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Uvod: O saradnji porodice i vaspitno-obrazovne ustanove može se govoriti uopšteno, ili pak konkretnije, s obzirom na to u kojoj meri saradnja porodi- ce i škole može doprineti podsticanju prosocijalnog i prevenciji neprihvatljivih oblika ponašanja učenika. Empirijska istraživanja na ovu temu u našoj sredini su malobrojna, što ukazuje da je ova oblast nedovolјno istražena i da ne prati savremene potrebe vaspitne prakse. Pitanje saradnje porodice i škole je po- sebno značajno kada svakodnevno dolazimo do poražavajućih informacija o prisutnosti negativnih oblika ponašanja kod dece i mladih (nasilјe, zlostavlјa- nje, zloupotreba psihoaktivnih supstaci ...), a na koje škola, porodica, kao ni šira društvena zajednica, ne uspevaju da pruže adekvatan vaspitni odgovor. Cilj: Cilj ovog rada je da ukažemo na mogućnosti i efekte saradnje roditelja i nastavnika u podsticanju prosocijalnog i prevenciji neprihvatljivih oblika po- našanja učenika. Metod: Pregled i analiza teorijskih i empirijskih saznanja u oblasti saradnje porodice i škole i njenoj ulozi u podsticanju prosocijalnog i prevenciji nepri- hvatljivih oblika ponašanja učenika. Rezultati: Polazeći od modela saradnje porodice i škole koji predlaže Epštajnova, kritički su razmotrena različita područja, oblici i sadržaji saradnje kroz koje jedinstvenim delovanjem porodica i škola mogu doprineti podstica- nju prosocijalnog i prevenciji neprihvatljivih oblika ponašanja učenika. Zaključak: U zaključku je ukazano na preduslove koje je potrebno obezbediti za mogućnost uspešne saradnje porodice i škole, a samim tim i pozitivnih efe- kata na ponašanje učenika. Introduction: An important question regarding the partnership between a family and an educational institution is the extent to which it can contribute to promotion of prosocial and prevention of problem behaviors in students. There is a small number of studies on this topic in our society, which indicates that research does not follow the actual needs of educational practice in our country. The issue of partnership between family and school is especially important when we daily receive devastating information about the presence of negative behaviors in children and youth (violence, abuse, abuse of psychoactive substances...), to which the school, family and the wider community do not manage to provide an adequate educational response. Aim: The aim of this paper is to point out the possibilities and effects of partnership between parents and teachers in encouraging prosocial and prevention of problem behaviors in students. Method: A narrative review of theoretical and empirical research on the role of family- school partnership in promotion of prosocial and prevention of problem behaviors in primary- and secondary school students. Results: Following the model of family and school partnership proposed by Epstein, a critical analysis of research on various domains, forms and contents of cooperation between family and school is provided. The reviewed studies show that a conjoint action of family and school may contribute to the development of prosocial behavior and prevention of problem behaviors in students. Conclusion: In the conclusion, the preconditions that need to be provided for the possibility of successful partnership between the family and the school, and thus the positive effects on the behavior of students, are pointed out.

Although social competence has been the subject of numerous works, there are few researches where this phenomenon is discussed as an organized system – by assessment of different levels of social competence and taking into consideration contextual and individual characteristics of children. The aim of the researches was to examine relations of educational and individual characteristics of students with different aspects of their social competence. There were 206 students examined, aged from 12 to 18, out of which 76 students with mild intellectual disabilities (IDs) and 130 of typical development (TD). For examining social skills we used Social Skills Rating System (SSRS) which consists of subscales of cooperativity, responsibility, assertiveness and self control, and for assessment of social functioning we used The Strengths and Difficulties Questionnaires (SDQ), subscales of pro-social behaviour, emotional problems, behaviour problems and problems with peers. The results confirmed that intellectual disorder with high percentage of common variance (67%) explains more frequent behaviour problems in students with mild IDs than in students with TD, but there are no statistically significant differences between development of social skills and intellectual status of students. Independent of intellectual status, boys have less developed social skills, with a more rarely pro-social behaviour and they show more behaviour problems than girls, which is associated with their worse academic achievement compared to girls. Of all social skills, self control and cooperativity are connected to better academic achievement and prevention of students’ emotional problems. Theoretical and practical implications of obtained results are discussed.

The paper deals with specific features of pedagogic work with students with behavioural disorders. Emphasizing he significance and necessity of inclusive upbringing and education, and starting from important principles of individualization in upbringing according to which each child should be provided with education and upbringing in accordance to his/her specific characteristics and needs, it has been pointed out that students with behaviour disorders have become integral part of concerned population. Attention is first paid to definition and operationalization of the notion of behaviour disorder. Consideration is then given to empirical research findings indicating that there is a correlation between behaviour disorders and the variables of school functioning and characteristics of upbringing-educational system. The aim of the paper is to highlight the importance and need to diagnose special educational needs of students with behaviour disorders and to initiate appropriate pedagogical intervention. Furthermore, possible ways and actions are considered in the paper referring to prevention of problems in behaviour of students in school context. U radu se ukazuje na specifičnosti pedagoškog rada sa učenicima s poremećajima u ponašanju. Naglašavajući značaj i potrebu inkluzivnog vaspitanja i obrazovanja, te polazeći od važnosti principa individualizacije u vaspitanju prema kome svakom detetu treba obezbediti obrazovanje i vaspitanje usklađeno sa njegovim specifičnim karakteristikama i potrebama, ukazano je da učenici s poremećajima u ponašanju predstavljaju sastavni deo populacije od interesa. Najpre je pažnja posvećena definisanju i operacionalizaciji pojma poremećaja u ponašanju. Posebno su razmatrani empirijski podaci koji ukazuju na međusobnu povezanost poremećaja u ponašanju i varijabli školskog funkcionisanja i karakteristika vaspitno-obrazovnog sistema. Cilj rada je da ukaže na potrebu i značaj dijagnostikovanja posebnih obrazovnih potreba učenika sa poremećajima u ponašanju, te preduzimanja odgovarajućih pedagoških intervencija. Takođe, razmatrani su i mogući načini i postupci prevencije problema u ponašanju učenika u školskom kontekstu. .

The field of peer relations in school and, within it, conflict resolution has not been sufficiently researched so far, and previous research have rarely considered the relatedness of peer relations and academic attainment. The aim of our research was to examine the styles of resolving conflicts among students and their connection with academic attainment. The sample comprised 123 second-grade, 214 third-grade and 98 fourth-grade students of Secondary Technical School in Kikinda. We used the adapted ROCI-II questionnaire (Rahim, 1983a) for measuring the students' styles of resolving conflict. Academic attainment indicators were grades in general academic success and discipline of the students. The obtained results show that young people use all kinds of styles to resolve mutual conflicts, integrative one being prominent, domination and avoidance are fairly frequent, while yielding is the last on the list. Significant positive correlations were found for integrative conflict resolution style between general academic success and discipline grades. The conclusion extrapolates that academic attainment to a greater o lesser degree enhances the student's self-confidence, thus indirectly contributing peer relation conflict resolving. Suggestions as to how school, and especially teachers, can contribute not only to constructive conflict resolutions but to general quality of interpersonal relations in school and, consequently, enhancement of the educational process. Međusobni odnosi učenika u školi, a kao deo toga i rešavanje konflikata, jesu polje koje još uvek nije dovoljno istraženo, a obavljena istraživanja su retko bila usmerena na povezanost tih odnosa s uspehom u školi. Cilj istraživanja bio je da utvrdimo stilove rešavanja međusobnih konflikata učenika kao i njihovu povezanost s uspehom u školi. Uzorak ispitanika činilo je 123 učenika drugog, 214 trećeg i 98 četvrtog razreda srednje tehničke škole iz Kikinde. Primenjen je adaptiran ROCI-II (Rahim, 1983a) upitnik za merenje stilova rešavanja konflikata učenika. Pokazatelji uspeha u školi bili su ocena opšteg uspeha i ocena iz vladanja učenika. Dobijeni rezultati pokazuju da mladi koriste sve stilove u međusobnom rešavanju konflikata, od kojih najviše integrativni stil, podjednako često dominaciju i izbegavanje, dok je popuštanje najmanje zastupljen stil. Značajne pozitivne korelacije utvrđene su između integrativnog stila rešavanja konflikata i opšteg uspeha, kao i vladanja. U zaključku je obrazloženo da uspeh u školi doprinosi većem ili manjem samopouzdanju učenika, a time indirektno i rešavanju međusobnih konflikata učenika. Istaknuto je na koji način škola, a posebno nastavnici, mogu doprineti ne samo konstruktivnom rešavanju konflikata učenika, već i ukupnom kvalitetu interpersonalnih odnosa u školi, a samim tim i unapređenju procesa obrazovanja.

The paper considers the relation between poverty and the student's aca­demic failure. Attention first focuses on the issue of school failure defining, as well as causes of the failure with special emphasis on the factors that come from a family environment. Comparison of academic achievement of children from poor and non-poor, in different countries and internationally, indicate that poor students are at risk of academic achievement and problems in school. Opting on a review of the research findings, consideration is given to the ways that socioeconomic status of parents as well as school environment may influence a child's academic achievement, and how education, and therefore the school can contribute to the prevention of poverty and better academic achievement. Discussed are the general and specific measures within the education policy, particularly the role of teachers and parents to overcome the academic failure of poor children. U radu se razmatra povezanost siromaštva i školskog neuspeha učenika. Najpre je pažnja posvećena problemu definisanja školskog neuspeha i ukazano je na moguće uzroke neuspeha u školi, sa posebnim osvrtom na faktore koji proizlaze iz porodičnog okruženja. Poređenja školskog uspeha dece iz siromašnih slojeva i onih koji nisu siromašni, u okviru različitih zemalja i na međunarodnom planu, pokazuju da siromašni učenici imaju lošija školska postignuća i više problema u školovanju. Pregledom domaćih i stranih istraživanja ukazano je na koji način socio-ekonomski status porodice, kao i školsko okruženje, može uticati na akademsko postignuće učenika, odnosno na koji način obrazovanje, a samim tim i škola, može doprineti prevenciji siromaštva i boljem školskom uspehu učenika. Razmatrane su opšte i posebne mere u okviru obrazovne politike, posebno uloga nastavnika i roditelja u prevazilaženju školskog neuspeha siromašne dece.