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Istraživanje o volonterstvu na području Grada Zagreba.

Znanstveni projekt “Usklađivanje intervencija s potrebama djece i mladih u riziku: izrada modela” provodi se od 1. siječnja 2007. godine. Glavi cilj istraživanja odnosi se na osmišljavanje smjernica za razvoj modela intervencija za djecu i mlade u riziku i/ili s problemima u ponašanju. Operacionaliziran je kroz veći broj specifičnih ciljeva, koji se odnose na razvijanje i standardizaciju instrumenata za procjenu područja i razina rizika te na snimanje i opisivanje populacije djece i mladih s problemima u ponašanju u odnosu na područja i razine rizika. Paralelno s tim, uključena je i procjena primjerenosti intervencijskog sustava za zadovoljenje potreba korisnika. Formirana su tri uzorka ispitanika (N1= 998 djece i mladih uključenih u neki od programa institucionalnog, poluinstitucionalnog ili izvaninstitucionalnog tretmana ; N2 = 612 djece i mladih koji su kao novi korisnici tijekom 2008. godine ušli u sustav intervencija ; N3 = 140 osoba, dionika intervencijskog sustava, s kojima je proveden razgovor o njihovom viđenju problema u ponašanju i intervencijskog sustava). Za procjenu područja i razina rizika korištena su tri recentna instrumenta. Dobiveni rezultati su stručnjacima i javnosti predstavljeni kroz veći broj znanstvenih radova i prezentacija na skupovima tijekom 2009., 2010. i 2011. godine. Cilj ovog rada usmjeren je na generiranje smjernica za razvoj i/ili unapređenje sustava intervencija za djecu i mlade u riziku i/ili s problemima u ponašanju, usklađenih s procijenjenim razinama rizika te obilježja intervencijskih potreba i korisničkih potencijala. U nastojanju da se taj, izuzetno složeni postupak iniciranja prijenosa novostvorenih znanja u praksu, utemelji na rezultatima istraživanja, u ovom radu će biti analizirani i integrirani rezultati prezentirani u 17 znanstvenih radova (14 objavljenih, tri u tisku). Kriteriji za generiranje smjernica odnose se na: 1) obilježja djece i mladih ; 2) usklađenost razina i područja rizika s pojedinim vrstama intervencija ; 3) nove intervencijske potrebe djece i mladih s problemima u ponašanju.

Exposure to negative and harassment behaviors at the workplace has been recognized in previous researches a significant psychosocial risk and a major source of stress, that negatively correlates with the quality of work and mental health of employees. Some organizations and professions, such as police profession, due to the hierarchical and authoritarian structures, can especially be suitable for expression of negative behaviors and harassment at workplace. In Croatia there has been no research about dealing with negative and harassment behaviors at workplace in the context of police profession. This paper will present the results of a preliminary study that include a convenience sample of 209 employees of one police authority in Croatia (Policijska uprava splitsko-dalmatinska). The specific goal of this paper is to describe construction and psychometric characteristics of the Coping strategies scale in the case of negative and harassment behavior at workplace in police profession. Participants were instructed to indicate the extent to which they used the various coping strategies/behaviors to cope with negative and harassment behaviors at workplace, using a 5-point scale. The coping behaviors were drawn from study conducted by Lim (2011), who used the same 24 items scale. For the purpose of this study authors added two more items to the questionnaire. The scale has shown good metric characteristics and reliability of the scale. Factorial analysis suggested the existence of three factors: (1) focusing on own emotions and facilitate stress symptoms (Cronbach's alpha =0, 834 ) ; (2) tendency to calm the situation – avoiding problems strategy (Cronbach's alpha = 0, 835) ; (3) active problem solving strategy (Cronbach's alpha =0, 719). In this presentation authors will represent the final form of the questionnaire and theoretically predictable factors.

This paper analyses the theoretical background and empirical research data on externalised adolescent risk behaviour conducted with 133 participants in 2016. The research sample consisted of 69 male (51, 9%) and 64 female (48, 1%) participants, aged from 15 to 19 years.Out of 133 participants, 79, 7% (N=1 06) adolescents live with both parents, 15% (N=20) live with their mother, and 5, 3% (N=7) live with someone else. 33, 8% (N=45) of the sample attend gymnasium schools, 28, 5% (N=38) attend vocational schools, and 37, 6% (N=50) attend art schools. The survey results provide an insight into the complex relation between sociodemographic traits, family life quality, school achievement, peer relationships and externalised risk behaviour in adolescents from the Osječko-baranjska region in Croatia. The preliminary statistical analyses (t-test, ANOVA) show multiple significant differences in the protective role and importance of family support, peer relations and school attainment in relation to alcohol, tobacco and drug consumption, verbal and physical violence, high- risk gambling behaviour and school truancy, as well as risky sexual behaviour and vandalism among adolescents. Correlation analysis results show distinct significant trends in the nature of the relation between risk and protective factors in adolescent externalised risk behaviour etiology. The paper emphasises the most important risk and protective factors in adolescent active risky behaviour etiology, as well as reccomendations for future expert prevention activities.

Modern approach to education emphasize the importance of the roles assigned to the holders of educational process in inclusive preschools and elementary schools. When we talk about an integrated approach to children with disabilities and their peers, we often emphasize the importance of professional competence of preschool teachers, primary school teachers and subject teachers. The accent on professional competencies of educational employees is certainly justified because of their connection with encouraging the development of competencies of the children who they teach. Beside professional competencies, there is also discussion about job satisfaction and work efficiency of educational employees. The aim of this study was to gain insight into self- assessment level of professional competencies and to determine the level of job satisfaction at teachers in inclusive preschools, and inclusive primary schools. Also, besides the above mentioned, the aim was to determine is there a connection between the level of professional competencies of teachers, and the level of satisfaction with their work. The study was conducted on a smaller sample of respondents. To collect data we used modified version of the Teacher 'The sense of efficacy scale (Tschannen- Moran, Woolfolk Hoy, 2001) and modified version of Teacher Efficacy Scale (Woolfolk, Hoy, 1990). Also, for purposes of this research we made scale for the assessment of job satisfaction of teachers, primary school teachers and subject teachers and a questionnaire for collecting demographic data of respondents. Obtained data shows that the test groups do not have statistically significant difference between each other due to the level of job satisfaction as neither in the self-assessment level of professional competence. There was a positive correlation between the level of professional competence and the level of job satisfaction among the groups. No differences were found between respondents in the level of job satisfaction and the level of professional competence considering the size of the group of children they work with and the presenceof children with disabilities in groups they work in.

The aim of the qualitative study is to gain insight into the challenges of foster care for children with behavioral disorders from the perspective of experts working with these children. Data were collected through semi-structured interviews (N=7). Thematic analysis was chosen as method for processing, analyzing and interpreting data. Both the interpretation and the conclusions of the analysis were subjected to the process of investigator triangulation (use of two researchers in the analysis). This paper discusses the challenges of foster care and expert’s experiences in the field of foster care for children with behavioral disorders, as well as their suggestions for improvement of foster care for children with behavioral disorders. The results show that the main problems of the practice of foster care for children with behavioral disorders is that there are no specialized foster parents who are specifically trained to work with those children, although there is some legal basis for this form of foster care. Experts described their experiences in the field of foster care for children with behavioral disorders by themes: undevelopment of specialized foster care, child placement instability, negative experience of placing a child in foster care, the factors which contribute to the positive experience of foster care and the limitations of social welfare system for children in care. As the challenges of foster care for children with behavioral disorders experts emphasize the lack of foster parents preparation for the foster care, difficulties related to the manifest behavior of the child, lack of assistance and support to foster parents and environmental risk factors that have influence on the child. Suggestions for the improvement of foster care for children with behavioral disorders are: to initiate a specialized foster care in practice, to set clear criteria for becoming the specialized foster parent, to organize systematic assistance and support for foster parents, to recruit new foster parents and the professionalization of foster care. The obtained results can be used as a starting point for further research, as well as a starting point for improving the practice of social work in the area of foster care for children with behavioral disorders, as well as the development of specialized foster care.

The aim of the qualitative study is understanding of the circumstances that, contributed or prevented the placement of children with disabilities in institutions, from the perspective of social workers who worked with children with disabilities and their families (N=19). Thematic analysis was chosen as method for processing, analysing and interpreting data. The research was descriptive, and the research process inductive. Both the interpretation and the conclusions of the analysis were subjected to the process of triangulation involving agreement of at least three researchers on the relevant research results. Research participants confirmed that the placement of children with disabilities in institutions resulted from a number of circumstances involving parents, children and families, as well as inadequate development of alternative forms of welfare services for children. On the other hand, the circumstances which prevented the institutionalization of children involved the availability of services for children with disabilities in local communities and social welfare rights, the implementation of legal instruments for family protection, the expansion of alternative welfare services for children with disabilities, as well as the reform of the child welfare system. Results of this research study may serve as encouragement for monitoring of the deinstitutionalisation process involving children with disabilities and increase in availability of services for children and families in local communities for the purpose of preventing the removal of children from home.

BACKGROUND: ADHD is one of the most commonly diagnosed neurodevelopmental disorders in children today. There are many approach in the rehabilitation of AHDH symptoms, various studies show that the most efficient way of treatment is using the combination of different therapeutic approaches from different people involved in child’s wellbeing. This approach is called multimodal approach. It actively involves all important features of a child’s life, including school, family and peers. The aim of this poster is to present a case study of using multimodal approach in the treatment of a boy with ADHD. METHODS: The case of the 6th grade boy with ADHD is presented in this case study. As a part of his rehabilitation he has participated in a set of interventions, but still had difficulties following school tasks and environmental expectations, and had often had inadequate, impulsive reactions to stimuli. Hence, the medical treatment along with neurofeedback and behavioral change approach was introduced. Both boy’s parents and teacher attended workshops at the local non- governmental organizations whose member the family was prior to this treatment. Also, treatment strategies were organized in a coordinated and collaborative way including all members of child’s immediate surroundings. RESULTS: Six months after including multimodal approach, according to the results of initial and final assessments, the boy had better general functioning scores, was more accomplished in school tasks, had less impulsive reactions, especially in school. CONCLUSION: Based on the case of this boy, but also results of several studies, we can conclude that multimodal approach should be more commonly implemented in treatment of children with ADHD. Using this approach, besides the general functioning and emotional development of children with ADHD, the functioning of the whole class could also be fostered.

In this poster presentation, using policy documents and personal professional experience, I will present the model of Individual Funding of persons with disabilities in Flanders. Since the constitutional reform in 1993, Belgium is a Federal State with three Communities and three regions (Flanders, Wallonia and Brussels). Each level of government has competence in certain areas. Disability policy falls under the mandate of a number of different bodies at regional of 9th International Conference of the Faculty of Education and Rehabilitation Sciences University of Zagreb 17 – 19 May 2017, Zagreb community level. Flemish disability policy is implemented by the Flemish Agency for Persons with Disabilities (VAPH). In Flemish Community, the financing of disability-specific care is subject to a major policy reform with the adoption of the decree “persoonsvolgende financiering“ (decree on the personalized budget) in April 2014. Personalised Budgets (PB) provide an alternative to institutionalization of persons with disabilities and enable these individuals and their families to live and participate in the community, as set out in article 19 of the UN Convention on the Rights of Persons with Disabilities. Is now up to Flemish government to achieve all of the implementing decisions. That means that there is still a lot of work to do for the Flemish Agency for Persons with Disabilities and the disability sector together to prepare and to implement this change in the system. The first PB are assigned since September 1, 2016. From January 2017, all adult persons with disabilities at that moment, switched to the new system. The decree on the personalised budget provide a system in which the budget of the government goes to people with disabilities themselves, instead of subsidizing the service providers. The general goal of this decree is to make the provision of disability-specific support inclusive and user- oriented. It foresees a twin-track system of support funding: all people with a recognized disability and a support need who are not entitled to a personal budget, will gradually have access to a basic support budget, which they can freely use to pay for directly available services. people with greater support need will be able to apply for a personal budget, payable under the form of a cash budget or vouchersystem. This disability-specific support is attributed following priority rules and based on a personal support plan.

Emina Kovačić - Center for Upbringing and Education Tomislav Špoljar, Varaždin Inclusive literature is an inseparable part of the process of inclusion. If we include inclusive literature in the school system, it can affect the promotion of positive attitudes towards the peers with different abilities and promote the development of positive self-image of students with developmental disabilities. Some authors, however, point out concerns over still present stereotypes of disability in literature and a small number of literary works with positive and accurate conceptualization of disability. The problems that arise in the context of observing the inclusive process and inclusive literature are focused on the awareness of the positive and negative presentation of disability in the literature, appropriate selection of literary works, proper analysis and discussion of the presentation of disability and awareness of the possible negative impacts of certain content on the formation of attitudes toward people with disabilities. The aim of this paper is to analyze the literary work Forrest Gump (1986) written by author Winston Groom that is shielded and listed in elementary school reading, using the Teacher's Guide for Using Literature to Promote Inclusion of People with Developmental Disabilities (Menchetti, Plattos, Carroll, 2011, translation and adaptation Osmančević Katkić, Salaj, 2017). The guide consists of seven areas, or the criteria for assessing the inclusiveness of any literary work: (1) the external appearance of the book ; (2) characterization of characters ; (3) the language and style of writing ; (4) plot (5) the position of people with disabilities in the work ; (6) topic and idea of the work ; (7) the way of writing. The results of the analysis of the literary work Forrest Gump in general indicate a positive presentation of the main character with disability, but partly unrealistic. Considering the above criteria from the Guide the following separate components in the work stand out: the focus on disability (positive and negative sides), emphasizing the medical model and normalization in the individual sections (bridging the problems), disability as an inspiration, stereotypes of infantilising people with mild intellectual disabilities, negative presentation under the guise of humor and others. It can be concluded that the work Forrest Gump emphasizes that disability is not necessarily a limiting factor and that everyone has the ability to be great at something and achieve success. In conclusion, the analysis of the presentation of disability in literary works, especially those integrated in suggested lists for school reading, affects the construction of a constructive discussion in the teaching process, shaping the attitudes of students and improving the process of inclusion.

Attention deficit hyperactivity disorder (ADHD) is one of the most common childhood disorders, affecting about 5% of school- aged children world-wide (Polanczyk and Jensen, 2008). According to recent research data, a worrying small number of preschool children are diagnosed with ADHD disorder in Croatia that leads to the assumption that the behavior of a child with ADHD is still attributed to educational omissions or peculiar temperament, and because of that we miss valuable time to work with the child, we miss time for education and counseling parents, educators and the child's closer social environment (Sekušak and Galešev, et al., 2016). Early diagnosis and giving support to parents directly affects the functioning and development of a child with ADHD disorder and its relations with his closer and wider environment. The aim of this study was to get a better insight into the views of parents of children with ADHD disorder in the process of diagnosing their child. The study was conducted through focus groups, in February 2016. The focus group was attended by eight parents of children with ADHD disorder, members of the association called “Buđenje”. Data were collected and analyzed with qualitative methodology following the eight basic steps of qualitative analysis (Mesec, 1998). The analysis was separated into three categories: (1) the first signs of ADHD disorder ; (2) how parents deal with ADHD disorder diagnosis ; and (3) the diagnosis of ADHD disorder. The results indicate the importance of recognizing the early signs of ADHD disorder and timely setting an accurate diagnosis. Strengthening support for parents, during and after a diagnosis, is also an important prerequisite for enabling the development of a child's capacity.

The aim of this research is to explore the differences in social and emotional competence between students with disability in high and poor quality of inclusion primary schools. Research was carried out on the: a) sample of primary school teachers selected on the base of high/poor inclusion quality (N=17) ; b) sample of students in high/poor inclusion quality classes (N=307) which include students with disability (N= 28) and typical students (N=279) of both sexes, attending the third primary school grades in Zagreb, and Zagreb County. After determination of high/poor inclusion quality, primary schools’ teachers, and their students evaluated social and emotional competence with: The Strengths and Difficulties Questionnaire (SDQ ; Goodman et al., 2010), Child Interaction Scale (Crick & Grotpeter, 1995 ; Crick, 1996), Learning Behaviour Scale (Bierman, Domitrovich et al., 2008), School Readiness Questionnaire (Bierman, Domitrovich et al., 2008), Peer Relations Questionnaire (Ladd & Profiler, 1996), Contentment with socializing at school (Žic Ralić, 2001) and Questionnaire on child tolerance toward other children (Cvitković, Wagner Jakab, 2008). Results show no statistically significant differences between social and emotional competence of students with disability in high and poor inclusive quality classes. A more detailed analysis discovered no statistically significant differences in high inclusive quality classes between students with disabilities and typical students in conduct problems, relational aggression and peer relations. Contrary, in poor inclusive quality classes, students with disability in relation to typical students show statistically significant more problems in all measures of social and emotional competence, except in relational aggression. This study highlights the need to increase attention of teachers and school experts on social and emotional competence of students with disability in inclusive classes. The high inclusive quality classes seem to have better impact on social and emotional competence of students with disability. ERFCON2017.0190