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I address the problem of how shared empathy and group therapy are a required condition for any successful work with patients in medical and clients in philosophical practice. Moreover, a theory of shared empathy must also account for the arguably more intricate issue of how group members might properly share their own mental domain with its distinctive phenomenology, and their distinctive attitudes toward one another, so that the necessary self-testimonies of clients do not rest on the previous pathological state. Furthermore, I aim to offer some steps towards solving this problem. I will do so by outlining what methodology lies behind the theory of shared empathy, and showing how, based on the results of a case study, it can be understood in such a way that it still accommodates all requirements for what counts as valid coherence of self-testimony and successful client’s healing., Bavim se problem toga kako su dijeljena empatija i grupna terapija obvezni uvjeti za uspješan rad s pacijentima u medicinskoj i klijentima u filozofijskoj praksi. Nadalje, teorija dijeljene empatije mora se baviti i nedvojbeno zamršenijim problemom toga kako članovi grupe mogu ispravno dijeliti svoju mentalnu domenu s njenom posebnom fenomenologijom, te svoja osebujna držanja jednih prema drugima, tako da nužna samosvjedočanstva klijenata ne počivaju na prethodnom patološkom stanju. U nastavku nudim neke korake prema razrješenju toga problema. Učinit ću to ocrtavajući metodologiju koja se nalazi iza teorije dijeljene empatije te pokazujući, na primjeru jedne studije slučaja, kako to može biti razumljeno na taj način da se prilagođava svim preduvjetima za valjanu koherenciju samosvjedočanstva i uspješnog klijentova liječenja., Ich beschäftige mich mit dem Problem, wie geteilte Empathie und Gruppentherapie Pflichtvoraussetzungen für eine erfolggekrönte Arbeit mit Patienten in der medizinischen und Kunden in der philosophischen Praxis sind. Fernerhin muss sich die Theorie der geteilten Empathie ebenso mit einem zweifellos verwickelteren Problem befassen, nämlich wie Gruppenmitglieder die mentale Domäne mit ihrer besonderen Phänomenologie sowie ihre eigenartigen Haltungen zueinander richtig teilen und besitzen können, sodass die notwendigen Selbstzeugnisse der Kunden nicht auf einem vorausgehenden pathologischen Zustand beruhen. Darauffolgend biete ich einige Schritte zur Lösung dieses Problems. Ich tue dies, indem ich die hinter der Theorie der geteilten Empathie liegende Methodologie skizziere und am Beispiel einer Fallstudie darlege, wie sich dies in einer solchen Weise begreifen lässt, dass es sich an alle Vorbedingungen für eine gültige Kohärenz von Selbstzeugnis und gelungener Kundenbehandlung anpasst., Je traite du problème de savoir comment l’empathie partagée et la thérapie de groupe sont des conditions nécessaires pour un travail réussi avec les patients dans la pratique en médecine, et avec les clients dans la pratique philosophique. En outre, la théorie de l’empathie partagée doit indubitablement faire face à un problème plus complexe : comment les membres d’un groupe peuvent partager et posséder de manière juste le champ mental avec sa phénoménologie particulière qui lui est propre, mais également les attitudes particulières des uns envers les autres ? Ainsi, les témoignages nécessaires des clients ne reposent pas sur leur état pathologique antérieur. Dans la suite du travail je propose quelques éléments visant à résoudre ce problème. Pour cela, je décrirai dans les grandes lignes la méthodologie qui se situe en arrière-fond de la théorie de l’empathie partagée en montrant, sur l’exemple d’une étude d’un cas, que cela peut être compris de manière à s’adapter à toutes les préconditions afin d’obtenir une cohérence valide du témoignage et un traitement efficace pour le client.

Cilj rada je prikazati podatke o radu Savjetovališta za poteškoće učenja i prilagodbe u Službi za školsku i adolescentnu medicinu u razdoblju 2010.-2015. godine. U promatranom razdoblju u Savjetovalište se javilo 116 klijenata (63,7 % djevojaka) u dobi od 12 do 32 godine. Najčešći razlozi dolaska bili su: školski i akademski neuspjeh, anksiozna stanja, simptomi depresije, nedostatak samopoštovanja. U tretmanu je primjenjivan kognitivno-bihevioralni pristup. Praćenjem ishoda utvrđeno je da 68,1 % klijenata koji su se javili u Savjetovalište završava tretman, 24,1 % prekida savjetovanje bez pojašnjenja, a 7,7 % upućeno je drugom stručnjaku. U prosjeku je po korisniku bilo 6 susreta. Zadovoljstvo i napredak tretmana evaluiran je samoprocjenom samih klijenata mjerenima na ljestvici od 1 do 10 i standardiziranim upitnicima. Prema rezultatima evaluacije, provedeni savjetodavni tretman bio je uspješan u 75,9 % slučajeva. Savjetovalište otvorenih vrata u Službi za školsku i adolescentnu medicinu potrebno je i učinkovito. Ako se teškoća prepozna u ranoj fazi i ako se pravovremeno pruži adekvatan tretman za njeno prevladavanje, dolazi do unaprjeđenja dobrobiti i kvalitete života mladog čovjeka, a ne samo postizanja zacrtanog školskog uspjeha., This paper reports on activities at the Counselling Centre for learning and adjustment difficulties during the period of 2010-2015. During the observation period, 116 clients (63.7% girls) were admitted at the Counselling Centre, aged 12-32 years. The most common reasons for admission were: school and academic failure, anxiety disorders, symptoms of depression and lack of confidence. Patients were treated with cognitive behaviour therapy. The results showed that 68.1% of patients completed their therapy, 24.1 % dropped out of treatment without providing an explanation and 7.7 % of them were referred to other specialists. The average number of sessions per user was 6. Satisfaction and progress were evaluated using a self-report scale from 0 to 10 and by standardized questionnaires; 75.9 % of clients considered treatment successful. This study indicates that open-door advisory centres at the Department for School and Adolescent Medicine are necessary and effective. If the disorders are recognized early and treatment is initiated on time, it could result in not only better school success but also improve the person’s quality of life and well-being.

Osim praćenja rasta, razvoja i zdravstvenog stanja učenika tijekom školovanja, liječnik školske medicine razmišlja i o njihovu profesionalnom razvoju. Posebnu pozornost zahtijevaju učenici s kroničnim bolestima, kojih je prema istraživanjima 10 % do 15 %. Prije izbora zanimanja potrebno je upoznati roditelje i učenike s ograničenjima koja proizlaze iz prirode bolesti ili stanja. To omogućuje učenicima da razviju interes za zanimanja za koja nemaju kontraindikaciju. Sistematski pregled u osmom razredu osnovne škole procjena je učenikovih psihofi zičkih sposobnosti za nastavak srednjoškolskog obrazovanja. Tijekom pregleda provodi se profesionalno informiranje za sve učenike. Učenici s kroničnim bolestima, teškoćama u razvoju i drugim poremećajima zdravlja upućuju se na profesionalno usmjeravanje. Cilj ovog rada bio je prikaz razloga upućivanja na školsko i profesionalno usmjeravanje učenika osmih razreda, deset osnovnih škola iz Varaždinske županije, u razdoblju od školske godine 1998./99. do 2007./08. Od ukupno 4939 pregledanih učenika, na profesionalno usmjeravanje bilo je upućeno njih 458 (9,3 %). Najčešći razlozi upućivanja bili su bolesti i stanja iz skupine duševnih poremećaja i poremećaja ponašanja, sa zastupljenošću od 41,3 %. Preporuke stručnog tima za profesionalno usmjeravanje za daljnje školovanje nije slijedilo 10,5 % učenika. Za učenike s kroničnim bolestima i drugim poremećajima zdravlja bilo bi potrebno osigurati dovoljan broj upisnih mjesta u srednjim školama te kontinuirano pratiti njihov profesionalni razvoj radi intervencije u slučaju potrebe promjene škole i uvida u ishod obrazovanja. To bi se postiglo koordiniranim radom školskih liječnika, timova za profesionalno usmjeravanje, srednjih škola i županijskih upravnih odjela za prosvjetu, kulturu i šport., By following a child’s growth, development, and health, school medicine specialist can see opportunities for career choice. Special attention is needed for schoolchildren with chronic diseases and developmental difficulties, because of limited occupation choices. Studies report 10 % to 15 % prevalence of chronic diseases among schoolchildren. Parents and children should be informed about child’s limitations before career choice. It would be helpful for the students to develop interests for occupations that are not contraindicated for their condition. Physical examination gives an insight into the psycho-physical abilities of an eighth-grade primary school student for further education. During examination, counselling and vocational guidance is provided for all students with chronic diseases and other health problems. All procedures are oriented to personal abilities and preferences. The aim of this study was to analyse the reasons for vocational guidance in the Varaždin County of Croatia. It included eighth-grade students from ten primary schools from 1998/99 to 2007/08. Of 4939 students, 458 (9.3 %) with chronic diseases and health difficulties were referred to vocational guidance. Of these, 41.3 % were referred due to mental and behavioural disorders. These students were assessed and received a recommendation for at least two occupations. Forty-eight students (10.5 %) did not follow the recommendation. In a coordinated effort, school physicians, vocational guidance experts, and school and local authorities should secure enrollment of students with chronic diseases and health difficulties in secondary schools and follow their development and education to provide them the best available career opportunities.