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Celostni pristop k otroku je rdeča nit vseh sodobnih teorij o otroku. Bistveno je, da šola, učitelji in starši razumemo tako otrokovo intelektualno in umsko raven kakor tudi njegovo telesno, psihično in čustveno stanje. Nekoč so otroci v šoli le sedeli in mirno poslušali, danes je poudarek na celostnem pristopu k otroku, ki povezuje telesno z duševnim. Kompetentni in ustvarjalni učitelj bo v razred vpeljal sprostitev otroka s pomočjo različnih sprostitvenih tehnik, ki bodo v otroku sprostile njegovo umsko in telesno napetost ter ga spodbudile in motivirale za sodelovanje pri pouku. V diplomski nalogi z naslovom Analiza uporabe tehnik sproščanja na razredni stopnji v osnovni šoli bom predstavila sodobne teorije celostnega pristopa k otroku, prvine kompetentnega in ustvarjalnega učitelja ter pomen gibanja za otroka in sproščanje v šoli. Nadalje bom predstavila posamezne sprostitvene tehnike, katerih dejansko uporabo sem preverila s pomočjo anketnega vprašalnika v osnovni šoli in rezultate predstavila v empiričnem delu svoje diplomske naloge. Rezultati bodo dali odgovore na vprašanja: Kakšna je ozaveščenost in usposobljenost učiteljev glede vsebine sproščanja otrok v razredu in kakšna je uporaba tehnik sproščanja v razredu, kateri so vzroki in cilji sproščanja v razredu, katere so tehnike sproščanja v razredu, kakšni so pogoji za izvajanje sproščanja v razredu, kakšna je podpora vodstva in staršev za sproščanje v razredu ter kako so učenci motivirani za sodelovanje pri sproščanju pri pouku? Rezultati analize so pokazali, da učitelji že dokaj dobro poznajo področje sproščanja in posamezne sprostitvene tehnike, ki jih pri svojem vsakodnevnem pouku tudi že uporabljajo. Njihovo znanje o posameznih tehnikah je dokaj obširno. Najpogostejši vzroki za uporabo sprostitve so nemirni, nemotivirani in utrujeni otroci, ki jih učitelji s pomočjo sprostitve poskusijo ponovno motivirati in dvigniti njihovo koncentracijo za nadaljnje delo. Vodstvo načeloma to obliko dela podpira, vendar se kažejo potrebe po večjem investiranju tako v znanje učiteljev na tem področju kot v opremljenost učilnic in razpoložljivost delovnih sredstev za to vsebino. Tudi starši v veliki večini sproščanje otrok spodbujajo, vendar je zaznati, da tako vodstvo kot starši dajejo večji poudarek vsebini pouka in znanju, počutje otrok pa, predvidevam, da zaradi prenatrpanega urnika, učnih načrtov in obširne vsebine, postavijo na stranski tir. Učenci so za sodelovanje pri sprostitvenih tehnikah zelo motivirani in med najbolj priljubljenimi tehnikami so ravno tiste, ki aktivirajo njihovo desno hemisfero, torej njihovo naravno potrebo po gibanju in uporabi domišljije. A comprehensive approach to a child is the thread of all modern theories about the child. It is crucial that the school, teachers and parents understand both the child's intellectual and mental levels, as well as their physical, mental and emotional state. In the past, children in school just sat quietly and listened, while today, the emphasis is put on a holistic approach to the child, which connects the physical with the mental. A competent and creative teacher will introduce various relaxation techniques for the child to relax. These techniques will relax the child’s, which will be released in the child's mental and physical tension as well as stimulate and motivate them to cooperate in class. The thesis entitled Analysis of using relaxation techniques in the first period of primary-school education will present the modern theories of an integrated approach to a child, the characteristics of a competent and creative teacher and the importance of physical activity and relaxation in school for a child. Furthermore, I will present specific relaxation techniques, whose use I verified with the help of a survey in a primary school. The results of the survey are presented in the empirical part of my thesis and will provide answers to the following questions: what is the awareness and competence of teachers regarding the content of relaxation of children in the classroom and which relaxation techniques are used in the classroom what are the causes and objectives of relaxation in the classroom which are relaxation techniques used in the classroom what are the conditions for the implementation of relaxation in the classroom how do the management and parents support relaxation in the classroom and how are the pupils motivated to participate in the relaxation in class. The results of the analysis have shown that teachers already have a relatively good knowledge of the relaxation field and specific relaxation techniques, which they already regularly use in class. Their knowledge about different techniques is quite extensive. The most common reasons for the use of relaxation techniques in class are restless, unmotivated and tired children whom teachers try to re-motivate and use relaxation to raise their concentration for further work. The management generally supports these types of work, but there is a need for greater investment both in the knowledge of teachers in this area as well as in the classroom equipment and availability of resources for this purpose. The parents are generally supportive of the relaxation of children, but there is a perception that both the management and parents give more emphasis to the contents of classes and the knowledge, while the well-being of a child is being put on the back burner, probably because of the overcrowded schedule, the curriculum and the extensive content. The pupils are highly motivated to participate in relaxation techniques and the most popular techniques include those that activate their right hemisphere, i.e. their natural need for movement and the use of imagination.

Depresija je bolezen današnjega časa. Žal se pojavlja tudi pri mladih. V diplomskem delu sem želela prikazati, kako vpliva depresija na mladega človeka, ki je dalj časa brezposeln. V diplomskem delu sem povzela nekaj teorije o depresiji, za tem del teorije o brezposelnosti, nakar sem naredila še povzetek sorodnih raziskav na to temo oziroma o brezposelnosti mladih. Najpomebnejši del mojega diplomskega dela je raziskava na podlagi analize anketnega vprašalnika brezposelnih mladih. Anketni vprašalnik sem posredovala brezposelnim osebam in na podlagi rezultatov ovrgla hipotezo, da mladi, ki so brezposelni več kot eno leto, začnejo zapadati v depresijo. Vendar sem na podlagi individualnih vprašalnikov obrazložila, zakaj so rezultati takšni. Dejstvo je, da je na tako majhnem številu anketirancev zelo težko delati analizo, ki bi dala relevantne rezultate. Za obširnejšo raziskavo pa zaenkrat nisem primerno usposobljena. V diplomsko delo sem vključila tudi intervju svetovalke z Zavoda za zaposlovanje, ki je povedala svoje izkušnje. Depression is a modern time disease and it is unfortunately also spread among young people. In my study I wanted to show an impact of depression on young people being unemployed for a longer period of time. In my study you will find theories about depression and unemployment as well as a summary of related researches on the topic of youth unemployment. The most important part of my research is based on a survey analysis. A survey was sent to young unemployed people and the results rejected the hypothesis that young people who are unemployed for more than one year are beginning to suffer from the depression. The reasons for such results are based on individual questionnaires. The fact is that it is very difficult to do analysis that would give accurate results on such a small number of responders. However I am not properly trained yet for more comprehensive research. My study also includes an interview with adviser from the employment service based on her first hand experiences.

Integracija otrok s cerebralno paralizo v redne razrede osnovne šole je danes zelo razširjen model izobraževanja otrok s posebnimi potrebami. Le-ta pa prinaša poleg pozitivnih učinkov tudi nekatere težave. Glavni namen diplomske naloge je bil ugotoviti, s kakšnimi ovirami in težavami se ob vstopu otroka s cerebralno paralizo v redno osnovno šolo srečujejo starši, učitelji, otrokovi sošolci ter otrok sam. V prvem delu so navedena teoretična izhodišča, v drugem delu pa so na podlagi praktičnega primera, s pomočjo anketnega vprašalnika, intervjuja in opazovanja, predstavljene ovire in težave, ki jih ima otrok ob vstopu v redno osnovno šolo. Rezultati so pokazali, da se težave kažejo v slabši usposobljenosti učiteljev za delo z otroki s cerebralno paralizo. Posledično tudi sošolci niso informirani o tem, zato težje razumejo prilagoditve in pomoč, ki jo sošolec potrebuje. Manjšo oviro predstavlja tudi dejstvo, da otrok zaradi slabših pogojev osnovne šole ne obiskuje v domačem kraju. Tako se po pouku ne more veliko družiti s svojimi sošolci in sklepati večja prijateljstva. Otrok s cerebralno paralizo se v šoli dobro počuti. Večje težave ima le na področju matematike in pozornosti. Drugih večjih težav raziskava ni pokazala. Sklepam lahko, da je integracija ob zadostnem sodelovanju vseh, ki so vključeni v vzgojno-izobraževalni proces zelo uspešna, kljub nekaterim prej naštetim težavam. The inclusion of children with cerebral palsy in regular primary school classes is a widespread education model for children with special needs. Besides many positive effects it may also cause some problems. The main purpose of my diploma was to uncover some impediments the parents of the child with cerebral palsy, the teachers, the child's school friends and the child himself encounter. The first part presents the theoretical basis whereas the second part gives a practical example of impediments and problems a child with cerebral palsy experiences when starting regular primary school. This example is based on a questionnaire, an interview and observation. The findings have shown the deficiency in teachers' skills to work with children with cerebral palsy. Due to adverse circumstances a child does not attend primary school in his/her local area which can also be seen as a minor hindrance. Due to this fact he/she is not able to spend a lot of time socializing with his/her schoolfriends, and consequently develop firm friendships.Consequently the schoolmates lack some important information and therefore have problems with understanding the adaptations and help their school friend needs. A child with cerebral palsy generally feels well in class. Some significant difficulties occur in Maths and concentration. The survey has not shown any other serious problems. We can assume that despite the problems mentioned above the inclusion can be very successful if everyone taking part in the educational process indicates willingness to cooperate.

V delu je objašnjena Evropska ekonomska in monetarna unija, globalni evrofinančni trg in segmenti evropskih finančnih trgi.

Antisocialno vedenje (AV) je vedenje, ki je v nasprotju s prevladujočimi pravili in normami in se kaže kot fizično in psihično nasilje, povzročanje materialne škode, kraja, vandalizem, spolna promiskuiteta, alkoholizem, uživanje prepovedanih substanc, odvisnost od iger na srečo, laganje, manipulacija in prevare. AV je pogosto povezano z drugimi oblikami vedenjskih in razvojnih motenj, kot so hiperaktivnost, depresija, motnje učenja in impulzivnost. Ker predstavljajo AV in z njim povezane posledice resen družbeni problem, so raziskave vzrokov in dejavnikov tveganja za AV zelo pomembne. Politični, socialni in ekonomski dejavniki tveganja za AV so dobro raziskani, narašča pa tudi zanimanje za biološke dejavnike. Meta-analize študij AV pri dvojčkih in posvojencih so pokazale, da z genetsko komponento lahko razložimo tudi do 50% fenotipske variance AV. Fenotip AV je heterogen in se pojavlja hkrati z drugimi vedenjskimi motnjami. Molekularno-genetske študije AV na ravni celotnega genoma kažejo, da gre za kompleksen fenotip, ki ga oblikuje več lokusov. V študijah kandidatnih genov so identificirali povezave med AV in genetskimi polimorfizmi dopaminergičnih genov (DAT1, DRD2, DRD4), serotonergičnih genov (5-HTTLPR) in genov za encime, ki razgrajujejo monoamine (COMT, MAOA). V študijah AV se kot možna strategija izkaže uporaba živalskega modela (miši), saj omogoča zasnovo študije z definiranim genotipom in s kontroliranim okoljem. Pri prašiču so polimorfizme gena MAOA povezali z agresijo, pri različnih skupinah pasem psov pa so v zaporedju MAOA identificirali razlike v frekvencah alelov. Antisocial behaviour is a type of behaviour that is contrary to predominant rules and norms and is exhibited as physical and psychological violence, causation of material damage, theft, vandalism, sexual promiscuity, alcoholism, substance abuse, gambling addiction, lying, manipulation and fraud. Antisocial behaviour is often linked to other forms of behavioural and developmental defects, as are hyperactivity, depression, learning disabilities, and impulsivity. Because antisocial behaviour and the defects linked to it represent a serious social problem, it’s important to research the causes and risk factors for it. Political, social and economic risk factors for antisocial behaviour are well known so there is an increasing attention directed to biological factors. Meta-analysis of antisocial behavioural twin and adoption studies have shown that the genetic component is responsible for 50 % of the phenotypic variance. Phenotype of antisocial behaviour is heterogeneous and appears alongside other behavioural defects. Genome-wide molecular-genetic studies of antisocial behaviour show that antisocial behaviour is a complex phenotype with multiple loci affecting it.. Multiple polymorphic candidate genes have been identified to have a link with antisocial behaviour, such as: dopaminergic genes (DAT1, DRD2, DRD4) serotoninergic genes (5-HTTLPR) and genes that encode monoamine decomposition enzymes (COMT, MAOA). In antisocial behaviour studies animal models can be used, they allow us to design a study with a defined genotype in controlled environment (mouse). In pigs MAOA polymorphism was linked to aggression, in various groups of dog breeds differences in allele frequency in MAOA sequence among different breeds were identified.