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Cilj je ovog rada davanje uvida u neke aspekte pohađanja Škole za roditelje, točnije, prikazat će se procesna evaluacija i evaluacija ishoda navedenog programa. Istraživanje je provedeno na uzorku od 15 sudionika polaznika programa Škole za roditelje te je korištena metoda intervjua, a u koncipiranju istraživačkih pitanja i analizi rezultata koristila se metoda analize okvira. Rezultati istraživanja pokazali su kako sudionici iskazuju iskustvo poboljšanja roditeljskih kompetencija, dobiti od grupnog rada te zadovoljstvo sudjelovanjem u programu, ali i neke negativne aspekte sudjelovanja. Također sudionici percipiraju poboljšanje odnosa roditelj – dijete te promjene u doživljavanju djeteta, kao i svoje osobne promjene. Ovaj rad također daje praktične implikacije za aktualno i buduće pružanje stručne pomoći roditeljima te otvara nova istraživačka pitanja., The aim of this paper is to evaluate the processes and outcomes associated with a parent support program called “School for Parents” based on the perspective of parent attendees. The study was conducted using a sample of 15 parents who attended the “School for Parents” program. Data was collected from participants using interviews and analysed using the framework analysis method. Our results show that the views or perceptions of parents changed with changes in their own parental competencies. We also highlight the benefits and satisfaction that comes with participating in the group, as well as some negative aspects of participation. Participants reported that they experienced improvements in the quality of the parentchild relationship, changes in the comprehension of the child, as well as personal changes in themselves. This study emphasises the practical implications for the need to provide professional support to parents, as well as raises questions that require further research.

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.

The goal of the research was to determine wheather the school disturbances were present more often in juvenile delinquents who migrated in comparison with those who did not migrate. It was assumed there would be present signifficant statistical difference between these two groups of examinees in the area of school disturbances. The results of research on sample of 458 juvenile delinquents showed signifficant statistical difference between juvenile delinquents who migrated and those who did not migrate in 11 of totally 12 observed variables in the area of school disturbances. This results show that migration can be observed as one of the risk factors for school disturbances. The school is after family firste most important institution. Also we know that school disturbances often appear in juvenile delinquents and can forsee future delinquent behaviour. Therefore children and youth who migrate as well as their parents need organized help in the new society and in school.

Rad započinje tematiku suicida kroz povijesni pregled, zatim razrađuje taj poseban fenomen kroz rizične i zaštitne čimbenike, epidemiologiju u Republici Hrvatskoj, prikaz u medijima kao poseban problem sadašnjice, samo definiranje značajnih pojmova te razradu, i konačno prepoznavanje kroz ponašajne i druge obrasce, te pregled preventivnih programa, pri čemu je posebno orijentiran na mlade kao ugroženu skupinu. Suicid mladih je fenomen koji zaokuplja stručnjake različitih struka i koji ga pokušavaju svakim danom sve više razumjeti. Mlade osobe, kao svaka osoba posebna i specifična za sebe, zahtijevaju individualan pristup u pružanju pomoći i prije svega razumijevanje njihovih problema. Važnu ulogu ima okolina, prvenstveno obiteljska, a zatim i stručnjaci koji trebaju sudjelovati u prevenciji i edukaciji kako bi se smanjio broj suicida, te općenito društvo u cjelini. Razvijajući podržavajuću okolinu koja ima razumijevanja za mlade, stvaramo pozitivno okruženje u kojem svaki problem ima pozitivno rješenje., The paper begins with the topic of suicide through a historical overview, then elaborates on this special phenomenon through risk and protective factors, epidemiology in the Republic of Croatia, representation in the media as a special problem of the present, defining significant terms and developing concepts, and final recognition through behavioral and other patterns, with an overview of preventive programs, where the topic is especially oriented towards young people as a vulnerable group. Youth suicide is a phenomenon that fascinates experts from various professions who try to understand it more and more every day. Young people, who are special and specific as individuals, require an individual approach to providing help and, above all, an understanding of their problems. An important role is played by the environment, primarily the family, and then by experts who need to participate in prevention and education to reduce the number of suicides, as well as society as a whole. By developing a supportive and understanding environment for young people, we create a positive environment where every problem has a positive solution.

Siromaštvo je dugotrajan i globalan problem. Život u siromaštvu ostavlja posljedice kod svake osobe, ali posebice su njime pogođena djeca. Siromaštvo izrazito nepovoljno utječe na razvoj same djece. Zbog neadekvatne prehrane, nedostatka rane stimulacije te izloženosti stresu, kod djece ponekad dolazi do sporijeg razvoja kao i do smanjenih vještina potrebnih za život i rad. Glavna razlika između siromaštva i dječjeg siromaštva krije se u dječjoj bespomoćnosti za situaciju u kojoj se nalaze. Kroz ovaj rad prikazane su glavne razlike siromaštva i dječjeg siromaštva kao i posljedice koje ono ostavlja kod djece. Nadalje, u radu su navedene skupine djece koja odrastaju u riziku. Također, razmotrene su trenutne obrazovne politike koje su usmjerene ka djeci koja odrastaju u uvjetima siromaštva te mogućnosti njihova unapređenja. Sudjelovanje u obrazovnim programima poboljšava obrazovne ishode djece, pruža im adekvatnu socijalizaciju te im naposljetku otvara vrata ka izlasku iz začaranog kruga siromaštva., Poverty is a long-term and global problem. Living in poverty leaves consequences for every person, but children are especially affected by it. Poverty has an extremely unfavorable effect on the development of children themselves. Due to inadequate nutrition, lack of early stimulation and exposure to stress, children sometimes experience slower development as well as reduced skills necessary for life and work. The main difference between poverty and child poverty lies in children's helplessness for the situation in which they find themselves. This paper presents the main differences between poverty and child poverty, as well as the consequences it leaves for children. Furthermore, the paper lists groups of children who grow up at risk. Also, the current educational policies aimed at children who grow up in conditions of poverty and the possibilities of their improvement were discussed. Participation in educational programs improves children's educational outcomes, provides them with adequate socialization, and ultimately opens the door to getting out of the vicious cycle of poverty.

Obrazovanje i siromaštvo usko su povezani pojmovi zato što je upravo obrazovanje to koje može pojedincu omogućiti bolju i perspektivniju budućnost. Socioekonomski status ima velik utjecaj na obrazovanje djece. Njegov utjecaj vidljiv je kako u pristupu obrazovnim programima tako i u obrazovnim ishodima djece. Nejednakosti u pristupu obrazovnim procesima vidljive su već u predškolskim ustanovama koje djeca nižeg sociekonomskog statusa rjeđe pohađaju. Polaskom u školu materijalni status djece dolazi do većeg izražaja. Djeca višeg socioekonomskog statusa ponekad počinju isključivati iz društva djecu nižeg socioekonomskog statusa. Djeca nižeg socioekonomskog statusa nerijetko dolaze iz obitelji gdje su roditelji postigli niži stupanj obrazovanja pa samim tim ne potiču djecu na daljnje obrazovanje te je obrazovni uspjeh te djece manji. Ono što dodatno naglašava nejednak položaj djece nižeg socioekonomskog statusa je nedostupnost izvannastavnih aktivnosti. One najčešće iziskuju dodatna financijska sredstva koja njihove obitelji nisu u mogućnosti financirati. Središnja vlast je ta koja bi trebala u većoj mjeri sufinancirati programe predškolskog odgoja i obrazovanja te obrazovne programe kako bi se povećao postotak djece iz obitelji nižeg socioekonomskog statusa koja ih pohađaju. Sudjelovanje u spomenutim obrazovnim programima poboljšava obrazovne ishode djece, pruža primjerenu socijalizaciju te im otvara vrata ka izlasku iz začaranog kruga siromaštva., Education and poverty are closely related concepts because education can provide an individual with a better and more promising future. Socio-economic status has a major impact on children’s education. Its influence is visible both in the approach to educational programs and in the results of children's education. Inequalities in access to educational processes are already visible in preschool institutions that children of lower socio-economic status attend less frequently. Going to school, the material status of children comes to the fore. Children of higher socioeconomic status are beginning to exclude children of lower socioeconomic status from society. Children of lower socio-economic status often come from families in which the parents have achieved a lower level of education, and therefore do not encourage children to further education, and the educational success of these children is lower. What further emphasizes the unequal position of children of lower socioeconomic status is the unavailability of extracurricular activities. Most often, they need additional funding that their families are unable to finance. It is the central government that should co-finance pre-school and education programs to a greater extent in order to increase the percentage of children from lower socio-economic status families who attend them. Participation in these educational programs improves the educational results of children, provides appropriate socialization and opens the door for them to get out of the vicious circle of poverty.

Siromaštvo je globalni fenomen koji utječe na sve pojedince, a posebice na djecu. Siromaštvo u najranijoj dobi ostavlja brojne negativne posljedice koje se odražavaju i kasnije u životu. Cilj ovog rada je objasniti ulogu siromaštva u obrazovnim ishodima djece. Prikazana istraživanja ukazuju na to kako nizak socioekonomski status utječe na obrazovne ishode, radne karijere, ali i na zapošljavanje mladih osoba. Također ukazuje se na važnost obrazovanja kao ključnog faktora u izlasku iz siromaštva., Poverty is a global phenomenon affecting all individuals, especially children. Poverty at the earliest age leaves numerous negative effects that are reflected in later life. The goal of this paper is to explain the role of poverty in educational outcomes for children. The research shows that low socioeconomic status affects educational outcomes, working careers, and employment of young people. It also points to the importance of education as a key factor in leaving poverty.

Današnje vrijeme obilježeno je brzim razvojem informacijsko-komunikacijskih tehnologija. Internet postaje ključno mjesto druženja i komunikacije u životima ljudi, pogotovo djece i mladih. Osim pozitivnih strana, internet ima i brojne negativne strane poput: uznemiravanja, prijetnji na internetu, blaćenja, grubog online sukobljavanja, pretvaranja, iznuđivanja i širenja povjerljivih informacija, isključivanja na internetu te uhođenja na internetu. Najčešće posljedice su: strah, uznemirenost, povučenost, anksioznost, depresija, tuga, ljutnja, suicidalne misli. Odrasle osobe trebale bi educirati ponajprije sebe i na taj način spriječiti potencijalno elektroničko nasilje te to znanje prenositi na djecu i mlade. Obveza educiranja odnosi se i na lokalnu zajednicu te na nadležne institucije. Potrebna je kvalitetna suradnja obitelji, odgojno-obrazovnih ustanova i zajednice kako bi prevencija elektroničkog nasilja bila što uspješnija. Elektroničko nasilje kažnjivo je zakonom, bilo da je riječ o uvredi, kleveti, prijetnji, iznošenju osobnih ili obiteljskih prilika. Zakonom je kažnjiva i svaka vrsta seksualnog uznemiravanja preko interneta., The present has been marked by the rapid development of information and communication technologies. Internet becomes a key place of socializing and communication in the lives of people, especially children and youth. In addition to the positive side, the internet has numerous negative aspects such as: harassment, cyberthreats, denigration, flaming, impersonation, outing and trickery, exclusion, cyberstlalking. The main consequences are: fear, anxiety, reticence, disturbance, depression, sadness, anger, suicidal thoughts. Adults should educate themselves primarily due to preventing potentially electronic violence and transfer that knowledge to children and youth. The obligation of education also refers to local community and competent institutions. It is required good cooperation between families, educational institutions and communities in order to prevent electronic violence. Electronic violence is punishable by law, whether it comes to insults, slander, threats or exposuring personal or family circumstances. Any kind of sexual harassment over the Internet is punishable by the law.

Ovaj pregledni rad, na temelju domaćih i stranih istraživanja i članaka,obrađuje temu obrazovnih ishoda djece u skrbi, sa naglaskom na djecu iz dječjih domova kao institucionalnog oblika skrbi. Rad posebno proučava individualna obilježja djece u skrbi, poput općih i psiholoških obilježja, posebnih obrazovnih potreba, te okolinska obilježja, poput biološke obitelji, skrbi, pružatelja skrbi, škole, učitelja, vršnjaka,socijalnih radnika te interdisciplinarne suradnje obrazovnog i socijalnog sustava koje utječu na školski uspjeh djece u skrbi i njihove obrazovne uspjehe. Rad sadrži i kratki pregled intervencija u praksi namijenjenih podržavanju obrazovanja djece iz skrbi prepoznatih u europskim državama., This review paper, using data from domestic and foreign research and articles, handles the topic of educational outcomes of children in care, with emphasis on children in children's homes, a residential type of placement. This paper in particular studies individual features of children in care, such as general and psychological features, special educational needs, and also environmental features, such as their biological families, care, caretakers, schools, teachers, peers, social workers and interdisciplinary cooperation between education system and social welfare system, which can affect educational achievement and educational outcomes of children in care. This paper also contains a brief review of educational interventions for looked-after children in european countries.

Pojam teškoća u razvoju sve je učestaliji pojam u sustavu obrazovanja. Najosjetljiviju skupinu upravo predstavljaju djeca s teškoćama u razvoju. U današnje vrijeme sve je prisutnije zalaganje za promicanje interesa djece s teškoćama u razvoju, te je u prvom planu istaknuta upravo njihova inkluzija u redovito obrazovanje. Osnovni problem predstavlja stručnost i kompetentnost osoba koje su zadužene za provođenje programa odgoja i obrazovanja. Isto tako, neupućenost roditelja s njihovim mogućnostima i mogućnostima njihove djece uvelike usporava napredak sustava obrazovanja djece s teškoćama u razvoju. Iako nedovoljno zastupljena, struka socijalnog rada ima veliku ulogu u ostvarenju svega navedenog. Stoga, cilj ovog istraživanja je dobiti uvid u ulogu socijalnog radnika u sustavu odgoja i obrazovanja, onakvu kakvu je vide roditelji i stručnjaci te onakva kakva bi ona trebala biti. U istraživanju su sudjelovali stručnjaci i roditelji, odnosno 4 stručnjaka u radu s djecom s teškoćama u razvoju te 40 roditelja djece s teškoćama u razvoju. Podatci su prikupljeni pomoću intervjua i web anketa. Dobiveni rezultati pokazuju kako bi struka socijalnog rada uvelike doprinjela u obrazovanju djece s teškoćama u razvoju te kako bi bila potrebna u povećanju roditeljskih kompetencija i upoznavanju s pravima roditelja i djeteta., Developmental difficulty is more and more frequent in the educational system. The most sensitive group is represented by children with developmental difficulties. Nowadays, there is more presence of promoting the interest of children with developmental difficulties and especially their inclusion in regular education. Primary difficulty in executing the program is the lack of education and competences of the educators themselves. Also, the parent’s unawareness of their abilities and the abilities of their own children is slowing down the progress of the educational system of children with developmental difficulties. Insufficiently represented the social service has a major role in executing the program. Therefore the goal of this research is to get the insight of the role the social workers have in the educational system, how the role is seen by the parents and the educators and how it is really supposed to be. Four experts for developmental difficulties and forty parents of the children with developmental difficulties took place in the research. The data is gathered face to face interview and online questioners. The given results show how the social services would contribute to the education of the children with developmental difficulties and also would be necessary in increasing parental competences and getting to know the rights of parents themselves and of their children with developmental difficulties.

U ovom radu govori se o diskriminaciji starijih osoba na tržištu rada i načinima suzbijanja takve diskriminacije. Razjašnjavaju se pojmovi diskriminacija, područja u kojima je zabranjena i koncept ageizma. Sam položaj starijih radnika mijenjao kroz povijest i usko je povezan s demografskim trendovima i promjenama na tržištu rada. Svjetska gospodarska kriza i ubrzan razvoj tehnologija uvelike su utjecali na starije radnike te ih polagano istisnuli s tržišta rada. Također, percepcija javnosti o starijim radnicima je negativna. Prevladavaju stereotipi da su stariji radnici spori, slabijeg zdravlja te nespremni za rad s novim tehnologijama što rezultira diskriminacijom pri samom zapošljavanju. U radu se ističu smjernice za suzbijanje ove vrste diskriminacije, a one prvenstveno obuhvaćaju educiranje i informiranje javnosti i poslodavaca radi promjene negativnih stereotipa o starijim radnicima, osposobljavanje starijih radnika radi usvajanja novih vještina u skladu s potrebama poslodavaca te njihovo aktivno uključivanje u život zajednice. U Republici Hrvatskoj potrebno je više jačati svijest o diskriminaciji starijih osoba te je nužno da nadležna tijela surađuju međusobno te koriste dobru praksu drugih zemalja Europske unije u bavljanju i rješavanju problema diskriminacije., This paper is discussing discrimination against older people in the labor market and ways to deal with such discrimination. Definitions of discrimination, areas where prohibited and the concept of ageism are clarified throughout the paper. The position of older workers through history changes and it is closely related with demographic trends and changes in the labor market. The global economic crisis and the rapid development of technology significantly influence older workers and they are slowly pushed out of the labor market. Also, the public perception of older workers is negative. The prevailing stereotypes of older workers are that they are slow, weaker health and unwilling to work with new technologies which result in discrimination in the hiring process. This paper emphasizes guidelines for dealing with this kind of discrimination and they primarily include educating and informing the public and employers to change negative stereotypes about older workers, training for older workers to acquire new skills to meet the needs of employers and their active involvement in community life. In Croatia, it is necessary to intensify awareness of discrimination against older people and it is essential that the authorities cooperate mutually and use good practices of other countries of the European Union in addressing emerging and solving discrimination problem.