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Telesne zaznave so entiteta, ki vznikajo, spremljajo, zorijo in skozi obdobje mladostništva dobivajo svoj pomen kot same zase ali v povezavi z notranjim čustvenim svetom mladostnika in njegovo regulacijo. V zgodnjem obdobju adolescence mladostnik nima izoblikovanih mehanizmov, ki bi mu pomagali pri prepoznavanju in uravnavanju telesnih sprememb, težje opredeljuje telesne zaznave in jih težje povezuje s svojim čustvenim doživljanjem. V splošnem se predvideva, da se mlajši mladostniki od starejših razlikujejo glede na zmožnosti zaznavanja telesnih zaznav in zmožnostjo povezovanja tega vidika s čustvi. Dotično delo skuša prikazati, kaj so telesne zaznave, kako jih mladostniki prepoznavajo in kako se področje povezuje s čustvi. Avtorico je posebej zanimalo, kakšne strategije uporablja terapevt inovativnega modela relacijske družinske terapije pri delu s telesom in telesnimi zaznavami pri mladostnikih. V kvantitativnem delu raziskave je sodelovalo 792 mladostnikov med 15. in 25. letom starosti, razdeljenih v skupino mlajših (15–25 let N = 591) in starejših mladostnikov (20–25 let N = 201). Kvantitativna raziskava je bila dopolnjena še s kvalitativnim delom. V njem je sodelovalo 18 mladostnikov iz obeh skupin. Za preverjanje zmožnosti zaznavanja telesnih zaznav je bil uporabljen vprašalnik Multidimensional assessment of interoceptive awareness (MAIA), izraženost psihosomatskih pritožb je bila merjena z vprašalnikom Psychosomatic complaints scale (PCS), za preverjanje zmožnosti čustvenega procesiranja je bil uporabljen vprašalnik Emotional processing scale (EPS), Alexithymia questionnaire for children (AQC) pa je meril zmožnost prepoznavanja in ubesedenja občutkov. V kvalitativnem delu, kjer so bile raziskovane intervencije v povezavi s procesiranjem telesnih zaznav pri mladostnikih, je sodelovalo 10 udeležecev med 17. in 25. letom starosti. Rezultati kvantitativnega dela raziskave na izbranem vzorcu niso potrdili predvidevanja o obstoju razlike med skupinama v izbranih dimenzijah ocene notranjega zavedanja (MAIA). Pri obeh skupinah je bila stopnja izraženosti psihosomatskih pritožb (PCS) obratno povezana z izbranimi dimenzijami ocene notranjega zavedanja (MAIA). Skupini sta se razlikovali v stopnji izraženosti psihosomatskih pritožb (PCS): starejši mladostniki so jih izražali manj. Na izbranem vzorcu se je pokazala povezanost med skoraj vsemi izbranimi dimenzijami ocene notranjega zavedanja (MAIA) in dimenzijami čustvenega procesiranja (EPS). Potrdila se je obratna povezanost med čustveno stabilnostjo (EPS) in splošno izraženostjo telesne simptomatike (PCS). Enako se je pokazala povezanost med težavnostjo prepoznavanja občutkov (AQC), težavnostjo opisovanja občutkov (AQC) in stopnjo izraženosti telesne simptomatike (PCS). Rezultati kvalitativne raziskave, ki je dopolnjevala kvantitativni del za prvo raziskovalno vprašanje, se kažejo v zmožnostih mladostnikov za opredelitev vrst fizioloških zaznav v telesu, opredelitev lokacije telesnih zaznav v telesu, opredelitev možnih načinov opisovanja telesnih zaznav v telesu s pomočjo fizikalnih kategorij, opredelitev načinov telesnega odgovarjanja na telesne zaznave in reflektiranje telesnih zaznav v duševnosti. V kvalitativnem delu, ki se je nanašal na oblikovanje nabora terapevtskih strategij pri obravnavi telesnih senzacij, so opredeljene identifikacija terapevtskih strategij rokovanja s telesnimi zaznavami in telesom pri mladostnikih, identifikacija strategij rokovanja s telesnimi zaznavami pri terapevtu v navezavi na telesne zaznave pri mladostniku in identifikacija korakov v procesu predelovanja telesnih zaznav pri mladostnikih. Pri dobljenih rezultatih je treba upoštevati tudi omejitve raziskave: način pridobivanja udeležencev, način pridobivanja podatkov, neprilagojenost postavk vprašalnikov populaciji mladostnikov, dolgotrajnost zbiranja kvalitativnih podatkov. Throughout the course of adolescence, bodily perceptions become entities that arise, accompany and mature, acquiring their meaning on their own or in connection with the adolescent’s inner emotional world and its regulation. In the early period of adolescence, adolescents have no established mechanisms to help them recognize and regulate bodily changes, they find it hard to define bodily perceptions, and also to relate bodily states to their emotional experience. It is generally assumed that younger adolescents differ from older ones in terms of their ability of perceiving bodily perceptions (sensations) and in the ability to associate this aspect with emotions. The present dissertation attempts to define bodily perceptions, how adolescents recognize them, and how the field of feelings relates to emotions. The author was also particularly interested in strategies the therapists of an innovative model of relational family therapy use when working with the body and body perceptions in adolescents. The quantitative part of this research included 792 adolescents between 15 and 25 years of age. They were divided into a group of younger (15–25 years N = 591) and older adolescents (20–25 years N = 201). Quantitative research was supplemented by qualitative research in which 18 adolescents from both age groups participated. The Multidimensional assessment of interoceptive awareness (MAIA) was used to measure the ability of perceiving bodily sensations, the expression of psychosomatic complaints was measured with the Psychosomatic complaints scale (PCS), the Emotional processing scale (EPS) was used to measure the ability of emotional processing, Alexithymia questionnaire for children (AQC) measured the ability to identify and verbalize bodily feelings. Ten participants between 17 and 25 years participated in the qualitative part of the research which identified developed categories of theurapeutic interventions related to processing of bodily perceptions in adolescents. The results of the quantitative part of this research failed to confirm the hypothesis of the existence of statistically significant differences between the groups on the selected dimensions of the MAIA in the selected sample. In younger adolescents, there is an inverse statistically significant degree of association between some selected dimensions of the MAIA and the dimension of PCS. In older adolescents, the prediction of an inverse statistically significant degree of correlation between selected dimensions of the MAIA and the overall expression of psychosomatic complaints was confirmed. There is a statistically significant difference in the rate of overall dimension of PCS between the two groups, with the rate of expression of psychosomatic complaints being statistically significantly lower within the group of older adolescents. There is also a statistically significant degree of correlation between almost all selected dimensions of the MAIA and the EPS. There is an inverse statistically significant degree of association between emotional stability (EPS) and expression of physical symptoms (PCS) in the selected sample. The existence of a statically significant degree of association between the dimensions of difficulty recognizing feelings, difficulty describing feelings (AQC), and level of expression of physical symptoms (PCS) was confirmed. The results of the qualitative research supplementing the quantitative part of the first research question, define the types of possible physiological perceptions in the body, location of bodily perceptions in the body, definition of possible ways of describing bodily perceptions in the body with the help of physical categories, and definition of bodily responses to bodily perceptions. Categories of therapeutic interventions emerging from the use of ground theory research method are identification of: therapeutic strategies of handling bodily perceptions and the body in adolescents, strategies of handling bodily perceptions in the therapist in relation to bodily sensations in adolescents, and identification of the steps in the therapeutic process of processing bodily sensations in adolescents. The results of this research have to be interpreted in the context of its limitations, including: the participant recruitment method of obtaining, the method of data acquisition, and inadequacy of questionnaire items when applied to the adolescent population.

V prvem poglavju, teoretičnem delu diplomske naloge, sem razčlenila in podrobneje predstavila vrste posebnih potreb. Povzela sem jih iz Zakona o usmerjanju otrok s posebnimi potrebami (ZUOPP-1), kjer so natančno opredeljene. Nato sem predstavila vse programe, ki izvajajo izobraževanje otrok s posebnimi potrebami. Poglobila sem se v vključenost otrok s posebnimi potrebami v družino in širšo družbo. Raziskala sem tudi odnos staršev do otrok s posebnimi potrebami. Teoretski uvod sem zaključila s predstavitvijo dela komisije za usmerjanje in odnosa staršev otrok s posebnimi potrebami do komisije in do samega procesa usmerjanja. Proces usmerjanja otrok s posebnimi potrebami je zelo kompleksen, spremljajo pa ga različna čustvena stanja pri samih otrocih, kot tudi njihovih starših. Pri svojem delu kot učiteljica otrok s posebnimi potrebami sem tudi sama prepoznala stisko nekaterih staršev in njihovo nezaupljivost do strokovnih delavcev šole, ki se najpogosteje kaže takoj po usmeritvi v novi program. V empiričnem delu naloge sem ugotovila, da se starši v procesu usmerjanja otrok s posebnimi potrebami soočajo tako s pozitivnimi kot tudi negativnimi čustvi. Starši so bili v večini zadovoljni s postopkom usmerjanja in tudi s sodelovanjem strokovnih delavcev, vključenih v proces. Ugotovila sem, da če so starši med samim postopkom razvili nezaupanje do strokovnih delavcev, je to negativno vplivalo tudi na njihove izkušnje med samim procesom usmerjanja. In the first chapter, which is the theoretical part of my dissertation, I present the different types of special needs and analyse them in detail. The descriptions have been summarized from the Placement of Children with Special Needs Act, which specifies them. Then, I introduce the types of programmes that educate children with special needs. I thoroughly examine the inclusion of children with special needs in their own family and the society. I also look into the relationship between the parents and the children with special needs. The theoretical introduction is concluded with the presentation of the placement committee, while also presenting the relationship of the parents of children with special needs towards the committee and the placement process. The special education placement process is very complex and accompanied by various emotional states of the children and their parents as well. In my work as a special education teacher, I myself recognized parental distress in some individuals and their mistrust towards the school’s professional workers, which was usually most apparent right after transferring to this new program. In the empirical part of the dissertation, I discovered that during the special education placement process the parents experience both positive and negative emotions. Parents are usually satisfied with the placement process as well as with the professional workers involved in it. However, I found out that if parents started to distrust the professional workers during the placement process that negatively affected their experience of the process itself.

Kljub temu da prepire občutimo kot nekaj slabega, lahko njihovo konstruktivno reševanje pripelje do večje povezanosti in uglašenosti s partnerjem. Prepiri so navadno odraz hrepenenja po stiku s partnerjem. Pogosto se zgodi, da se partnerja kregata zaradi povsem nepomembnega razloga. Razlog za to tiči v njuni preteklosti in njunih medgeneracijskih vzorcih, ki sta jih nezavedno sprejela vase tekom njunega odraščanja. Ljudje smo si me sabo različni, zato ob konfliktu različno reagiramo. Nekateri se hitro razjezijo in hitro pomirijo, spet drugi pa potrebujejo dalj časa, da se pomirijo. Razlika med ljudmi se kaže tudi pri odprtosti izražanja čustev, saj nekateri nimajo težav govoriti o svojih čustvih, spet drugi pa svoja čustva v konfliktnih situacijah popolnoma zatrejo. Ker je naše vzorce doživljanja, izražanja in sprejemanja čustev težko spremeniti, je pogovor s partnerjem o doživljanju čustev, predvsem v konfliktnih situacijah, ključnega pomena. V magistrskem delu smo s kvalitativno metodo znanstvenega raziskovanja (fenomenološko psihološko metodo) želeli dobiti vpogled v doživljanje izražanja in sprejemanja čustev v partnerskih odnosih pri udeležencih obeh spolov. S šestimi udeleženci smo opravili polstrukturirane intervjuje. Med udeleženci je bila polovica moškega spola, polovica pa ženskega. Tako smo pridobili vpogled v doživljanje procesa partnerskega konflikta obeh spolov. Med udeleženci so se pokazale zelo podobne ugotovitve. Med konfliktom vsi občutijo močan občutek jeze. Njihovo jezo navadno spremljajo občutek nemoči, žalost, obup in frustracije. Med konfliktom večina poviša glas in nakazuje kretnje z rokami. Prav tako v konfliktu doživljajo podobne telesne senzacije. Čutijo vročino, napetost v telesu in povišan srčni utrip. Vsi udeleženci strmijo k pozitivnemu reševanju konflikta in so mnenja, da je pogovor s partnerjem ključnega pomena za doseganje sprave. Krivdo tesno povezujejo z obžalovanjem, zanjo pa se tudi vedno opravičijo, kljub temu da je polovici udeležencev krivdo težko priznati. Razočaranje tesno povezujejo z žalostjo, ki jo po konfliktu večkrat občutijo. Strah v konfliktnih situacijah občutijo, vendar je ta prisoten zelo redko in v nizki intenziteti. Vsi udeleženci se trudijo biti čustveno odzivni in sprejemati vsa čustva, ki jih partner izraža. Po spravi občutijo pomirjenost in večjo povezanost s partnerjem. Although fighting makes us feel bad, finding constructive solutions to fights can lead to a better connection and harmony between partners. Fights usually reflect a longing for a connection with one’s partner. It is not unusual for fights to occur for no specific reason at all. The reason for this is the partners’ pasts and their intergenerational patterns that they have subconsciously internalized while growing up. Because no two people are the same, each person reacts differently to conflict. Some get angry fast, but they calm down just as quickly, whereas others need more time. Differences between people are also reflected in their openness to express feelings some people have no issue discussing their feelings while others might completely suppress them during a conflict. Our patterns of experiencing, expressing, and accepting feelings are quite resistant to change, which is why communicating our feelings to our partners, especially during conflicts, is crucial. Failing to solve relationship conflicts can quickly lead to a never-ending cycle of having one and the same fights. By using the qualitative method of scientific research (phenomenological psychology method) for this master’s thesis, we tried to get an insight into how participants of both genders experience expression of feelings and how they accept them in relationships. We carried out half-structured interviews with six participants, equally representing both genders in number. This gave us an insight into each gender’s process of experiencing relationship conflicts. The participants showed very similar reactions to conflict. All of them experienced a strong wave of anger, usually accompanied by feelings of helplessness, sadness, desperation, and frustration. Most of them raised their voices and used hand gestures during fights. The participants also experienced similar physical sensations: raised body temperature, physical tension, and increased heart rate. They all strive for positive conflict solutions and believe that communication between partners is crucial for achieving reconciliation. They closely associate guilt with regret, and they always apologize despite the admission of guilt proving to be difficult for half of the participants. For them, disappointment is tightly connected to sadness, which they often experience after conflict. Fear is also a part of their conflict experience however, it is rarely present, and when it is, it is of low intensity. All the participants try to be emotionally responsive and acceptive of their partner’s feelings. Resolution makes them feel at peace and more connected to their partner.

Praksa pri vpisu otrok v šolo je pokazala, da starši mnogokrat doživljajo stiske pred vpisom za še ne šestletnega otroka. Glavni namen naloge je predstaviti dileme staršev in strokovnih delavcev ob vstopu otrok v osnovno šolo pred dopolnjenim šestim letom starosti. Magistrsko delo temelji na analizi intervjujev in primerjav opisov, ki so bili podani v odgovorih staršev (vpisi, odlogi pred dopolnjenim šestim letom starosti) in strokovnih delavcev (učitelji, svetovalni delavci). V prvem delu naloge sem predstavila teorijo na področju razvoja otroka kaj vse vpliva na njegovo čustvovanje ter doživljanje sveta. Predstavila sem zakonodajo, ki narekuje vpisne pogoje za vstop v prvi razred, pri čemer sem naš šolski sistem laično primerjala s šolstvom v tujini. Ker vloga družine in vloga odraslih nasploh, na eni strani staršev, na drugi pa ostalih strokovnjakov, pomembno vpliva na odločitev vpisa otroka v prvi razred, sem v enem izmed podpoglavij spregovorila tudi o tem posebno pozornost sem namenila predvsem svetovalnim delavcem, saj imajo prav slednji med vsemi strokovnjaki največji vpliv. Eno izmed teoretičnih področij pa predstavlja varovalne dejavnike in dejavnike tveganja, ki neizogibno sovpadajo z zaključnim delom, zato sem se dotaknila še tega teoretskega področja. The practice with enrolment of children into school has shown that parents oftentimes experience distress when entering children that are not yet six years old. The main intention is to show the dilemmas of parents and professionals when entering children in elementary school before reaching the age of six. The master’s thesis is based on the analysis of interviews and comparison of descriptions which were given in the answers of parents (enrolments, postponements before reaching the age of six) and professionals (teachers, counsellors). In the first part of the thesis I presented the theory in the field of child development what impacts his emotions and experiencing of the world. I presented the legislation which dictates enrolment conditions for entering the first grade, where I unprofessionally compared our school system with school systems abroad. Because the role of the family and the role of grownups, on one side parents on the other counsellors, substantially influences the decision to enrol the child in the first grade I focused on this in one of the subsections I gave special attention to counsellors since the latter have the greatest influence among all of the experts. One of the theoretical fields shows safety factors and risk factors, which inevitably coincide with the final work, that’s why I touched upon this theoretical field.

V diplomskem delu obravnavam občutenje jeze in strahu pri delu vzgojiteljice v vrtcu. V teoretičnem delu predstavim definicijo čustev in njihovo delitev na temeljna in kompleksna ter prijetna in neprijetna. Navedem in opišem tudi načine, s katerimi svoja čustva nadzorujemo. Ker ljudje občutimo tudi čustva do samega sebe, v nadaljevanju teoretičnega dela navedem, katera čustva lahko doživljamo do samega sebe in opišem njihov razvoj. Za tem se osredinim na čustvi, ki sta zajeti v raziskavi – jezo in strah. Ti dve čustvi podrobneje opišem, prav tako tudi telesne znake, ki ju spremljajo. V zaključku teoretičnega dela s pomočjo raziskav pojasnim pomen in pomembnost čustev pri poklicu vzgojiteljice oziroma učiteljice. V empiričnem delu je predstavljen potek raziskave o občutenju jeze in strahu vzgojiteljic v vrtcu in njeni rezultati. V raziskavi je sodelovalo 127 vzgojiteljev in vzgojiteljic iz vrtcev po vsej Sloveniji. Rezultate sem pridobila s pomočjo vprašalnika o značilnostih učiteljevega/vzgojiteljevega ravnanja s čustvoma jeze in strahu, kadar se pojavita pri njihovem delu v šoli/vrtcu, in o tem, kako se ravnanje z izbranima čustvoma povezuje z nekaterimi vidiki učiteljevega/vzgojiteljevega delovanja (npr. zadovoljstvom s poklicem). Vprašalnik sta sestavili S. Prosen in H. Smrtnik Vitulić. V raziskavi me je zanimalo, kako pogosto so v zadnjih dveh tednih vzgojiteljice občutile jezo in strah, kako pogosto so se s tema čustvoma ukvarjale tudi doma in katere situacije sta izzvali ti dve čustvi. Rezultati so pokazali, da je približno polovica vprašanih tako jezo kot tudi strah v zadnjih dveh tednih občutila malokrat, torej 1- do 3-krat. 45,6 % vprašanih vzgojiteljic se z jezo, ki jo občutijo v službi, doma nikoli ne ukvarja. 61,9 % vprašanih je enako odgovorilo tudi za ukvarjanje s strahom. Tisti, ki so na vprašanje o ukvarjanju z jezo in strahom doma odgovorili pritrdilno, pa se z njima ukvarjajo malokrat. Vzgojiteljice so navedle več situacij, v katerih občutijo jezo in strah na delovnem mestu. Večina situacij vključuje otroke, nekaj pa tudi starše, sodelavce, vodstvo in njih same (vzgojiteljice). Situacije, v katerih so vzgojiteljice največkrat jezne, so povezane z otroki. Najbolj jih razjezi njihovo neupoštevanje navodil in neprimerno vedenje. Prav tako so tudi situacije, v katerih največkrat doživijo strah, povezane z otroki. Najbolj jih je strah, da bi se poškodovali, dobili napad, bolezen ali hujšo obliko alergije. In the graduation thesis I am concerned with preschool teacher’s feelings of anger and fear at work. In the theoretical part I introduce the definition of feelings and their division into basic and complex, and pleasant and unpleasant. I state and describe the ways in which we control our emotions. Since people also feel emotions towards ourselves, in the continuation of the theoretical work I state which emotions we can experience to ourselves and describe their development. Thereafter I focus on the emotions covered in the research - anger and fear. I describe these two emotions in greater detail, as well as the physical signs accompanying them. In concluding of the theoretical work with the help of a research, I clarify the meaning and importance of feelings in the profession of a preschool teacher or teacher. The empirical part presents the course of the research on the feeling of anger and fear of preschool teachers in the kindergarten and its results. The research involved 127 preschool teachers all over Slovenia. I obtained the results with a questionnaire about the characteristics of the teacher / preschool teacher dealing with the emotions of anger and fear when they appear in their work at school / kindergarten and how the managing of selected emotions is associated with some aspects of the teachers/educators acting (eg, satisfaction with profession). The questionnaire was compiled by S. Prosen and H. Smrtnik Vitulić. In the study, I was interested in how often in the last two weeks the preschool teachers felt angry and afraid, how often these emotions were also dealt with at home and what situations were caused by these two emotions. The results showed that in the last two weeks about half of the respondents were as angry as they felt fear seldom, that is 1-3 times. 45.6% of the preschool teachers respondents never dealed at home with the anger they feel at work. 61.9% of respondents responded the same about fearing. Those who responded positively to the question of dealing with anger and fear at home, however, are dealing with them rarely. The teachers mentioned several situations in which anger and fear in the workplace are felt. Most of these situations are related to children, some of them include parents, co-workers, management, and themselves (preschool teacher). Most of the situations in which the preschool teachers are angry are related to children. Mostly they get angry because instructions are not followed and because of inappropriate behaviors. Also most of the situations in which they feel fear is related to children. They are the most afraid that children would get injured, get an attack, a disease or a worse form of allergy.

Uvod: Nadomestno materinstvo je v svetu čedalje bolj uporabljena metoda neplodnih parov. Obstaja več oblik nadomestnega materinstva tradicionalno, ko je nadomestna mati otroku tudi genetska mati, in gestacijsko, ko je nadomestna mati le gestacijska mati. Glede na njene motive, zakaj se je odločila donositi in roditi za par, je nadomestno materinstvo lahko altruistično, želi pomagati, ali komercialno, kjer je njen glavni cilj zaslužiti. Ker je v večini držav nadomestno materinstvo prepovedano, se pari velikokrat odločijo za čezmejno obliko nadomestnega materinstva. Namen: Namen diplomskega dela je predstaviti nadomestno materinstvo v svetu. Cilji diplomskega dela so predstaviti pozitivne in negativne poglede na nadomestno materinstvo z občutki nadomestnih mater in parov. Metode dela: V diplomskem delu je uporabljena deskriptivna metoda dela s pregledom literature. Vključitveni kriteriji so bili članki s kvalitativno metodo dela. Izključitveni kriteriji so bili članki z versko vsebino in na temo darovanja organov. Rezultati: Nadomestna mati in par imajo svoje motive in razloge, zakaj so se odločili za nadomestno materinstvo. Odnos med nadomestno materjo in parom ima velik vpliv na to, da je celostna izkušnja nadomestnega materinstva pozitivna ali negativna. Ko nosečnost poteka brez zapletov, je nadomestno materinstvo običajno pozitivna izkušnja. V primerih, ko pride do zapletov, pa se izkaže kot izkoriščanje ženskega telesa in negativna izkušnja. Pri nadomestnem materinstvu se pojavljajo etične dileme, strah in stres. Glede na to, kje je bilo nadomestno materinstvo izvedeno, na doživljanje nadomestne matere in para vplivajo tudi kultura, vera in sprejemanje njihovih bližnjih za odločitev nadomestnega materinstva. Razprava in zaključek: Nadomestna mati in par gredo čez proces, ki ni lahek. Vsak doživlja nadomestno materinstvo na svoj način. Za zaščito in zdravje ženskega telesa, nadomestne matere in ploda, ter po rojstvu otroka, je potrebno opredeliti dogovore nadomestnega materinstva z zakoni ter jih dosledno izpolnjevati. Introduction: Surrogacy is increasingly more used method by infertile couples in the world. There are more forms of surrogacy traditional surrogacy, when the surrogate mother is also child's genetic mother, and gestational surrogacy, when the surrogate mother is just gestational mother. Considering the surrogate mother's motives to carry and give birth to couple's baby, surrogacy can be altruistic, when she wants to help, or commercial, when her goals are to earn money. Since in most countries surrogacy is prohibited, couples often decide for a cross-border surrogacy. Purpose: The purpose of the diploma work is to present surrogacy in the world. The goals of the diploma work are to present the positive and negative views on surrogacy with feelings of surrogate mothers and couples that went through surrogacy. Methods: In the diploma work descriptive method of work with a literature review is used. The inclusion criteria were articles with a qualitative method of work. The exclusion criteria were articles with religious content and the topic of organ donation. Results: Surrogate mother and couple have their motives and reasons why they decided for surrogacy. Relationship between the surrogate mother and couple has a major impact on the fact if the experience of surrogacy is positive or negative. When pregnancy goes without complications, surrogacy is usually a positive experience. In cases where complications occur, it turns out to be the exploitation of a woman's body and a negative experience. With surrogacy, ethical dilemmas, fear and stress appear. Depending on where surrogacy was carried out, the experience of surrogate mother and couple is also influenced by the culture, religion, and acceptance of their relatives and loved ones for their decision of surrogacy. Discussion and conclusion: Surrogate mother and couple go over a process that is not easy. Everyone experiences surrogacy in their own way. For the protection and health of the female body, surrogate mother and fetus, and after the birth a child, it is necessary to define the arrangements for surrogacy with the laws and to fulfil them consistently.

Diplomska naloga z naslovom Žalovanje predšolskih otrok ob izgubi pomembne osebe je sestavljena iz teoretičnega in empiričnega dela. Z diplomsko nalogo sem želela spoznati in izvedeti, ali se v vrtcu vzgojitelji ter vzgojiteljice pogovarjajo o smrti z otroki, ali je smrt večinoma tabu tema, ki se ji izogibajo in pred to temo otroke obvarujejo, ter tudi, na kakšne načine to temo obravnavajo v vrtcu. V prvem, teoretičnem, delu diplomske naloge sem pisala o smrti in žalovanju ter doživljanju smrti in žalovanja pri otrocih. Opredelila sem, kaj je smrt in žalovanje, katere so faze žalovanja, pomoč pri žalovanju ter ali je pravilno, da otrok vidi odraslega jokati oziroma žalovati. V nadaljevanju sem pisala o tem, kako otrok razume smrt, kako otroku razložimo smrt, odziv otroka na smrt bližnje osebe ter smrt staršev ter ali naj se otrok udeleži pogreba ali ne. Ob koncu teoretičnega dela sem obravnavala pomembno temo, in sicer, kako pomagati otroku ob izgubi njemu pomembne osebe. Dodala sem tudi nekaj primerov literature, s katero si lahko pomagamo, ko se s predšolskim otrokom želimo pogovoriti o žalovanju ali smrti. V empiričnem delu sem imela s pomočjo anketnega vprašalnika, ki sem ga razdelila med vzgojiteljice ter pomočnice vzgojiteljic, namen ugotoviti, ali imajo vzgojitelji ter pomočniki vzgojiteljev izkušnje z otrokom, ki je doživel izgubo njemu pomembne druge osebe in kako v vrtcu to temo obravnavajo. V empiričnem delu so interpretirani in predstavljeni rezultati raziskave, ki so bili obdelani s pomočjo programa Microsoft Office Excel. Ugotovila sem, da se v vrtcih z otroki o smrti veliko pogovarjajo, vendar se te teme večinoma ne dotikajo, če to ni zares potrebno. Znajo izbrati pristope pogovora z otrokom in pomoči otroku, ki izgubi njemu bližnjo osebo. Diploma thesis, titled Grieving of preschool children when losing an important person, consists of two parts, empirical and theoretical. By this diploma thesis I have questioned, whether and childcare workers deal with the topic of death if they talk about it with children and in which manner or if they try to avoid it. In the theoretical part, I have written about death, grieving, and how children experience them. I have defined death and grieving, listed grieving phases, focused on how to deal with a grieving child and established if it is good for a child to see an adult cry. I continued with the topic of death how a child understands it, how we explain it to a child, child's response to the death of a close relative or a parent, and should a child attend the funeral. I have summarized my work with some guidelines on helping a child when losing an important person in their life. I have added some useful literature to rely upon when we talk with a preschooler about death and grieving process. In the empirical part, I have analyzed the questionnaire, given to childcare workers to solve. My intention was to establish, whether preschool teachers have any experience in dealing with a grieving child as a result of a loss of an important person and how they deal with this topic in kindergarten. Results are presented in Microsoft Office Excel. My conclusion is that childcare workers actually talk about death, but only if it is really necessary. They also know how to approach and help a preschooler, if he/she loses an important person in life.

Namen diplomskega dela je bil ugotoviti, katera so tista neprimerna vedenja, s katerimi učenci najpogosteje kršijo pravila šolskega reda in katera od teh dejanj so najbolj moteča. Cilj je bil ugotoviti tudi vzroke za pojav neprimernih vedenj (po mnenju učiteljev) in metode oz. pristope, ki jih uporabljajo učitelji ob neprimernem vedenju. Prav tako je bil namen spoznati, ali učenci z neprimernim vedenjem spodbudijo negativna čustva pri učiteljih, katera so ta in kaj vpliva na njihovo izčrpanost. Prvi, teoretični del, predstavljajo teoretična spoznanja različnih avtorjev, drugi, empirični del, je prikaz odnosa učiteljev razrednega pouka do neprimernega vedenja učencev na podlagi anketnega vprašalnika, ki so ga reševali učitelji. Rezultati empirične raziskave so pridobljeni s pomočjo spletnega anketnega vprašalnika, ki je vseboval 8 vprašanj zaprtega tipa in so ga reševali 103 razredni učitelji. Rezultati raziskave so pokazali, da je najbolj moteče vedenje po mnenju anketirancev psihično in fizično nasilje med vrstniki, najpogostejše neprimerno vedenje pa klepetanje. Učitelji menijo, da vzroki neprimernega vedenja izhajajo iz družine. Ob neprimernem vedenju učencev doživljajo učitelji negativna čustva, najpogosteje razočaranje. Neprimerno vedenje vpliva na izčrpanost učiteljev. Pri reševanju neprimernih vedenj učitelji uporabljajo pristope zmernega nadzora, prav tako Glasserjev in Dreikurssov model reševanja neprimernih vedenj učencev. The purpose of this diploma thesis was to determine which inappropriate behavioural attitudes that violate school discipline appear among pupils and which of these actions are the most disturbing. The aim was also to determine the cause of such misbehaviour (according to teachers) and methods and approaches that teachers use on inappropriate behaviour. The main objective was also to realise whether those inappropriate actions encourage negative feelings among teachers and whether they affect teachers’ exhaustion. In the theoretical part there are described theoretical findings of different authors and second, empirical part shows the relation of class teachers towards inappropriate behavioural attitudes based on survey among teachers. The online questionnaire contained 8 closed-type questions and was solved by 103 teachers. The results of the research indicated that the most distracting behaviour is psychological and physical violence among peers and the most frequent misbehaviour is chatting. Teachers think that causes of inappropriate behaviour derive from family. By pupils’ misbehaviour, teachers experience negative emotions, especially disappointment. When solving inappropriate behavioural attitudes teachers use moderate-control approaches, alike Glasser’s and Dreikurs’ model.

V diplomski nalogi je predstavljen postopek zasnove in izdelave spletne aplikacije za osebnostno rast. Živimo v dobi, ko je za naše fizično udobje dobro poskrbljeno, v nevarnosti pa je naš um. Ljudje se pogosto počutijo manjvredne in ne razumejo svojih čustev, zato smo razvili spletno aplikacijo, ki pomaga krepiti samozavest in vzpodbuja razumevanje čustev. Razvijanja smo se lotili z uporabo nekaterih novejših tehnologij. Na strani strežnika smo uporabili tehnologije Node.js, Express.js, in MongoDB, na strani odjemalca pa AngularJS, HTML, CSS in JavaScript. Skozi leta smo nabrali veliko idej s psiholoških področij, ki v človeku vzbudijo pozitivna razkritja. Te ideje smo vključili v aplikacijo in jih predstavili v pričujočem delu. Predstavljajo osnovo za pozitivno okolje, ki raste skupaj s svojimi uporabniki. V diplomo smo dodali tudi sklepne ugotovitve, mnenja testnih uporabnikov in cilje za nadaljnje delo. The thesis presents the process of designing and producing a web application for personal growth. We live in an era where it is well taken care of our physical comfort, but our mind is in danger. People often feel worthless and do not understand their feelings so we have developed a web application that helps strenghten confidence and encourages understanding of emotions. We started development with the use of some newer technologies. On the server side, we used Node.js, Express.js and MongoDB technologies while we used AngularJS, HTML, CSS and JavaScript on the client side. Over the years we have accumulated a lot of ideas from psychological fields that inspire positive revelations. We included these ideas in the application and we also presented them in this work. They provide the basis for a positive environment that grows together with it's users. We also added conclusions, opinions of test users and objectives for future work into the thesis.

Rak dojke je v svetu zelo razširjena bolezen, vendar se samo mali odstotek bolezni pojavi pri mladih ženskah, nosečnicah. Takšna nosečnica se spopada s številnimi težavami tako na fizičnem, kot tudi na psihičnem področju. Namen diplomskega dela je predstaviti rak dojke v času nosečnosti in možne duševne motnje, ki se lahko pojavijo pri nosečnici s to boleznijo. S študijo primera smo ugotavljali, kako se nosečnica psihično spopada z boleznijo in zdravljenjem ter kakšno vlogo ima pri tem družina. Breast cancer is a wide spread disease all over the world, however only a small percentage of breast cancer occurs for pregnant woman at young age. Pregnant woman has to deal with physical, as well as psychological issues during the illness. The purpose of the diploma thesis is to present breast cancer during the pregnancy and all the possibilities of having mental disorders, which can appear during throughout the disease. By studying this case, we are trying to figure out, how a pregnant woman can mentally cope with the disease as well as the treatment, and what is the family role in all this.

POVZETEK V diplomski nalogi Evalvacija 10-dnevnega plavalnega tečaja mlajših otrok ob morju je v teoretičnem delu iz literature namenjenih nekaj besed psihomotoričnemu učenju, učnim tehnikam, plavalni vzgoji mlajših otrok, metodam poučevanja plavanja, letovanju otrok, emocijam mlajših otrok ter poučevanju plavanja in z njim povezanim strahom. Namen diplomske naloge je bil na poudarku pomembnosti doživljajskega oz. izkustvenega učenja ter ugotoviti napredek v plavalnem znanju in otroke prilagoditi na vodo v tolikšni meri, da se otrok vode ne boji, da se bo ob in v njej sprostil in da je v vodi zadovoljen ter igriv. Zraven tega pa še ugotoviti, kako letovanje vpliva na otroke v smislu čustvenega doživljanja. V empiričnem delu so zajeti rezultati testiranja prilagojenosti otrok na vodo in osnove plavalne tehnike prsno, kot tudi čustveno odzivanje otrok na letovanju. Z razliko ocen med začetnim in končnim testiranjem je bil izračunan napredek v plavalnem znanju. Hkrati smo primerjali tudi napredek otrok glede na njihov spol. Raziskava je pokazala, da je letovanje občutno vplivalo na napredek v plavalnem znanju otrok. Prišli smo do zaključka, da je otroke smiselno popeljati na letovanja iz plavalnega kot tudi čustvenega vidika. Otroci so hitro učljivi in prilagodljivi tako na novo okolje kot tudi na vodo. Tam doživljajo pozitivna čustva in v zelo kratkem času napredujejo v plavalnem znanju. ABSTRACT The diploma paper titled Evaluation of 10-day swimming course for children at the seaside features a theoretical part with a description of psychomotor learning, learning techniques, swimming education of smaller children, methods of teaching swimming, holidaying of children, emotions of smaller children and teaching swimming and the fear connected to it. The diploma paper gives emphasis on the importance of experiential learning as well as measuring the progress in swimming and helping the children adapt to water in such a way that they are no longer afraid of it, that they relax, feel pleasant and playful. The purpose is also to find out how holidaying influences children on a psychological level. The empirical part covers the results of the test of how children are adapted to water and basic breaststroke swimming techniques as well as emotional responses of children on holidays. The difference between initial and final evaluations was used as a basis for calculating the progress in swimming knowledge. We have also measured the progress of children based on their sex. The survey has shown that holidaying has a substantial effect on the progress in swimming knowledge of children. We have come to the conclusion that it is sensible to take children holidaying from a swimming as well as emotional perspective. The children learn fast and are adaptable to the new environment as well as water itself. Here they experience positive feelings and make a lot of progress in swimming knowledge in a short amount of time.

v diplomskem delu je opredeljeno izražanje čustev otrok v prvem starostem obdobju. Namen diplomske diplomske naloge je s pomočjo različne literature ugotoviti, na kakšne načine otrok izraža čustva, kakšen je pomen in vloga teh čustev in kakšna je vloga staršev... a child expresses his feelings irrepressibly and instantly. in order for the adults to comprehend the behaviour of a child in a individual situation, they ought to understand the sole meaning of the feelings expressed as well as the manner by which they communicate their experiencing it to their environment...