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This paper presents the rationale, main elements, and preliminary evaluation of a recently designed brief training in emotional intelligence (EI). The training was developed and delivered within Project PEERSolvers (https://peersolvers.f.bg.ac.rs/), as part of a broader program aimed at enhancing high school students’ teamwork and collaborative problem-solving capacities. The rationale for including EI as part of this program lies in the growing evidence from the fields of organizational and educational psychology, showing that EI contributes to the quality of interpersonal relations within the team, and thus, indirectly, to team effectiveness and productivity. The theoretical basis for developing the training was Mayer and Salovey’s four-branch model of EI: In other words, training activities were designed to support participants’ skills of perceiving, using, understanding, and managing emotions, with particular attention devoted to the latter two as the higher, “strategic” EI skills. In effect, the main part of the training consisted of solving and tweaking a series of three-piece “emotional puzzles”, drawing on the abilities to understand and regulate emotions. More specifically, participants were presented with a set of commonplace teamwork situations from the school context, all of which involved an emerging emotional problem (such as when students are working on a group project, but one team member is slacking off). Given this input as the first piece of the “emotional puzzle”, participants were asked to pair the situation with the most likely emotional reaction by its protagonists (e.g., being angry at the slacker), and infer the likely outcome for the team (e.g., conflict between team members and a failed project). Apart from being encouraged to see these cause-and-effect relations, participants were also prompted to consider how the same teamwork situation could be experienced differently by the “antagonist”, thus exercising their perspective-taking skills.

The current study integrates available findings on the relationship between the Big Five personality traits and collaborative problem solving (CPS), as a specific type of teamwork. Based on a systematic search and screening of the literature, 47 papers were reviewed. Having separately analyzed how individual and group-level traits relate to the processes and outcomes of CPS, we found several meaningful associations. Both individual-level and group-level Conscientiousness and Agreeableness were positively related to the quality of CPS. The former trait contributed more to the enactment of task roles/behaviors in CPS, to task-related team processes and team performance; the latter was dominantly related to the enactment of social roles/ behaviors, and to relationship-related team processes and emergent states. The role of the remaining traits in CPS depended on the level of analysis, with individual Extraversion being particularly important for within-group positioning, and group Emotional Stability affecting team cohesion. Unsurprisingly, the effects of group-level traits on CPS also depended on the method of aggregating individual trait scores. The hypothesis that some traits would relate more to CPS processes and others to its outcomes was partially confirmed, while the assumption that team processes would mediate the effects of group-level traits on CPS outcomes received substantial support., The current study integrates available findings on the relationship between the Big Five personality traits and collaborative problem solving (CPS), as a specific type of teamwork. Based on a systematic search and screening of the literature, 47 papers were reviewed. Having separately analyzed how individual and group-level traits relate to the processes and outcomes of CPS, we found several meaningful associations. Both individual-level and group-level Conscientiousness and Agreeableness were positively related to the quality of CPS. The former trait contributed more to the enactment of task roles/behaviors in CPS, to task-related team processes and team performance; the latter was dominantly related to the enactment of social roles/ behaviors, and to relationship-related team processes and emergent states. The role of the remaining traits in CPS depended on the level of analysis, with individual Extraversion being particularly important for within-group positioning, and group Emotional Stability affecting team cohesion. Unsurprisingly, the effects of group-level traits on CPS also depended on the method of aggregating individual trait scores. The hypothesis that some traits would relate more to CPS processes and others to its outcomes was partially confirmed, while the assumption that team processes would mediate the effects of group-level traits on CPS outcomes received substantial support.

The development of soft skills, especially those required for collaborative problem-solving (CPS) and teamwork, is vital for both individual and societal progress in the contemporary world. Among other factors, CPS may be greatly facilitated by team members’ ability to accurately perceive and understand, and effectively manage emotions–in short, by their emotional intelligence (EI) abilities. Therefore, the objective of our study was to provide a systematic review of current empirical research on the effects of emotional intelligence on CPS in the education context. The standardized literature search was conducted in March 2022 in three electronic databases: PsycINFO, PubMed, and World of Science. The review was performed according to the PRISMA 2020 guidelines, using the following inclusion/exclusion criteria: Study variables included at least one ability/skill from the domain of EI; the collaboration involved a small group of peers and took place within an educational context (school, university); a scientifically valid method was used to explore the possibility that EI affects the quality of CPS. Our final sample consisted of 40 publications, reporting the results of 43 single studies. Only two of these studies involved school-aged participants, as the vast majority of research has been conducted with university students. Also, experimental (n=8) and qualitative studies (n=7) were less represented, with the bulk of relevant research employing a correlational design (n=28). Studies involving experimental manipulations (i.e., induction, facilitation, or training) of EI abilities were all conducted with university students. These studies confirm that enhancing EI abilities can directly or indirectly improve performance in CPS. All but one qualitative study focused on emotion regulation skills, two of which were conducted in the school context. Overall, there is consistent and robust evidence that students’ EI abilities contribute to better team performance and posit

Covid-19 has profoundly affected the lives of children and adolescents in health, social, economic, and psychological terms. Apart from the growing empirical evidence of the impact on the reference population, there is still little information about how gifted students experienced the last two school years, which have been marked by emergency remote teaching and learning as well as other organisational forms of school adaptation to the pandemic. This paper focuses specifically on how changes in teaching and learning affected gifted students’ learning and psychosocial needs during the pandemic. This qualitative study involved 47 gifted students aged 11-17 years from public primary and secondary schools in Croatia, Serbia, and Slovenia. In all three countries, semistructured individual interviews with gifted students were conducted using the same methodological procedure. The data were analysed qualitatively. The findings, based on a cross-cultural comparison, will provide detailed insight into gifted students’ experiences of the online learning during the pandemic and shed more light on the functional characteristics of a school environment in an emergency; motivational variables and social relations were found as key concepts. The findings will enable a discussion on coping and vulnerability among the gifted students during the pandemic.

Project PEERSolvers aims at establishing a valid, evidence-based approach to building young people’s capacities for collaborative problem-solving (CPS). Specifically, the Project’s goal is to design and test an innovative training program based on the PEER model, i.e., targeting four elements of effective CPS: Personality, Exchange in dialogue, Emotional Intelligence, and Resources. In this paper, we outline the methodological framework for achieving this goal. Overall, the Project will employ a mixed-methods approach and include 600 participants. In the first phase, our objective is to develop a PEER model-based training for adolescents based on data about individual and group-level factors of (un)productive peer interaction; personal themes through which these factors appear in CPS; and adolescents’ past experiences with and attitudes towards CPS. These data will be collected in two qualitative studies, via individual interviews with participants and observations of their spontaneous behavior during CPS. In the second phase, our objective is to implement the PEER model-based training and test it in two intervention studies. The first study will examine the training’s effects on two group-level variables: quality of interaction during CPS; and quality of the solution to the presented real-world (complex) problems. Also, we will use the data from this study to make final adjustments to the PEER model-based training. The second intervention study will test the effects of the final version of the training on two individual-level variables: scientific and civic problem-solving competencies; and participants’ subjective experience of CPS. Both intervention studies will use an experimental design with repeated measures (pretest-training-posttest). The experimental group will receive the PEER model-based training and have the opportunity to practice CPS in triads with an experienced instructor providing scaffolding and digital media as resources; the control group will al

Uprkos interesovanju koje je pobudio širom sveta, pa i na ovim prostorima, te uprkos tome što se već neko vreme pomno istražuje i u našoj sredini – konstrukt emocionalne inteligencije dosada nije bio predmet nijedne obimnije i ozbiljnije domaće publikacije, koja bi ovaj „novootkriveni“ psihički kvalitet predstavila i analizirala sa strogo naučne tačke gledišta. U tom smislu, ova knjiga treba da probije led i otvori put ka tome da se i naša čitalačka publika, naročito ona koju čine psiholozi, upozna s emocionalnom inteligencijom na način koji prevazilazi naučno-popularne osvrte na ovu temu, a stručnijeg čitaoca ohrabruje na to da se i sâm upusti u njeno (empirijsko) istraživanje. Iako je sada već reč o relativno širokom istraživačkom polju, koje dozvoljava da se o emocionalnoj inteligenciji piše i u nekoliko tomova, ova knjiga zadržava se na tome da razreši dva najosnovnija, a ujedno „najzapetljanija“ pitanja o ovom konstruktu: šta je u stvari emocionalna inteligencija i može li se ona „uloviti“ poznatim psihološkim sredstvima? Kada je reč o prvom problemu, treba imati u vidu da se on ne svodi samo na izbor ili formulaciju odgovarajućeg određenja (definicije) emocionalne inteligencije, kao što bi to mogao biti slučaj da je reč o nekom manje kontroverznom konstruktu. Naime, naizgled bezazleno pitanje „šta je to emocionalna inteligencija“ neretko se pojavljuje u pratnji mnogo ozbiljnije skepse oko toga da li tako nešto uopšte postoji. U skladu s tim, osim što predstavlja jedan široko prihvaćeni model emocionalne inteligencije, prvi deo knjige pokušava da razjasni kako se i otkud taj konstrukt pojavio, ima li on neko utemeljenje u postojećim i prihvaćenim psihološkim konstruktima, te da li se i na osnovu čega emocionalna inteligencija može braniti kao smislen naučni pojam. U sličnom maniru, drugi deo knjige daje obuhvatan prikaz raspoloživih mera za procenu sposobnosti iz oblasti emocionalne inteligencije, ali se takođe hvata u koštac s pitanjem da li je uopšte moguće m

Studiju „Obrazovanje tokom pandemije Kovid-19 u Srbiji: kvalitativna studija“ realizovao je Institut za psihologiju Filozofskog fakulteta u Beogradu, uz finansijsku podršku UNICEF kancelarije u Beogradu, i podršku Ministarstva prosvete Republike Srbije. Radi se o kvalitativnoj studiji o obrazovnim iskustvima tokom pandemije koja je obuhvatila fokus grupne diskusije sa preko 400 učenika osnovnih i srednjih škola u Srbiji, kao i intervjue sa 90 učenika iz osetljivih grupa, njihovim roditeljima i nastavnicima. Stoga, ova studija pruža jedinstven uvid u kvalitet i pravednost nastavnog procesa, kvalitet vršnjačkih odnosa, kao i ulogu porodice u obrazovanju tokom pandemije Kovid-19 u Srbiji. Nalazi ovog sveobuhvatnog istraživanja predstavljaju oslonac za planiranje mera za kompenzovanje negativnih posledica obrazovanja tokom pandemije u Srbiji, ali i mera kojima se pozitivni efekti pandemije mogu učiniti održivim. Istovremeno, nalazi istraživanja pružaju uvid u protektivne i riziko faktore za učenje i razvoj učenika tokom pandemije, što je polazište za aktivnosti usmerene na unapređivanje otpornosti obrazovnog sistema Republike Srbije u nekim narednim kriznim situacijama. Imajući u vidu da je istraživanje sprovedeno kao deo regionalne inicijative koju je pokrenuo Institut za društvena istraživanja iz Zagreba, uz učešće istraživačkih timova Instituta za psihologiju, Filozofskog fakulteta u Beogradu i Pedagoškog fakulteta iz Ljubljane –studija će omogućiti komparativno sagledavanje rezultata i iskustava.

Project PEERSolvers aims at establishing a valid, evidence-based approach to building young people’s capacities for collaborative problem-solving (CPS). Specifically, the Project’s goal is to design and test an innovative training program based on the PEER model, i.e., targeting four elements of effective CPS: Personality, Exchange in dialogue, Emotional Intelligence, and Resources. In this paper, we outline the methodological framework for achieving this goal. Overall, the Project will employ a mixed-methods approach and include 600 participants. In the first phase, our objective is to develop a PEER model-based training for adolescents based on data about individual and group-level factors of (un)productive peer interaction; personal themes through which these factors appear in CPS; and adolescents’ past experiences with and attitudes towards CPS. These data will be collected in two qualitative studies, via individual interviews with participants and observations of their spontaneous behavior during CPS. In the second phase, our objective is to implement the PEER model-based training and test it in two intervention studies. The first study will examine the training’s effects on two group-level variables: quality of interaction during CPS; and quality of the solution to the presented real-world (complex) problems. Also, we will use the data from this study to make final adjustments to the PEER model-based training. The second intervention study will test the effects of the final version of the training on two individual-level variables: scientific and civic problem-solving competencies; and participants’ subjective experience of CPS. Both intervention studies will use an experimental design with repeated measures (pretest-training-posttest). The experimental group will receive the PEER model-based training and have the opportunity to practice CPS in triads with an experienced instructor providing scaffolding and digital media as resources; the control group will al

This chapter aims to provide an overview of extant findings and present some original research data on ability and trait emotional intelligence (EI) gained in the Serbian context. We open the chapter by reviewing the first decade of EI research in Serbia, going over its conceptual foundations, available assessment procedures, and major contributions to empirically validating the constructs of both ability and trait EI. We continue with a report on our most recent study into the demographic correlates of the two EIs – specifically, their associations with age, gender, and three socio-economic status-related variables (educational attainment, job position, and income) – focusing on and discussing the following findings: First, that both EIs were lower in the eldest group (45–61 years) than in younger adults; second, that gender differences in ability EI were present only in the youngest age group (21–31 years), while gender differences in trait EI appeared only at the factor-level, namely in Sociability and Self-Control; and third, that both EIs were substantially related to socio-economic status, in particular to educational attainment and job position. We conclude the chapter by placing Serbian EI research within a broader context, highlighting its contributions to the general understanding of the two EIs, and uttering the questions to be addressed by further research.

The paper confronts two views on the conditions for attaining exceptional (expert) achievements: a viewpoint whereby giftedness, defined as exceptional innate ability, constitutes a necessary requirement for the emergence of such achievements, and the expert-performance oriented approach whereby the level of achievement, including a superior one, depends exclusively on the amount of deliberate practice. Adopting one of the two views implies different educational practices, hence it is essential to assess their scientific foundation. To begin with, we present and analyse the given viewpoints with regard to their respective positions on the following questions: What is the contribution of ability and of practice in explaining/predicting levels of achievement? Is there an upper limit on the development of competencies through practice, which might be attributed to abilities? Are there significant individual variations in the dynamics of acquiring expertise? May each instance of exceptional achievement be explained by deliberate practice? Further, we offer a review of relevant studies in order to formulate empirically based answers to the above stated questions. We conclude that the dynamics and outcomes of the process of acquiring expertise cannot be understood and predicted solely on the basis of deliberate practice, but that they depend significantly on the existence of a gift, i.e., an exceptional natural ability. With respect to educational implications, we find that available scientific evidence yields some support for "pedagogical optimism" - the belief that most students can develop a high level of competency by way of mentor-guided practice and feedback - yet that it also strongly calls for differentiated and individualised instruction based on differences in abilities.

This study looked into the associations between parents' implicit theories of intelligence, children's cognitive aptitude, and children's tendency to opt for mastery-oriented responses to challenging achievement situations. All child participants (N = 59, 31 girls; 6;3- 7;2 years) were individually assessed for cognitive aptitude and mastery orientation, while one of their parents (46 mothers) completed a questionnaire on entity versus incremental beliefs about intelligence. Correlation analyses indicated a statistically significant negative association between parental endorsement of the incremental theory and children's cognitive aptitude (r = -.29), as well as between parental endorsement of the entity theory and children's mastery orientation (r = -.28). Moreover, two significant canonical functions emerged, one of which was defined by higher parental endorsement of the entity theory along with higher cognitive aptitude and lower mastery orientation of the child, while the second entailed higher parental endorsement of the incremental theory, lower cognitive aptitude of the child, and again, the child's lower mastery orientation. While confirming the theoretically proposed negative association between parents' entity beliefs and children's mastery orientation, the present results challenge a unidimensional conception of implicit theories of intelligence and their assumed independence of cognitive aptitude; moreover, they stimulate several interpretations regarding the psychological mechanisms surrounding children's lower mastery orientation.

Rane maladaptivne sheme (RMS) prvi put se pojavljuju kao glavni konstrukt u okviru Jangove shema terapije (Young, Klosko & Weishaar, 2003). One se definišu kao obuhvatni, samougroţavajući obrasci razmišljanja, emocionalnog i telesnog reagovanja. Ono što je karakteristično za ove obrasce jeste da se oni razvijaju u periodu detinjstva i adolescencije, ali da se zadrţavaju i ponavljaju tokom odraslog doba. Po pretpostavkama shema terapije, RMS su karakteristične za klijente sa nekim od poremećaja ličnosti i hroničnim afektivnim poremećajima. Po Jangu, na formiranje RMS utiču rana nepovoljna iskustva iz sredine, koja se ogledaju u frustraciji bazičnih emocionalnih potreba deteta, kao i temperament. U rana nepovoljna iskustva spadaju iskustva iz socijalne sredine, pre svega iz primarne porodice – iskustva sa jednim ili oba roditelja, a zatim i iskustva sa vršnjacima u školi i okolini tokom detinjstva i adolescencije. Pripadnost vršnjačkoj grupi posebno je vaţna u periodu srednjeg detinjstva i adolescencije za formiranje identiteta osobe, a istovremeno, negativna iskustva u odnosima sa vršnjacima u ovom razvojnom periodu mogu doprineti razvoju psihopatologije. Predmet našeg rada je ispitivanje povezanosti disfunkcionalnih ponašanja dece, koja se manifestuju u vršnjačkoj grupi, i odreĎenih RMS. Kako bismo ispitali ovu povezanost uveli smo konstrukt socijalne kompetencije. Prema definiciji socijalna kompetencija uključuje socijalna, emocionalna i kognitivna znanja i veštine koja su detetu potrebna kako bi postiglo svoje ciljeve i bilo efikasno u interakciji sa drugima (Davidson, Welsh & Bierman, 2006)...

Brojna istraživanja u oblasti psihologije emocija opravdavaju upotrebu koncepta emocionalne inteligencije (EI), operacionalizovane i kao sposobnosti i kao crte ličnosti. Oba konstrukta su dobila potvrdu o prediktivnoj valjanosti u različitim psihološkim domenima. Ispitivanjem povezanosti različitih operacionalizacija EI sa emocionalnim doživljavanjem i reagovanjem u realnim kontekstima bi se dodatno doprinelo njihovoj bihejvioralnoj validaciji. Konkretnije, postavlja se pitanje mogućnosti EI kao sposobnosti i kao crte da predvidi emocionalnu reaktivnost u situaciji indukovanog afekta, kao i povezanosti ovih varijabli sa korišćenjem adaptivnih i maladaptivnih strategija regulacije emocija. Sprovedene su dve studije: prvom je bilo obuhvaćeno 306, a drugom 190 ispitanika pretežno ženskog pola. U obe studije su ispitanici bili podeljeni u dve grupe. Prva grupa je bila izložena stimulusima dizajniranim tako da izazovu osećanje uznemirenosti za sebe, u vidu strepnje za sopstveno zdravlje, dok je kod ispitanika iz druge grupe nastojano da se izazove osećanje uznemirenosti za druge, poput saosećanja sa zdravstvenim stanjem drugih. Razlika između prve i druge studije se ogledala u formatu stimulusa: u prvoj studiji su korišćeni videoklipovi, dok su okviru druge ispitanici čitali novinske članke. Emocionalna reaktivnost je operacionalizovana dvojako: 1) u vidu razlike u intenzitetu negativnog afekta pre i posle izlaganja stimulusa, i 2) putem obrazaca reaktivnosti kojima su obuhvaćena i pozitivna i negativna osećanja, a koji su izdvojeni klaster analizom. Prikupljeni su podaci o crtama ličnosti, emocionalnoj inteligenciji kao crti i kao sposobnosti, kao i o širokom spektru pretežno kognitivnih strategija regulacija emocije..., The concept of emotional intelligence (EI), defined both as an ability and as a personality trait, has been supported as meaningful by numerous studies in the field of psychology of emotions. Both ability and trait EI have demonstrated predictive validity regarding criteria from different psychological domains. Still, investigating the effect of the two EIs on ongoing (vs. retrospectively reported) emotional experience and reactions would additionally contribute to their behavioral validation. Specifically, the question may be raised whether ability and trait EI predict emotional reactivity in emotionally disturbing situations, and how they relate to the use of adaptive and maladaptive emotion regulation strategies. Two studies have been conducted: the first included 306 and the second 190 predominantly female participants. In both studies participants were divided into two groups. The first group was exposed to stimuli designed to provoke negative emotions in view of the pervasive threat of skin cancer (i.e., self-related distress), whereas the second was presented stimuli which induce negative emotions as a result of learning about somebody else’s suffering from the illness (i.e., empathy-driven distress). The two studies differed in the format of the stimuli: the first used video clips, and the second employed newspaper articles. Emotional reactivity was operationalized in two ways: 1) as the difference in the intensity of negative affect before and after stimuli exposure; and 2) as the pattern of change in both positive and negative affect, identified by cluster analysis. Data on ability and trait EI, the basic personality traits, as well as a on wide range of (mostly cognitive) emotion regulation strategies were also collected...

The psychometric properties of a new 28-item self-report measure of mentalization, the Mentalization Scale (MentS), were examined in 2 studies: with a sample of employed adults and university students (N-1 = 288 + 278) and with a sample of persons with borderline personality disorder (BPD) and matched controls (N-2 = 62 + 62). Besides the MentS, both studies employed measures of attachment and the Big Five; Study 1 also included assessments of empathy and emotional intelligence. MentS whole-scale internal consistency was good in the community and acceptable in the clinical sample ( = .84 and .75, respectively). A principal components analysis of Study 1 data yielded 3 interpretable factors, or subscales: Self-Related Mentalization (MentS-S), Other-Related Mentalization (MentS-O), and Motivation to Mentalize (MentS-M). These showed acceptable reliabilities ( = .74-.79), except for MentS-M in the clinical sample ( = .60). MentS scores further exhibited a coherent pattern of correlations with cognate constructs and the Big Five, relating positively to empathy, trait and ability emotional intelligence, openness, extraversion, and conscientiousness, and negatively to attachment avoidance and anxiety, and neuroticism. Persons with BPD scored significantly lower on MentS total and MentS-S. The proposed scale is thus deemed suitable for quick, yet meaningful, assessments of mentalization in both individual differences research and clinical contexts.

The concept of emotional intelligence (EI), defined both as an ability and as a personality trait, has been supported as meaningful by numerous studies in the field of psychology of emotions. Both ability and trait EI have demonstrated predictive validity regarding criteria from different psychological domains. Still, investigating the effect of the two EIs on ongoing (vs. retrospectively reported) emotional experience and reactions would additionally contribute to their behavioral validation. Specifically, the question may be raised whether ability and trait EI predict emotional reactivity in emotionally disturbing situations, and how they relate to the use of adaptive and maladaptive emotion regulation strategies. Two studies have been conducted: the first included 306 and the second 190 predominantly female participants. In both studies participants were divided into two groups. The first group was exposed to stimuli designed to provoke negative emotions in view of the pervasive threat of skin cancer (i.e., self-related distress), whereas the second was presented stimuli which induce negative emotions as a result of learning about somebody else’s suffering from the illness (i.e., empathy-driven distress). The two studies differed in the format of the stimuli: the first used video clips, and the second employed newspaper articles. Emotional reactivity was operationalized in two ways: 1) as the difference in the intensity of negative affect before and after stimuli exposure; and 2) as the pattern of change in both positive and negative affect, identified by cluster analysis. Data on ability and trait EI, the basic personality traits, as well as a on wide range of (mostly cognitive) emotion regulation strategies were also collected..., Brojna istraživanja u oblasti psihologije emocija opravdavaju upotrebu koncepta emocionalne inteligencije (EI), operacionalizovane i kao sposobnosti i kao crte ličnosti. Oba konstrukta su dobila potvrdu o prediktivnoj valjanosti u različitim psihološkim domenima. Ispitivanjem povezanosti različitih operacionalizacija EI sa emocionalnim doživljavanjem i reagovanjem u realnim kontekstima bi se dodatno doprinelo njihovoj bihejvioralnoj validaciji. Konkretnije, postavlja se pitanje mogućnosti EI kao sposobnosti i kao crte da predvidi emocionalnu reaktivnost u situaciji indukovanog afekta, kao i povezanosti ovih varijabli sa korišćenjem adaptivnih i maladaptivnih strategija regulacije emocija. Sprovedene su dve studije: prvom je bilo obuhvaćeno 306, a drugom 190 ispitanika pretežno ženskog pola. U obe studije su ispitanici bili podeljeni u dve grupe. Prva grupa je bila izložena stimulusima dizajniranim tako da izazovu osećanje uznemirenosti za sebe, u vidu strepnje za sopstveno zdravlje, dok je kod ispitanika iz druge grupe nastojano da se izazove osećanje uznemirenosti za druge, poput saosećanja sa zdravstvenim stanjem drugih. Razlika između prve i druge studije se ogledala u formatu stimulusa: u prvoj studiji su korišćeni videoklipovi, dok su okviru druge ispitanici čitali novinske članke. Emocionalna reaktivnost je operacionalizovana dvojako: 1) u vidu razlike u intenzitetu negativnog afekta pre i posle izlaganja stimulusa, i 2) putem obrazaca reaktivnosti kojima su obuhvaćena i pozitivna i negativna osećanja, a koji su izdvojeni klaster analizom. Prikupljeni su podaci o crtama ličnosti, emocionalnoj inteligenciji kao crti i kao sposobnosti, kao i o širokom spektru pretežno kognitivnih strategija regulacija emocije...

Iskustva traumatizacije, a sa njima u vezi i antisocijalnog ponašanja, pokazala su se kao jedni od najvažnijih faktora rizika za fizičko i mentalno zdravlje. U ovoj studiji razmatrano je psihodinamsko tumačenje uticaja rane traume u odnosu vezanosti na razvoj selfa i njegovih mehanizama regulacije, te shvatanje antisocijalnog ponašanja kao izraza nade da se može povratiti izgubljena kreativnost i sigurnost. Cilj istraživanja bio je da se bolje razumeju razlike u vezanosti i mentalizaciji, kao postojećim operacionalizacijama kvaliteta ranog odnosa roditelj-dete i jednog od mehanizama regulacije selfa, između maloletnih prestupnika i njihovih neosuđivanih vršnjaka sa iskustvima ranih trauma. Empirijsku osnovu predstavljali su nalazi istraživanja o značajno većoj učestalosti nesigurnih obrazaca i nižoj mentalizaciji u obe grupe u poređenju sa opštom populacijom, ali je i jasno uočeno odsustvo studija koje porede delinkvente sa drugom traumatizovanom populacijom i neposrednije razmatraju medijatore odnosa traume i delinkvencije. Dodatni ciljevi bili su da se stekne uvid u retko ispitivane rodne razlike, te i da se diskutuju potencijalne praktične implikacije dobijenih rezultata...