Findings of the present study demonstrate that implementation of S-L (in both hybrid and full- online model) in the first-year study leads to enhancement in generic skills and civic beliefs and values, implicating desirable positive effects of this method - not just for social work students, but for students in other disciplines too. Additionally, results suggest that modality of S-L experience plays an important role in some areas (e.g., civic-efficacy) – indicating the need for further discloser of S-L modality-dependent variables and a requirement for consideration of an e-course-modifications related to desired course goals and outcomes.

The NEET population presents the young people who are not involved in education, retraining or the labor market. Due to the large representation of the NEET population, in 2013 the European Union drafted the Operational plan to reduce the share of this population for the period 2014-2020. In Croatia, ESF measures and funds are also planned. The share of NEET population in the EU for 2016 was 17.2% while in Croatia for 2017 was 21.4% (Eurostat, 2018). NEET’s are recognized as a prototype of socially excluded population and professional work with them is key factor in their possible social integration. The City of Zagreb develops numerous services and programs for young people in unfavourable social position in the frame of its social policy investments. This qualitative research is aimed at gaining into the experiences of professionals and members of the NEET population on services and programs aimed to the NEET population in the City of Zagreb to prepare them for employment and also on the perception of possible service improvement and prevention of NEET status. The study involved 15 experts working with the NEET population and 25 members of the NEET population. The results suggest that experts recognize the challenges in working with the NEET population in terms of motivating them to change personal perspectives towards their educational orientation and in terms of demanding work models. Institutional limitations such as insufficient coordination with other institutions, administrative constraints and insufficient professional training of experts are highlighted by both groups of research participants. Young people emphasize that some services and information that they receive from professionals are useless and late, and on the other side that they have positive experiences in obtaining professional recommendations and personal support. The research indicates the need for systematic investment improvement oriented to institutions that provide services for NEET population in the City of Zagreb. The main focus of investments should be focused on staff, space, informatization, coordination of institutions in order to enhance the content and working model of programs as well as investment in promotion and availability of support programs for the NEET population to enter the labour market. Taking in regard wider analysis of social policy and social work practice orientated towards NEET population in Croatia, current trends in the development of policies and services at EU level, we will give specific recommendations for innovating actions in favour of promoting social inclusion of this vulnerable population.

Field education is, and had always been, an important part of social work education (Bogo, 2020) however, with moving towards the competency- based model, it became evident that more emphasis on reflection and critical thinking was needed to maximize learning outcomes leading to practice competency (McGuire & Lay, 2019). Therefore, to enhance the development of generic competencies of first-year social work students (by including reflection and critical thinking as a key part of the field education), but also to empower and encourage them for a more active engagement in the community - an elective course “Service-Learning and Social Interventions” was developed and offered to first-year social work students in the summer semester of academic 2020/2021. Present work seeks to reveal students’ perceptions of gains from participating in S-L projects, satisfaction with different elements of the course and suggested modification related to the improvement of the course. At the end of the semester, a total of 23 students anonymously filled in a questionnaire consisted of 13 questions. Qualitative analysis revealed several themes regarding gains from participating in the S-L project: personal gains (sensitization for the needs of others, facing new challenges, becoming aware of own’s potential, familiarising with the profession), improving knowledge and skills (teamwork, project management, acquiring new knowledge), gains for beneficiaries (direct forms of help), community partner (investing time and knowledge to address the needs of the community partner) and the broader community (possibility of influence on the civic level, contribution to volunteering and engagement in community). Students evaluated several elements of the course (choice of the community partner ; characteristics of the beneficiaries ; cooperation within the team ; subject, implementation and outcome of the project ; support from the community partner and the teacher) using grades (from 1-min to 5-max) and their average assessment (M = 4, 44 to M = 5, 00) suggests that students were generally highly satisfied with all those aspects of the course, they were really contented with enrolling the course (M = 4.71) and believed that it greatly enabled them a better understanding of social work practices. While many students stated that changes were not necessary, that they liked the course very much and found it extremely useful, some proposed modifications related to the way of teaching (organisation of the classes and field education), project implementation (preparation and timing) and monitoring (different ways of monitoring student progress during a project). Although some specific issues raised were related to the hybrid model of the course (introduced due to the corona pandemic), current findings will be used to consider possible modifications of the course methods making it even more useful and user-friendly. Additionally, present findings will provide the basis for further, more extensive research on the effectiveness of service-learning in social work education in Croatia – contributing to evidence-based practices in service-learning within this area (Lemieux & Allen, 2007).

Many contemporary researches recognize violence in youth romantic relationships as a relevant social problem in recent years. Based on the theory of attachment, theory of the individual characteristics, theory of the family dynamics and theories of the social influence on the violence in couple’s relationships, this presentation aims to examine experiences of violence in the romantic relationships of students in Croatia. The goal of the research was to determine the correlation between self- esteem, attachment styles and experiences of violence in students' romantic relationships. The survey was conducted on a sample of 854 students (87.7% female and 12.3% male) attending different faculties in Croatia, mostly at the University of Zagreb (98.8%). Students were between 18 – 26 ages. All of them have experience of romantic relationship for at least three months continuously. The survey was conducted through web survey. The Questionnaire consisted of three scales: Rosenberg’s Self- Esteem Scale (revised version by Bezinović, 1988.), Questionnaire of experienced violent behavior in youth romantic relationship (Ajduković, Low and Sušac, 2011.) and Modification of Brennan's Experiences in Close Relationship Inventory (Kamenov and Jelić, 2003.). The obtained results have shown significant correlation between degree of self-esteem, attachment style and experience of the violence in students' romantic relationships. Students who did not experienced violence in romantic relationship perceive higher self-esteem. Students who have experienced violence in romantic relationship show higher results on anxiety and avoidance subscale on two underlying dimensions of attachment styles. More violence in relationship is experienced by those students who have dismissing, reoccupied, and fearful attachment styles. Based on the results obtained, it is necessary to devise and implement the interventions and prevention programs to combat violence in youth relationships.

First habits connected to alcohol drinking young people gain in the family. Misuse of alcohol and other addictive substances in young people is often connected to complex family situations and family problems while drinking model is primarily developed in peer groups. The aim of this study was to examine the connection between young peoples perception of parental acceptance- rejection, peer pressure and some sociodemographic characteristics (gender, family structure, parents education, subjective estimation of family income) with alcohol consumption. The participants were first year students at the University of Zagreb (different faculties) (N=227). The research was conducted d using the web questionnaire consisted of four parts: The Questionnaire of peer pressure constructed by Lebedina Manzoni, Lotar and Ricijaš in 2008., Parental acceptance- rejection Questionnaire constructed by Rohner in 1984, Socio- demographic questionnaire and the Questionnaire about the alcohol consumption both constructed for the purpose of this research. Data were analyzed using descriptive statistic and Pearsons correlation coefficient. The results have shown significant correlation between alcohol consumption and peer pressure. The perception of parental acceptance-rejection is associated with the peer pressure.

Children who live in difficult social conditions are one of the most discriminated groups in primary and secondary schools. These were the results of research about opinions and attitudes of children and youth conducted in Croatia in 2008. After that time Croatia has faced economic crisis which significantly influenced on increase of unemployment, insecurity on the market and on decline in population standard. The rate of children’s poverty in 2010. has grown and was for the first time above the national average. Almost every third single-parent or family with three or more children is in the risk of poverty. Those circumstances have influenced the more and more unfavourable position of children and youth who live in poverty. Poverty leads to social stigma and can lead to long-term disadvantage position of children. Because of impossibility to afford necessity means for life and education which are available to other children in poverty can be exposed to ridicule, avoidance and other forms of stigmatization from other children and parents. Researches show that mostly it’s about the accumulation of disadvantages and stigma on one life-area influences other life- areas (poverty on peer relationship, availability of educational and cultural possibilities) and positions the child long- term in disadvantages position and makes it difficult to get out from this situation. Because of all, children living in poverty started to be a significant case of interest for professional community which is making affords to encourage measures and programmes for suppression of poverty. In the presentation we will show the results of conducted researches about the life of children in poverty, their perspective and experience of stigmatization. The data will be discussed in the context of new approaches to poverty problem solving as well programmes directed to constructive and concrete forms of help to children and their families with the goal to improve their status in society and to create the area in which they will be able to achieve their potentials and implement their life plans.

The presentation shows the role of social work and social policy in contemporary societies, core mandates, principles and knowledge of social work. How can social work and social policy be used in order to promote social change and social control.Economic crisys as an initiator for social work profession transformation.

The life experiences of adopted children are often followed by abuse and neglect, as well as harsh violation of children`s rights and because of that children can be removed from their biological family. Before adoption, many adopted children experienced life in institutions and often changes of institutional placement which left trace on their functioning. Therefore, long-term consequences for children can be manifested in behavioural problems. Many adoptive parents are not adequately prepared for dealing with specific challenges of adopted children parenting. It is a task and obligation of the state to provide them with adequate support in this demanding role. Unfortunately, in Croatia there are no organized specific forms of institutional professional support to adoptive parents. The social care system usually reacts when problems are escalating and leading to further separation from adoptive families and placement in institution. In this paper will be presented the results of a qualitative research whose goal is to get insight into the perspective of professionals who have experience in work with adopted children with behavioural problems about different levels of risks which lead to re-institutionalization of adopted children. The research was conducted by using semi- structured interview of 12 professionals working with adopted children in three institutions in Zagreb. Data were analysed by using open coding method. The results showed that professionals recognized the main risks for behavioural problems and re- institutionalization of adopted children on three levels: risks in biological families, risks in adoptive families, and risks in the adoption system in the Republic of Croatia. As a conclusion in the paper will be suggested guidelines for protection of the rights and prevention of re-institutionalization of adopted children.

Iskustveno učenje sastavni je dio petogodišnjeg obrazovanja za profesiju socijalnog radnika. U cilju kvalitetnije terenske prakse i integracije znanja, vještina i vrijednosti u procesu ostvarivanja ishoda osigurana je supervizija koju na Studijskom centru socijalnog rada studentima pružaju licencirani supervizori (djelatnici Studijskog centra socijalnog rada kao i vanjski suradnici). Tijekom terenske prakse studenti uočavaju niz tema, poteškoća i potreba korisnika, stručnjaka ali i sebe u novoj ulozi socijalnog radnika te se suočavaju s različitim iskustvima i odnosima kao i stresnim situacijama. Stoga tijekom supervizijskog procesa koji prati terensku praksu imaju priliku osvjestiti, reflektirati, stjecati razumijevanje, iskustva te dobiti podršku da otkriju odgovore važne za razvoj sebe kao kompetentnog stručnjaka. U kratkoj prezentaciji predstavit ćemo rezultate ankete provedene sa supervizorima o temama koje studenti donose na superviziju, dobitima i poteškoćama za supevizore i studetne, razmišljanja supervizora o povezanosti supervizijskog procesa s ishodima učenja superviziji. Tijekom radionice pokušat ćemo raspraviti dobivene spoznaje pod vidom korisnosti i vrijednosti supevizje tijekom terenske prakse i mogućnostima unapređenja terenske prakse i davanja povratnih informacija s obzirom na nužnost čuvanja supvizijske tajne te potreba za supervizijom terenskih nastavnika. 1. Kakva su vaša razmišljanja oko korisnosti i vrijednosti supervizije tijekom terenske prakse? 2. Na koji način raspraviti o nekim negativnim događajima, dilemama, iskustvima studenata koja supervizorima daju povratnu informaciju o centru i djelatnicima a sve u cilju unaprijeđenja terenske prakse? 3. Kakva su vaša iskustva kao terenskih nastavnika sa studentima tijekom terenske prakse? Na koje poteškoće nailazite? Kako se s njima nosite? 4. Imate li vi kao terenski nastavnici potrebe za supervizijom vezano uz terensku praksu studenata? Cilj ove radionice je s jedne strane upoznati terenske nastavnike sa supervizijom studenata i temamo koje studenti donose, a s druge strane dobiti povratnu informaciju oko njihovih dilema, poteškoća i potreba. Mislimo da će ovakav razgovor (u malim grupama) pomoći otvaranju ovih važnih pitanja u cilju kvalitetnije suradnje i provedbe terenske prakse.

In this presentation will be displayed the implementation of process drama and forum theater (as experiential learning methods) in the education of social workers, which aim is to develop the specific skills of group work focused on empowering users to overcome positions of oppression and helplessness. First will be presented the method and objective of process drama (open space for self-expression, creativity and personal growth, participants’ encouragement on exploration of various current social issues and life experiences, and on better understanding of the world around us and the role of the individual in it). After that principles and way of shaping process drama will be described and the preparation and implementation of forum-play. Also, will be described the creative process in which the participants is given the possibility to recap different life situations through different drama techniques and their own internal states faced, as well as to actively participate in their creation and transformation. Special emphasis will be on presenting the positive effects of the forum theater application. It is a technique that strengthens awareness of the situations of oppression in a society which creates a space for dialogue, especially with those groups of users that the right for dialogue in society is partly or completely taken away. Forum theater application in a group work encourages participants’ critical thinking and seeking ways to overcome the position of oppression and helplessness, empowers positions of choice and encourages access to potentially new solutions of problem situations. At the very end examples of possible implementation process drama and forum-theater to work with different groups of users will be presented, and will be summarized results of qualitative research on the experience of applying such methods in group work with juvenile offenders.

Socijalni rad se kao profesija počeo razvijati krajem 18. i početkom 19. stoljeća u pravosudnom sustavu (kaznionice, mjere kažnjavanja, mjere pomaganja bivšim zatvorenicima, pojava prvih alternativnih kažnjavanja). Suvremeni socijalni rad po svojim osnovnim određenjima i etičkim načelima zagovara i promiče zaštitu ljudskih prava, jednakost i promjene sa i u korist svojih korisnika, a proces osnaživanja temelji se na odnosu zajedništva suradnje, povjerenja i dijeljenja moći. S druge strane, pravosudni je sustav u velikoj mjeri usmjeren na represiju i unaprijed određena pravila, odnosno jasnu hijerarhiju, gdje stručnjaci iz pozicije „moći“ određuju programe postupanja i resocijalizacije bez stvarnog učešća osoba kojima je izrečena neka od mjera ili sankcija. Osobe na izvršenju kazne zatvora, odnosno osobe kojima su izrečene alternativne sankcije zasigurno su iskusile osjećaj isključenosti, socijalne stigmatiziranosti i obespravljenosti. To često dovodi socijalne radnike u svakodnevnom radu u „konflikt uloga“ između pravila koje određuje pravosudni sustav i „pomažuće“ uloge socijalnog rada, odnosno zaštite ljudskih prava u cjelini. Kako pomiriti te različite uloge? Po čemu se i da li se uopće u svom profesionalnom radu socijalni radnik razlikuje od drugih stručnih suradnika u pravosuđu? Što poduzimaju socijalni radnici sa ciljem zagovaranja svojih prava i raspravlja li profesionalna zajednica o položaju potrebama socijalnih radnika u pravosuđu? Prepoznaje li i prati obrazovanje i praksa socijalnih radnika specifičnosti pravosudnog sustava? Kao uvod u radionicu 10-ak minuta će se dati osvrt na razvoj profesije socijalnog rada kroz sustav pravosuđa i povezati osnovnu definiciju, određenje, načela socijalnog rada, te odnos zakona i etike obzirom da sa stajališta pomažućih profesija(socijalnog rada) neke zakonske odredbe i način postupanja mogu biti u neskladu sa osnovnim etičkim principima i definicijom profesije. Nakon kratkog uvoda sudionike bismo podijelili u 3 manje grupe koje bi u 20 minuta pokušale odgovoriti na pitanja koja se problematiziraju. 1. Grupa: Kakav je položaj socijalnih radnika u sustavu pravosuđa danas? • U odnosu na druge profesije • U smislu prepoznatljivosti i uvažavanja struke i profesionalnosti socijalnog rada • Po čemu se i da li se uopće socijalni radnik u pravosudnom sustavu razlikuje od drugih stručnjaka? • Prepoznavanje važnosti i ostvarivanje prava socijalnih radnika u pravosuđu na dodatne edukacije, supervizije… 2. Grupa: S kojim etičkim dilemama se socijalni radnici u pravosuđu susreću? • Mogu li i imaju li socijalni radnici u pravosuđu pravo i mogućnosti biti socijalni radnici? • Imaju li mogućnosti i pravo držati se svojih profesionalnih i etičkih načela i postupati u skladu s njima • S kojim etičkim dilemama ste se kao socijalni radnici u pravosuđu do sada susretali? Što je to za Vas značilo? Kako ste postupali? 3. Grupa: Kakve su nam mogućnosti? • Kakve mogućnosti imamo da kao socijalni radnici u pravosuđu postupamo u skladu sa svojom profesionalnom etikom? • Što poduzimaju socijalni radnici sa ciljem zagovaranja svojih prava i raspravlja li profesionalna zajednica o položaju i potrebama socijalnih radnika u pravosuđu? • Što možemo i trebamo učiniti za prepoznatljivost i uvažavanje struke socijalnog rada u pravosuđu? • Što kao socijalni radnici trebamo/želimo? Kako to možemo ostvariti? Nakon toga bi u idućih pola sata svaka od malih grupa prezentirala svoje zaključke, o kojima bi se raspravljalo u velikoj grupi i razmijenila različita pozitivna iskustva, odnosno iskustva dobre prakse različitih zemalja. Cilj je radionice problematiziranje navedenih pitanja, osnaživanje i organiziranje socijalnih radnika u pravosuđu, razvoj profesionalnog identiteta i prava struke i razmjena iskustva i primjera dobre prakse. Na radionici može biti prisutno do 100 sudionika koji će se podijeliti u manje grupe. Od materijala nam je potreban fli-chard, papir i flomasteri.

The goal of this study was to to get inside the experiences and needs of social workers working with children and youth with behavioural problems and with perpetrators of criminal acts in Social Welfare centres and Justice Department in Zagreb. PARTICIPANTS: Three qualitative researches were conducted in 2012., 2013. and 2014. in Social Welfare Center and Justice Department in the capital city of Croatia Zagreb. Researches were conducted by using focus groups and interwiews (7 interwiews with participants in social welfare center, 1 focus group with seven participants in social welfare center) (N=14 participants), and one focus group with participants working in Justice Department (N=10) Participants in social welfare center were by profession social workers (N=7), psychologists (N=3) , social pedagogics (N=2) and lawers (N=2) and in Justice Department participants were social workers. METHOD: Each interwiew took 30-45 minutes, while focus groups took 50 minutes (data where recorded). Questions were focused on the content of work professionals in social care and justice work use, their experiences and feelings and problems they face in their work. Data where transcripted and analyzed by using opened coding consisted of: finding terms, finding codes, analizing terms and codes. Results: Social workes face with problems in their work regarding with low co-operation with other institutions (schools, police), low working conditions (three social workers in one small room), increase of soffisticated problems of children, youth, families (manipulation, cyberbulling.....), need for additional education in the area of working with families faced with violence, children and youth with behavioural problems, supervision, social work with perpetrators of criminal acts.

This paper will analyze the current situation and challenges of the of student dropouts in secondary education in Croatia. Young people who are at risk of dropping out of secondary education represent a specific vulnerable group because they are at risk of social exclusion and prone entering into the trap of poverty. Student dropout from secondary education in the Croatian context so far has not been sufficiently recognized and researched phenomenon although it can lead to a number of disadvantages for the individual and society. Youth in Croatia according to some researchers have relatively high expectations of education, but their valuing of education seems questionable because they observe how difficult is to get a job and that in society only political appointees or the rich succeed. Also it is questionable does school give people the knowledge that is required for work and life in modern society. The special importance of education is emphasized in times of economic crisis in Croatia when the youth unemployment rate is one of the largest in Europe. Researchers and data have found that it is most difficult to find a good and stable job for the people who have leaved the education system without acquired secondary education. Croatia has so far not led to systematic records, nor has dealt with this problem, so there are different estimates of drop-out rate that range between 3, 6% and 12% There are different sources of data and different data on the same phenomena in Croatian society, therefore, a challenge remains to build a unified methodology for monitoring the number of dropout students. Also, the organization of compulsory education in Croatia is different from the organization of compulsory education in some other countries so this should be taken into account. Identifying the extent of dropouts in Croatia is a challenge because of the lack of systematic research in this area. EU under the Europe 2020 strategy paper puts imperative that each member country priority taking measures to reduce the number of students who dropout from the education system. That has happened with certain success because EU dropout average has fallen from around 15% in 2010. to 12, 8% in 2012. The problem of students dropping out of secondary education, with efforts towards quantification of these facts, was put on the agenda of public debate in Croatia in process of creating the Joint Inclusion Memorandum - JIM, which took place in 2007th year. We will see how the problem is explicitly noted in the strategic documents and analyze all previous relevant policy documents together with implications of those documents on the concrete measures and actions taken. In addition, what now is lacking, it would be necessary to systematically monitor the causes of dropping out, the structure and specific socio-demographic characteristics of students and obtain data on the final outcome of students after dropout has took place. Some previous studies about the risk groups of students dropping out of secondary education in Croatia recognized that the main groups in risk are male students, students who come from families of lower economic status and whose parents have lower educational status, single-parent families. These are also vulnerable groups who by dropping out from secondary education are included in the risk of social exclusion. So it is needed, towards them, to implement direct prevention programs to encourage continuing of education. Furthermore, there is the problem of unavailable records that would monitor the level of social inclusion of these students. Extent and success of the measures and the possibility of reducing the cause of dropping out and their re- integration into the (re) education and work is relatively unknown. Adaptivity and flexibility of schools as a response to the risks of dropping out in Croatia still remains a challenge. Increasing the number of experts and their continuing education would increase the capacity of the system to fight for the prevention of dropping out in Croatia In Croatia for the recognition and visibility issues is important to inform the general public about the nature and seriousness of the problem. It is necessary to develop and advocate specific policies aimed at the high-risk population and to mobilize and support key stakeholders to take action in this area which includes finance, development, implementation, evaluation and dissemination of effective prevention programs. Investing in people who are dropping out from secondary education needs to be seen as human capital development through the prism of social investment perspective. Today, more than ever, success is associated with the level of academic achievement. Encouraging proactive action in this area in Croatia involves investment that contributes to the further cohesion in society by improving the life chances of individuals.

Focus on youth internalizing and externalizing problems was prominent in larger number of studies and in many of them was concluded that these two groups of mental problems are often interconnected in the way that behind adolescents’ externalizing problems there are hidden some internalizing as well. The aim of this paper is to analyse the differences between adolescents who have different combination of internalizing and externalizing problems and to address prevention and intervention strategies according to given results. In research participated total of 618 students (52% males) from higher grades of primary and lower grades of secondary schools situated in five smaller cities in Croatia. Questionnaire consisted of five instruments – Socio-demographic data, Youth Self-Report (measuring internalizing and externalizing problems), Bullying Scale (measuring perpetrated and experienced peer violence), subscale of Peer attachment of Inventory of parent and peer attachment and subscale of Family satisfaction of Quality of Family Interactions Scale. According to results on Youth Self-Report and 30% cut-off points (30th and 70th percentile) separately for subscale of internalizing problems (IP) and subscale of externalizing problems (EP), participants were sorted in 4 groups – (1) without symptoms (n=111), (2) high IP and low EP (n=109), (3) high EP and low IP and (n=100) and (4) combined IP and EP (n=91). 207 participants who have some kind of internalizing or externalizing problems but aren’t in top 30% of those with most expressed IP/EP, were excluded from further analysis. Four groups of adolescents differ largely regarding their socio- demographic data and psychosocial adjustment. The greatest risk factors for IP are female gender, high school (especially gymnasium program) and beyond average family financial status, while for EP risk factors are male gender, younger age and high family income. Psychosocial variables are good in prediction of group membership, with all variables (life satisfaction, family satisfaction, peer satisfaction, peer attachment, perpetrated and experienced bullying) significant in distinction of different groups. Further elaboration of given results and their practical implication shall be discussed.

U slučaju korištenja komunikacijskih i informacijskih tehnologija (elektroničke pošte, chata, mobitela, društvenih mreža, servisa za instant poruke) kako bi se podržavalo i provodilo opetovano nasilno ponašanje pojedinca ili čitave grupe govorimo o elektroničkom nasilju. Istraživanja elektroničkog nasilja u ustanovama skrbi za djecu rijetko se provode, što daje važnost ovom istraživanju provedenom kako bi se saznalo kako odgajatelji u Domu za odgoj djece i mladeži u Dugavama opisuju svoje iskustvo s elektroničkim nasiljem kroz rad s djecom i mladima. U istraživanju su sudjelovala četiri odgajatelja iz Doma za odgoj u Dugavama. Istraživanje je provedeno polustrukturiranim intervjuima, a obuhvaćena su dva istraživačka pitanja- Kako odgajatelji opisuju svoje dosadašnje iskustvo s elektroničkim nasiljem te koje preporuke za prevenciju elektroničkog nasilja u domovima za odgoj djece i mladeži navode odgajatelji. Rezultati istraživanja ukazuju da djeca i mladi najčešće na Internetu posjećuju Facebook stranice i ostale socijalne mreže, Youtube te internetske stranice s igricama. Oblici doživljenog elektroničkog nasilja koje su odgajatelji navodili da djeca i mladi doživljavaju su krađa identiteta i prijetnje. Istraživanje ukazuje da se prethodni odnosi djece i mladeži uključenih u elektroničko nasilje temelje na prijateljstvu ili poznanstvu. Oblici pomoći koje su odgajatelji pružili djeci i mladima koji su doživjeli nasilje su razgovor i edukacija. Nalazi istraživanja koriste stručnjacima u ustanovama socijalne skrbi te socijalnim radnicima koji se bave djecom i mladima. Odgajatelji u domovima za djecu i mlade navode potrebu za dodatnom edukacijom stručnjaka, edukaciju za djecu i mladež te aktivan pristup u radu s djecom i mladeži.

The aim of this research was to get an insight of point of view, of juvenile offenders users of a Turopolje Correctional Institution in Croatia, about a purpose of correctional measure. In this research participated 13 users of correctional institution in two focus groups. In first group there were 6, and in the second 7 young offenders. Data were obtained by qualitative analysis. The results show that young users of the Correctional Institution see the purpose of measure in education, in stopping the criminal behavior, and also getting knowledge of changing their behavior. Their opinion is also that the purpose is penalty and punishment, and penalty itself, even more affects their Mental and Physical Health. Participants have shown their negative attitude about recidivism, but on the other hand they would commit a crime again if it would be necessary for their family existence, or because of unemployment. Just few of users thought differently. About the impact of measure on recidivism , results have shown that users point out that the measure has a negative impact on their future behavior , while some think that it depends on their personal attitude and decision to change, and that the measures is only an instrument to refrain them of criminal behavior. In addition to specified, the results have shown that , for some of the users, delinquent behavior is a way of life and part of culture they belong to, but also most of them see the positive impact of institution and measure on the future recidivism. Suggestions of Participants, users of a Turopolje Correctional Institution, about the possibilities to enhance these measures indicate the need for improving the work of employees of Correctional Institution, the need to gain responsibility and work habits within the institution , the need for better and more consistant rules in institution, and finally that at least some of their individual desires are respected.

Self-concept is a often studied concept among children and youth in relationship with social- behavioural problems, as a predictor of future functioning or as a base of intervention planning with youth. The comparison of data is often difficult since different instruments are used for measurement. This paper will summarise the experience of three different researches of self-concept conducted with children and youth (age 11-21) in Croatia with different intensity of social-behavioural problems. Participants in researches were: secondary school youth (F=560, M=432), children in children's homes (F/M=301) and boys and young men in conflict with law (non-institutional measures M=146, institutional measures M=126). The aim of this paper is to analyze the contribution of specific self-concept instruments used in three different researches in explaining social- behavioural problems of children and youth. Social self-concept was measured by using three types of instruments: 1. Marsh's Self- Description Questionnaire (45 items) 2. Offer's Self-Image Questionnaire (28 items) and 3. Coppersmith’s Self-esteem Questionnaire (25 items) Challenges faced in analysing and comparison of data were: different measurement instruments, too long instruments for younger age groups, differences in self-concept depending on their age (some self-concept instruments were for age groups 11 to 18 years or, 13 to 19 years), participants with more intensive social-behavioural problems had more difficulties in understanding and answering questions. All this has an impact on the validity and sensitivity of the results. Therefore better planning and preparing of researches, especially instruments of self- concept in children and youth with social- behavioural problems is necessary in order to get more reliable and valid results. In this presentation contribution of results and practical suggestions for self-concept researches in children and youth will be critically discussed.

The rate of secondary school drop-out students in Croatia was about 7 % in a period 1998- 2008 (Matković, 2010). Although the consequences of school drop-out are well known (low employability, social exclusion) this phenomena is not recognized as a social problem in Croatia. In addition, in Croatia does not exist a unique record of the students drop-out number and students’ drop-out tracking system nor a strategy for re-inclusion in the education system or their retraining of the labor market. Therefore, this study is focused on the current opportunities for the student drop-outs in the education system and their possible chances for integration in the labor market. Also, the goal of the study was to find out what kind of support schools provide to the students before they dropped out of the school. The study was conducted in 32 secondary schools by distributing a survey via e - mail. A survey was designed for this study and composed of multiple choices questions and open questions. Participants were 32 experts who work in these schools (20 pedagogysts, 7 psychologists, 3 social pedagogysts, 1 teacher, and 1defectologist). Participants stated that the most dominant risks of falling students from secondary education are related mainly to inadequate academic orientation, the child's motivation for school, low grades and school attendance, as well as to family problems. School experts state that the chances for drop-out students to turn in the education system are generally very weak (N=21 ; 63.6 %). According to the respondents statements these students continue their education mostly through participation in various courses and correspondence schools (N=11 ; 33.3 %), returning to the same high school (N=4 ; 12.1%) and enrollment in less demanding secondary school (N=10 ; 30.3%). In addition, the participants estimated that employment opportunities of drop-out students are very low (N=22 ; 66.7 %) or do not exist at all (N=4 ; 12.1 %). According to the participants opinion the greatest chances of drop-outs for employment are in the private sector (N=6, 18.2 %) and in seasonal work (N=2 ; 6.1%). Also, results show that participants perceived the institutional cooperation with schools very important and should be closer. Namely, in purpose to prevent students’ dropping out from secondary school cooperation between schools and health system and career centers is required because students often choose a school that is not appropriate to their abilities and skills. Furthermore better cooperation with students' families and Centre for Social Welfare is also needed, as well as cooperation between schools and social service system. In addition, it is necessary to monitor students who are at risk of dropping out systematically as well as those students who already dropped-out in purpose to provide needed support and prevent high risks behavior (addiction, crime behavior). According to a school experts opinion there is a need for cooperation between schools and NGOs in purpose to provide an extra help to the students who are at risk of dropping out. In the same time there is also recognized a need for more employed professionals in especially in vocational schools (social pedagogs, psychologists, defectologists, social workers). Furthermore, in purpose to prevent dropping out would be necessary to ensure the free legal assistance and help in developing learning skills to the students who are at risk of falling, and provide variety of education for pupils, parents and teachers, organizing psycho-social support. In addition, the establishment of counseling services for young people to continue their education, and the need of education system reform is required as well as initiative that secondary education becomes mandatory. Regard the complexity of working with students at risk of dropping out professionals recognized the need for additional competencies to increase their efficiency. Therefore, they recognized a need for knowledge in the field of the theory of choice, preventive work, supervision, communication, motivation techniques and methods of psychotherapy and social pedagogy. Finally, 97% of professional staff believes that this is a problem that wider community should be aware of and involved in. Therefore, the drop-out prevention activities should be more focused on individual work with a student, a better cooperation with students' families and centers for social welfare, focused on teamwork and cooperation with vocational guidance. In addition, it is necessary to develop the national strategy and programs for drop-outs re-inclusion in the education system and their preparation for the labor market in purpose to increase better chances for the students with less life conditions and capacities.

Today modern technologies are widely in use. The use of the Internet and other modern technologies offers a variety of benefits to children and youth and at the same time using new technologies for them means potential risk of harm in virtual and real life. Expansion of usage in new technologies has lead to appearance of new forms of violence. Electronic violence is lately in focus of researches but there is an evident lack of research is in specific context as child care institutions. Aim of this qualitative research was to find out how care workers in the two homes for children and youth in Croatia (Children home in Zagreb and in Mali Losinj) describe their previous experience with electronic violence by working with children and young people. Research included two research questions: How do care workers describe their previous experience with electronic violence and what are their recommendations for the prevention of cyber bullying in children homes for children with behavioral disorders. Data were collected with semi-structured interviews with 8 care workers. A research result suggests that electronic violence is present in homes for children with behavioral problems. Other findings informs about most common online activities of children and youth, types of violent behaviors of children and youth as perpetrators and victims of electronic violence and their previous relationships. Within the recommendations for prevention care workers emphasizes their need for professional development and education of children and youth for responsible usage of modern technologies.

U ovom radu cilj je bio istražiti s kojim se problemima djece nastavnici u osnovnim školama najčešće susreću. Ukupno je sudjelovalo u istraživanju 113 nastavnika u pet osnovnih škola na području Zagreba i okolice. Upitnik je bio konstruiran u svrhu provedbe ovog istraživanja a sastojao se od tri dijela kojima se ispituje: najčešće probleme u ponašanju djece s kojima se nastavnici susreću, kako postupaju kada uoče te probleme i što misle da bi im moglo pomoći kako bi mogli što adekvatnije postupati. Rezultati pokazuju da djeca u osnovnim školama na području Zagreba i okolice najčešće ispoljavaju eksternalizirane probleme u ponašanju, te da su uglavnom primorani osloniti se na vlastite snage. znanja i vještine. Stoga iskazuju potrebu za dodatnim edukacijama, boljom suradnjom s drugim relevantnim institucijama i podrškom krovnim ustanova u obrazovnom sustavu Republike Hrvatske ali i veće mogućnosti i prava postupanja prema djeci. Nastavnici također uviđaju potrebu za uključenošću u rad u školi socijalnih pedagoga i socijalnih radnika.

School Social Work as a specialized area of the broad field of the social work is focused on work with children and youth, their families, schools and local communities in purpose to encourage students’ potentials in their successful education and healthy social development. Croatia is a country with a low number of hired school social workers despite numerous and significant indicators (higher number of peer violence, school absence, different addictions, delinquency, behavior disorders, family violence, difficult socio-economic conditions) which support the need of social worker employment in schools. This theory we will to support with results of one research example. The goal of the research was: (1) To explore social self-image and self-esteem in juveniles who attend vocational middle school in Croatia (N=432) and (2) To affirm correlation between social self-image and self-esteem with some socio-demographical data. Social self-image was measured by using the Offers Self-image Questionnaire (social self-image scale consisted of three subscales: subscale of social relationship, morality subscale and subscale of educational-professional-working goals). The social self-image scale is consisted of 29 items. The data will be compared with some earlier data for self-image and self-esteem in juveniles. We expect that the results will show that social self-image and self-esteem in juveniles who attend vocational middle schools are not satisfying in terms of positive self-image and self-esteem as one of basic potentials for successful socialization of young people. Also, we expect that juvenile who live in difficult socio-economic circumstances will develop lower social self-image. The presentation will discuss circumstances that low self-esteem and low social self-image can cause in period of social development of juveniles. In addition, based on research results we will show different possibilities of school social work in work with youth, their families and schools in purpose to encourage successful socialization of the youth.

Global social processes, unemployment and problems connected to recent war experiences in our region, caused the family migrations in Croatia. Family mobility is often connected with adaptation problems of family members on new environmental conditions. This fact is accompanied by changes in family functioning (Poldrugač, 1990). The migrant families are exposed to different risk factors by moving to new environment (Majdak, 2006). Migrant family adaptation depends on personal feature of parents and children, migration’ s circumstances and characteristics of new society. Negative circumstances associated with migration (bad material life conditions, maladjustment to costumers and norms of new environment, feeling of unacceptance, etc.) significantly increase the risk of behavior disorder of children and youth (Majdak, 2006) and could have an impact on the quality of marital and parental relationships. This paper presents the research results on the sample of 564 students at the University in Zagreb, about the circumstances of their growth. The paper shows social-demographic attributes and quality of family relationships in families with experience of moving to new environment and those who did not. The purpose of paper was to stimulate the discussion about different conditions of the children’ s growth in migrant and non-migrant families, and possibilities for overcome present differences.

Youth or adolescence is developmental period known for identity development (Lacković, Grgin, 2005.) and picture of self (Dacey, Kenny, 1994.). Difficulties in youth social development and forming healthy picture of self can mark their social functioning. Youth in Croatia are facing „double“ transition: going through the stage of growing up and preparing for permanent social roles and living in society transforming into another form (Ilišin, Radin, 2002.). Former studies show such societies confuse youth and encourage development of socially unacceptable behavior (Piko, Vazsonyi, 2004.). The paper shows research results about social self-functioning (one dimension in picture of self). The goal was to determine weather youth with socially unacceptable behavior (perpetrators of criminal acts) perceive their social functioning worst compared to their peers who did not commit criminal acts. Social self-functioning was examined by social self-functioning scale (one of OSIQs scale). The examinees are male attendants of secondary schools (N=432) and male perpetrators of criminal acts with non-institutional and institutional sanctions (N=372). The work shows youth assessment of social functioning in closer environment, in society, moral values and school and work functioning. The differences between groups are assessed by t-test and analysis of variance.

Zahtjevi suvremenog društva i ispitivanja poslodavaca pokazali su da se sveučilišna nastava treba mijenjati. S tim u vezi pristupilo se proučavanju metoda poučavanja koje potiču studente na kritičko mišljenje i aktivno djelovanje u visokoškolskoj nastavi kako bi obrazovani kadrovi mogli što bolje zadovoljiti zahtjeve koji im se na postavljaju radnoj karijeri, pa i općenito u životu. U svijetu se sve više nastavnika obrazuje tako da potiče kritičko mišljenje i aktivno učenje, a takvo je obrazovanje započelo i u nas pod nazivom "Aktivno učenje i kritičko mišljenje u visokoškolskoj nastavi" u organizaciji Foruma za slobodu odgoja. U nastavi koja koristi metode kritičkog mišljenja i aktivnog učenja primjenjuje se tzv. ERR okvir o kojem će biti riječi u tekstu. U ovom radu prikazat ćemo način obrade jedne nastavne teme u okviru kolegija "Delinkvencija i socijalni rad" na Studijskom centru socijalnog rada u Zagrebu tijekom koje smo koristili metode poučavanja koje razvijaju kritičko mišljenje i aktivno učenje. Ovakav način poučavanja dao je izuzetno dobre rezultate.

Child abuse and neglect.