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Interesovanje za proučavanje problematičnih oblika ponašanja kod dece sa teškoćama u metalnom razvoju predškolskog uzrasta proizilazi iz činjenice da je to period koji označava ključnu fazu za razvoj društvenih, kognitivnih i emocionalnih veština. Rad se bavi utvrđivanjem prevalencije problema ponašanja kao i sagledavanjem povezanosti između eksternalizovanih i internalizovanih oblika problematičnog ponašanja kod dece sa teškoćama u mentalnom razvoju predškolskog uzrasta. Istraživanje je sprovedeno na uzorku od 35 dece, oba pola, uzrasta od 4 do 7 godina. Ispoljavanje eksternalizovanih i internalizovanih oblika problematičnog ponašanja ispitana su primenom Skale problematičnog ponašanja koju su popunjavali vaspitači koji rade za decom koja su obuhvaćena uzorkom. Analizom dobijenih podataka može se uočiti da prosečne vrednosti ukazuju na to da su deca iz uzorka ponekad usamljena, da ponekad ispoljavaju anksioznost u grupi kao i da ponekad deluju tužno ili depresivno. Iako se nijedan eksternalizovan oblik problematičnog ponašanja ne ispoljava često, svi procenjeni problemi ispoljavaju se ponekad. Testirane korelacije na nivoima značajnosti od 0,01 i 0,05 ukazuju na činjenicu da postoji statistički značajna povezanost između eksternalizovanih i internalizovanih problema ponašanja kod dece sa teškoćama u mentalnom razvoju ranog i predškolskog uzrasta., The motivation for this study is rooted in the importance of understanding problematic behavior in children with mental development difficulties during their early stages of growth. This period is critical for their social, cognitive, and emotional development. The study aimed to determine the occurrence of behavioral problems and explore potential relationships between externalized and internalized problematic behaviors in children facing challenges in mental development. The research was conducted with a sample of 35 children, comprising both boys and girls, aged 4 to 7 years. Externalized and internalized forms of problematic behavior were assessed using The Problem Behaviors Scale, which was completed by educators who interacted with the children in the sample. The analysis of the collected data revealed that, on average, the children in the sample occasionally experienced feelings of loneliness, displayed anxiety in group settings, and sometimes exhibited signs of sadness or depression. While individual externalized forms of problematic behavior were not frequently observed, all assessed problems were occasionally present. The study identified significant correlations at the 0.01 and 0.05 significance levels, indicating a statistically significant relationship between externalized and internalized problematic behaviors among children with difficulties in mental development.

Uvod: O saradnji porodice i vaspitno-obrazovne ustanove može se govoriti uopšteno, ili pak konkretnije, s obzirom na to u kojoj meri saradnja porodice 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 nedovoljno istražena i da ne prati savremene potrebe vaspitne prakse. Pitanje saradnje porodice i škole je posebno značajno kada svakodnevno dolazimo do poražavajućih informacija o prisutnosti negativnih oblika ponašanja kod dece i mladih (nasilje, zlostavljanje, 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 ponašanja učenika. Metod: Pregled i analiza teorijskih i empirijskih saznanja u oblasti saradnje porodice i škole i njenoj ulozi u podsticanju prosocijalnog i prevenciji neprihvatljivih 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 podsticanju 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 efekata 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.

Belsky's theory of differential susceptibility to environmental influences assumes that the very individuals who seem most susceptible to environmental adversity may also benefit most from developmentally supportive rearing. The aim of this study was to examine whether supportive parenting (with parental care) in contrast to unsupportive parenting (without parental care), has greater beneficial effects in adolescents with intellectual disability (ID) than in typically developing (TD) adolescents. The sample included two groups of adolescents aged 12-18: the group of 210 adolescents without parental care (PC), 80 with ID (M-age = 15.59 years; SDage = 1.97; 54% boys), 130 TD adolescents (M-age = 15.03 years; SDage = 1.95; 52% boys) and the parallel group of 206 adolescents with PC, 76 with ID (M-age = 15.57 years; SDage = 1.93; 53% boys), 130 TD adolescents (M-age = 15.03 years; SDage = 1.95; 52% boys). Social competence was assessed using the Social Skills Rating System. Our assumption was confirmed with respect to self- control, cooperation and responsibility, adolescents with ID are more susceptible to influences of parenting status compared with TD adolescents. With respect to externalising problems, our assumption was not confirmed, possibly due to the less supportive parenting environment characterised by more parenting risk factors in families of adolescents with ID. The implications for prevention of externalising problems were discussed in relation to school and family context.

U radu preglednog karaktera razmatramo fenomen socijalne kompetentnosti u kontekstu različitih metoda i nivoa procene socijalne kompetentnosti kod dece. Analiza izdvojenih radova organizovana je oko odgovora na dva pitanja (1) Koje pokazatelje i nivoe socijalne kompetentnosti možemo procenjivati kod dece? (2) Kojim metodama i postupcima možemo procenjivati određene pokaza- tele socijalne kompetentnosti? Analizom radova o socijalnoj kompetentno- sti kao moguće teškoće pri proceni socijalne kompetenosti izdvojili smo: ne- usaglašenost oko definisanja pojma socijalne kompetetnosti, odnosno širok opseg različitih pokazatelja socijalne kompetentnosti. U drugom delu rada izloženi su Integrativni model socijalne kompetentnosti, odnosno teza o tri nivoa procene socijalne kompetentosti, te mogućnost operacionalizacije i merenja socijalne kompetentosti. Na kraju rada ukazano je na implikacije za praksu u smislu preduzimanja ciljne intervencije u skladu sa procenom socijalne kompetenosti na sva tri nivoa, kao organizovanog sistema., In the work of a review character, we consider the phenomenon of social competence in the context of different methods and levels of assessment of social competence in children. An analysis of the selected papers is organized around the answer to two questions (1) What indicators and levels of social competence can we evaluate in children? (2) What methods and procedures can we estimate certain indicators of social competence? By analyzing papers on social competence as a possible difficulty in assessing social competence, we have identified: nonconformity about defining the notion of social competence, as well as a wide range of different indicators of social competence. In the second part of the paper, the Integrated Model of Social Competence is presented, through the three levels of social competence assessment, as well as the possibility of operationalization and measurement of social competence. At the end of the paper, it is pointed out the implications for the practice in terms of undertaking a targeted intervention in accordance with the assessment of social competence at all three levels, as an organized system.

Partnership between schools and parents has been the subject of numerous papers, but there is a small number of research studies on the partnership between preschool institutions and parents in Serbia. Taking into account the importance of early education, the aim of this study was to examine various aspects of partnership between parents and preschool teachers and differences in the level of partnership in individual domains. Also, the aim was to determine whether there were any differences in cooperation with parents of children with and without developmental disabilities. The study included 120 preschool teachers who evaluated the partnership with 197 parents of children 3 to 7 years of age. The Parent involvement questionnaire was used, which included the following subscales: mutual information, parent involvement in preschool- and home-based activities. The results showed that parent involvement was the lowest in preschool-based activities. Statistically significant differences in partnership with parents of children with and without disabilities existed on certain issues, but there were no significant differences on the subscales as a whole. In conclusion, the interventions that need to be taken in terms of partnership between parents and educators in order to make the effects on the development of children better were pointed out., Saradnja škole i roditelja bila je predmet brojnih radova, ali je broj istraživanja u našoj sredini o saradnji predškolske ustanove i roditelja mali. Uzimajući u obzir značaj ranog vaspitnog delovanja, cilj rada je da ispitamo različita područja saradnje roditelja i vaspitača, da li postoje razlike u nivou saradnje u pojedinim područjima, kao i da li postoje razlike u saradnji sa roditeljima dece sa smetnjama u razvoju i bez smetnji. U istraživanju je učestvovalo 120 vaspitača, koji su procenjivali saradnju sa 197 roditelja dece uzrasta od 3 do7 godina. Korišćen je Upitnik uključenosti roditelja, i to subskale: međusobno informisanje, uključenost roditelja u aktivnosti u vrtiću i kod kuće. Rezultati su pokazali da je saradnja najlošija u području uključenosti roditelja u aktivnosti u vrtiću. Statistički značajne razlike u saradnji sa roditeljima dece sa smetnjama i bez smetnji postoje na pojedinim pitanjima, ali na subskalama u celini nema značajnih razlika. U zaključku je ukazano na intervencije koje je potrebno preduzeti na planu saradnje roditelja i vaspitača kako bi efekti na razvoj dece bili bolji.

U ovom preglednom radu razmatran je kvalitet socijalne podrške i zaštite dece bez roditeljskog staranja u kontekstu mogućnosti razvijanja njihove socijalne kompetentnosti. Polazeći od pretpostavke da kvalitetna socijalna podrška i zaštita dece bez roditeljskog staranja može ublažiti posledice neadekvatnog roditeljskog staranja, analiza izdvojenih radova organizovana je oko dva istraživačka pitanja: (1) Da li različiti oblici zaštite imaju različite efekte na razvijanje socijalne kompetentnosti dece bez roditeljskog staranja? (2) Da li metode i sredstva vaspitno-korektivnog rada profesionalaca u institucijama podstiču razvijanje socijalne kompetentnosti dece bez roditeljskog staranja? U skladu sa ovim pitanjima u prvom delu rada dat je prikaz dosadašnjih istraživanja o socijalnoj kompetentnosti dece bez roditeljskog staranja poređenjem njihovog socijalnog funkcionisanja u institucijama i hraniteljskim porodicama. Ostvaren stepen socijalne kompetentnosti i kvalitet socijalnog funkcionisanja dece bez roditeljskog staranja razmatran je kao pokazatelj ishoda preduzetih mera socijalne zaštite i podrške. Na tim osnovama, u drugom delu rada kritčki su analizirane metode i sredstva vaspitno- korektivne prakse u institucijama, a koje su u funkciji podsticanja socijalne kompetentnosti dece. Uvidom u teorijske i empirijske nalaze naših i stranih autora ukazano je na protektivne faktore i faktore rizika u ovoj oblasti. Na kraju rada izvedene su implikacije za praksu u smislu podsticanja socijalne kompetentnosti dece bez roditeljskog staranja., Research subject: In this review paper, we consider the quality of social care and support of children without parental care as contexts of the development of their social competence. Methods: Assuming that the quality of social care and support of children without parental care can buffer the consequences of improper parental care, the analysis of selected works is organized around two research questions: (1) Do different forms of care have different effects on the development of social competence of children without parental care? (2) Do the methods and resources of educationalcorrective work in institutions encourage the development of social competence of children without parental care? In accordance with these issues, the first part of the paper provides an overview of research on social competence of children without parental care by comparing their social functioning in institutions and foster families. The degree of social competence and quality of social functioning of children without parental care is considered as a result of the undertaken measures of social care and support. Results: We critically analyze methods and resources of educational-intervention practices in institutions as important factors for encouraging social competence of children without parental care. Based on the review of theoretical and empirical research from Serbia and other countries, protective and risk factors in this area are highlighted. Conclusion: The concluding part of the paper points out implications for practice with regard to encouragement of social competence of children without parental care.

U organizmu se, pod fiziološkim uslovima, produkuju slobodni radikali. Iako se u organizmu nalaze u veoma niskoj koncentraciji, slobodni radikali mogu ispoljiti toksične efekte. Težeći da spare elektrone, u hemijskoj reakciji oksidacije, dolazi do brzog i nepredvidivog vezivanja za susedne molekule, proteine, lipide, ugljene hidrate i nukleinske kiseline od kojih su sačinjeni strukturni elementi ćelije, pokrećući unutrašnji put apoptoze. Antioksidansi su supstance koje sprečavaju ili značajno smanjuju oksidaciju biomolekula. Oksidativni stres je stanje koje nastaje kada produkcija slobodnih radikala premaši kapacitete antioksidativnih enzima da ih neutrališu. U antioksidativne enzime spadaju: superoksid dismutaza (SOD), katalaza (CAT), glutation peroksidaza (GPx), glutation reduktaza (GR) i glutation-S-transferaza (GST). Lipidna peroksidacija (LP) je proces oksidacije višestruko nezasićenih masnih kiselina od strane slobodnih radikala. Malondialdehid predstavlja biohemijski marker pomoću kog je moguće meriti stepen oksidativnog oštećenja ćelijskih membrana. Oksidativna modifikacija DNK dovodi do promene strukture DNK koje rezultuju genetskim oštećenjima. Najčešće korišćen marker oksidativnog stresa je urinarni 8-hidroksi-2-deoksiguanozin (8-OHdG). Oštećenja proteina, lipida, DNK čine važan osnov mnogih oboljenja kao što su ateroskleroza, neurodegenerativna oboljenja, dijabetes, gojaznost, proces starenja, retinopatija, hronične inflamatorne bolesti i karcinom. Polazeći od hipoteze da su ovi biomolekuli različiti u različitim stadijumima bolesti, oni bi mogli predstavljati prognostički marker proširenosti bolesti. Cilj istraživanja je bio da se ispita da li postoje razlike između kontrolne grupe (zdravih žena), pacijentkinja sa prekanceroznim lezijama na grliću materice (HSIL), pacijentkinja sa lokalno ograničenim (FIGO Ia-Ib) i pacijentkinja sa lokalno uznapredovalim karcinomom grlića materice (IIa-IV) u pokazateljima oštećenja DNK (određivanjem vrednosti 8-OHdG), p, Free radicals are produced in our body under physiological conditions. Although in very low concentrations, they can show some toxic effects. While trying to bind electrons, in the chemical reaction of oxidation, they rapidly and unpredictably bind to adjacent molecules- proteins, lipids, carbohydrates and nucleic acids from which the structural elements of the cell are made, triggering the internal pathway of apoptosis. Antioxidants are substances that prevent or significantly reduce the oxidation of biomolecules. Oxidative stress is a condition that occurs when the production of free radicals exceeds the capacity of antioxidant enzymes to neutralize them. The antioxidant enzymes include: superoxide dismutase (SOD), catalase (CAT), glutathione peroxidase (GPx), glutathione reductase (GR), and glutathione-S-transferase (GST). Lipid Peroxidation (LP) is the process of oxidation of polyunsaturated fatty acids by free radicals. Malondialdehyde is a biochemical marker by which it is possible to measure the degree of oxidative damage of cell membranes. The oxidative modification of DNA leads to a change in DNA structure that results in genetic damage. The most commonly used marker of oxidative stress is urinary 8-hydroxy-2-deoxiguanosine (8-OHdG). The damage to proteins, lipids and DNA is an important basis for many diseases such as atherosclerosis, neurodegenerative diseases, diabetes, obesity, aging, retinopathy, chronic inflammatory disease and cancer. Starting from the hypothesis that these biomolecules are different at different stages of the disease, they could represent a prognostic marker of the progression of the disease. The aim of the study was to examine whether there were differences between the control group (healthy women), the patients with precancerous lesions on the cervix (HSIL), the patients with early stage cervical cancer (FIGO Ia-Ib) and the patient with locally advanced cervical cancer (IIa - IV) in the indicators of DNA damage (determining the va

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.

Bearing in mind limited effects of interventions focused on the child and its limitations the attention of researches is more and more directed to immediate and wider ambience factors in the prevention of negative forms of behaviour of children. The aim of the research was to determine the level of connectedness of family and intellectual status of adolescents and different aspects of their social functioning. The sample of 416 adolescents, aged 12 to 18, was divided into two groups. The group without parental care included 210 respondents (130 with typical development - TD and 80 with mild intellectual disability - MID), and the group with parental care (130 TD and 76 MID). We used Strengths and Difficulties Questionnaire with subscales: behavioral problems, emotional problems and problems with peers. Family problems were divided in socioeconomic problems, partners' problem, mental health of parents, abuse, and neglect. The results confirmed that the young without parental care showed more problems in behavior than their peers with parental care, and that family status affects behavior more than intellectual status. Family is the protective factor for the development of emotional problems of the young TD students, while it is risky for MID students. Problems with peers are not significantly connected with family or intellectual status. Some implications of the results are stressed., U svetlu limitiranih efekata intervencija fokusiranih na dete i njegova ograničenja, pažnja istraživača sve je više usmerena na faktore užeg i šireg okruženja u prevenciji negativnih oblika ponašanja dece. Cilj istraživanja bio je da se ispita stepen povezanosti porodičnog i intelektualnog statusa adolescenata sa različitim aspektima njihovog socijalnog funkcionisanja. Uzorak od 416 adolescenata, uzrasta od 12 do 18 godina, podeljen je u dve grupe. Grupu bez roditeljskog staranja činilo je 210 ispitanika, od kojih 130 tipičnog razvoja (TR) i 80 sa lakom intelektualnom ometenošću (IO), a grupu sa roditeljskim staranjem 206 ispitanika (130 TR i 76 lako IO). Za procenu socijalnog funkcionisanja mladih korišćen je Upitnik snage i teškoće, subskale: problemi u ponašanju, emocionalni problemi i problemi sa vršnjacima. Porodični problemi podeljeni su na socioekonomske probleme, partnerske probleme, mentalno zdravlje roditelja, zlostavljanje i zanemarivanje. Rezultati su potvrdili da mladi bez roditeljskog staranja pokazuju više problema u ponašanju od njihovih vršnjaka sa roditeljskim staranjem i da porodični status ima veći efekat na probleme u ponašanju nego intelektualni status. Za mlade TR porodica je protektivni faktor razvijanja emocionalnih problema, dok je za mlade sa lakom IO rizični faktor. Problemi sa vršnjacima nisu značajno povezani sa porodičnim i intelektualnim statusom. Ukazano je na implikacije dobijenih rezultata.

Problems with peers are more common among children with intellectual disabilities (ID) than typical development (TD) children. As a lack of research in this field states the heterogeneity of the samples in relation to the level of disability and age, which is important for the ability to plan preventive programs and targeted interventions. The aim of this study was to examine the association between intellectual status and age with peer relationships. The study included 206 students aged 12 to 18 years, of which 76 with mild ID and 130 TD. Peer relationships were measured by Rahim Organizational Conflict Inventory (compromise, problem solving, yielding, avoidance and domination) and by The Strenghts and Difficulties Questionnaires, subscale Problems with peers, form for teachers. The main findings showed that students with mild ID have more problems with peers than TD students. Unlike TD students, students with mild IO at secondary school more often yielding and avoidance conflicts. At later age dominance is less frequent in both groups of students, and problem solving and compromise are statistically more frequent in students with mild ID group than in TD peers group. It was concluded that negative social experience of young people with mild ID simultaneously motivate to constructive and destructive ways of resolving conflicts., Problemi sa vršnjacima učestaliji su u populaciji dece sa intelektualnom ometenošću (IO) nego dece tipičnog razvoja (TR). Kao nedostatak istraživanja u ovoj oblasti navodi se heterogenost uzoraka u odnosu na nivo ometenosti i uzrast, a što je značajno za mogućnost planiranja preventivnih programa i ciljnih intervencija. Cilj istraživanja bio je da se ispita povezanost intelektualnog statusa i uzrasta sa vršnjačkim odnosima učenika. U istraživanju je učestvovalo 206 ispitanika, uzrasta od 12 do 18 godina, od čega njih 76 sa lakom IO i 130 TR. Vršnjački odnosi su procenjivani preko Rahimovog inventara organizacijskog konflikta (kompromis, rešavanje problema, popuštanje, izbegavanje i dominacija) i subskale problemi sa vršnjacima Upitnika snage i teškoće. Glavni nalazi su pokazali da mladi sa lakom IO imaju više problema sa vršnjacima od mladih TR. Za razliku od učenika TR, što su stariji, učenici sa lakom IO češće popuštaju i izbegavaju konflikte. Dominacija je na starijem uzrastu manje zastupljena kod obe grupe učenika, a rešavanje problema i kompromis su statistički zastuljeniji kod učenika sa lakom IO nego kod njihovih vršnjaka TR. Zaključeno je da negativno socijalno iskustvo mlade sa lakom IO istovremeno motiviše i na konstuktivne i na destuktivne načine rešavanja međuvršnjačkih konflikata.

The aim of the paper is to point to the forms of social reactions in protection of children without parental care, as well as the reform changes in the system of social protection. The introduction of the paper offers an overview of international and domestic legislation regulating basic rights of parentless children. Furthermore, it also deals with the development of forms of children protection in Serbia and with the relevant practices when children with special needs without parental care are in question. Special part of the paper analyses modern currents and models of the system of social protection both in Serbia and in the world. Through descriptive and critical-analytical approach of key advantages and disadvantages of institutional and family setting the authors of the paper consider the possibilities and limitations of the new model of social protection, as well as the effects of the process of deinstitutionalization and transformation of institutions in Serbia. General conclusion of the authors is that protection and support to children without parental care cannot have desirable effects without necessary changes in the organization of life itself, the way of work with children and contents offered to them within protection both in and out of an institution., U ovom radu cilj je da se ukaže na oblike društvenog reagovanja u zaštiti prava dece bez roditeljskog staranja i reformske promene u sistemu socijalne zaštite. U uvodu je pažnja posvećena pregledu međunarodnih i domaćih propisa i dokumenta koji regulišu osnovna prava dece bez roditeljskog staranja. Takođe, dat je kraći osvrt na razvoj oblika zaštite dece u našoj zemlji kao i relevantne prakse kada su u pitanju deca sa teškoćama u razvoju koja su bez roditeljskog staranja. U posebnom delu rada analizirani su savremeni pravci i modeli sistema socijalne zaštite kod nas i u svetu. Kroz deskripitvni i kritičko-analitički pristup ključnih prednosti i nedostataka institucionalnog i porodičnog smeštaja ukazano je na mogućnosti i ograničenja novog modela socijalne zaštite, te efekte procesa deinstitucionalizacije i tranformacije ustanova u našoj sredini. Opšti je zaključak autora da zaštita i podrška deci bez roditeljskog staranja ne može imati željene efekte ukoliko se ne učine neophodne promene u samoj organizaciji života, načinu rada s decom i sadržajima koji im se nude, kako u institucionalnoj, tako i vaninstitucionalnoj zaštiti. .

U literaturi se ističe da osnovu za socijalno kompetentno ponašanje čine socijalne veštine, te da se njihovim razvijanjem može unaprediti socijalno funkcionisanje pojedinca. Istraživanja koja su se bavila povezanošću kognitivnog i socijalnog razvoja nedvosmisleno su potvrdila da deca sa intelektualnom ometenošću lošije socijalno funkcionišu nego njihovi vršnjaci tipičnog razvoja, ali malo je istraživanja koja su ispitivala razlike u razvijenosti socijalnih veština ove dve grupe dece. Takođe, kao nedostatak istraživanja u ovoj oblasti navodi se heterogenost uzoraka u odnosu na nivo ometenosti i uzrast, a što je značajno za mogućnost planiranja preventivnih programa i ciljanih intervencija. Cilj istraživanja bio je da se utvrde razlike u razvijenosti socijalnih veština adolescenata tipičnog razvoja i sa lakom intelektualnom ometenošću, kao i da se sagleda povezanost uzrasta sa razvijenošću socijalnih veština. U istraživanju je učestvovalo 206 mladih, uzrasta od 12 do 18 godina, od čega njih 76 sa lakom intelektualnom ometenošću i 130 prosečnih intelektualnih sposobnosti. Za ispitivanje socijalnih veština korišćena je skala za procenu socijalnih veština Sistema za procenu socijalnih veština, forma za nastavnike, koja se sastoji iz subskala: kooperativnost, odgovornost, asertivnost i samokontrola. Glavni nalazi pokazali su da u razvijenosti socijalnih veština između adolescenata tipičnog razvoja i sa lakom intelektualnom ometenošću nema značajne razlike, ali je nađena značajna interakcija uzrasta i intelektualnog statusa na skali samokontrole (p<0,05; Eta2=0,029). S uzrastom raste sposobnost samokontrole mladih tipičnog razvoja (12 do 14 godina, M=12,55; 15 do 18 godina, M=14,19), dok adolescenti sa intelektualnom ometenošću na starijem uzrastu pokazuju lošiju samokontrolu nego na mlađem uzrastu (12 do 14 godina, M=13,56; 15 do 18 godina, M=11,98). Dobijeni nalazi sugerišu da kognitivni deficiti adolescenata sa lakom intelektualnom ometenošću nisu prepreka razvoju socij, The literature points out that social skills are the basis for socially competent behavior, and that their development can improve the social functioning of the individual. Researches focused on the relation between cognitive and social development, confirmed that children with intellectual disabilities have more problems in social functioning compared with their typical peers, but few studies have examined the differences in the development of social skills of these two groups of children. Also, there is a lack of research in the heterogeneity of the samples in relation to the level of disability and age, which is important for planning prevention programs and targeted interventions. The aim of the research was to determine the differences in the development of social skills of typical adolescents and those with mild intellectual disability, as well as to examine the correlation with age. The study included 206 young people, aged 12 to 18 years, of whom 76 with mild intellectual disabilities and 130 with average intellectual abilities. Social skills are measured by Social Skills Rating System, a form for teachers, consisting of the following subscales: cooperation, responsibility, assertiveness and self-control. The main findings showed that there are no significant differences in the development of social skills between typical adolescents and those with mild intellectual disability, but that there was a significant interaction of age and intellectual status on a scale of self-control (p<0.05; Eta2=0.029). Self-control of tipical young people becomes better with age (age 12-14, M=12.55; age 15-18, M=14.19), while adolescents with intellectual disability at older ages showed worse self-control than younger children (age 12-14, M=13.56; age 15-18, M=11.98). These findings suggest that cognitive deficits in adolescents with mild intellectual disabilities are not barriers for their social skills development, and also that some other variables have a more significant i

Problem istraživanja svodi se na pitanje da li postoje značajne razlike u razvijenosti socijalnih veština dece u odnosu na prisustvo i odsustvo problema u porodičnoj sredini. Problemi u porodičnom funkcionisanju podeljeni su na: socio-ekonomski problemi; partnerski konflikti i razvod; mentalno zdravlje roditelja; destruktivno ponašanje roditelja prema deci. Za ispitivanje socijalnih veština korišćena je skala Social Skills Rating System (Gresham, Elliott, 1990) koja se sastoji iz subskala: kooperativnost, odgovornost, asertivnost i samokontorla. Uzorak je činilo 414 dece uzrasta od 12 do 18 godina. Rezultati su pokazali da socioekonomski problemi nisu značajno povezani sa razvijenošću socijalnih veština. Deca koja su imala iskustvo zlostavljanja ili zanemarivanja u svojoj porodici imaju značajnije niže skorove na Samokontroli (t = 4,35; p < 0,000) i Odgovornosti (t = 2,74; p < 0,006) u odnosu na decu koja nisu imala ovakva iskustva. Isto tako, deca roditelja koji imaju problema sa mentalnim zdravljem pokazuju značajnije niži nivo Samokontrole (t = 4,63; p < 0,000) i Odgovornosti (t = 2,40; p < 0,017) nego deca čiji su roditelji dobrog mentalnog zdravlja. Česti konflikti roditelja i razvod, takođe, doprinose nižoj Samokontroli (t = 2,94; p < 0,003) i Odgovornosti (t = 2,89; p < 0,004), ali i nižoj Kooperativnosti (t = 2,91; p < 0,003) dece. Asertivnost nije značajno povezana sa ispitvanim porodičnim varijablama. U zaključku autori ukazuju na pedagoške implikacije dobijenih rezultata i potrebu za ranom intervencijom u porodici u cilju razvijanja socijalnih veština i podsticanja prosocijalnog ponašanja, te prevencije emocionalnih i problema u ponašanju dece. Takođe, dobijeni nalazi otvaraju mogućnost daljih istraživanja o povezanosti ispitivanih porodičnih varijabli i socijalnih veština sa različitim aspektima socijalne kompetentnosti dece., The research problem is focused to the question of whether there are significant differences in the development of social skills of children in relation to the presence and absence of specific problems in the family. Problems in family functioning are divided into: socio-economic problems; marital conflict and divorce; mental illness of parent; negative parental behavior towards children. Social skills are measured by Social Skills Rating System (Gresham, Elliott, 1990), consisting of subscales cooperation, responsibility, assertiveness and self-control. The sample consisted of 414 children aged 12 to 18 years. The results showed that socio-economic problems were not significantly correlate to the social skills development. Children who have had the experience of abuse or neglect in their families have significantly lower scores on Self-control (t = 4.35; p < 0.000) and Responsibility (t = 2.74; p < 0.006) than children who did not have these experiences. Similarly, children of parents with mental health problems showed significantly lower level of Self-control (t = 4.63; p < 0.000) and Responsibility (t = 2.40; p < 0.017) than children whose parents are of good mental health. As weel as findings suggest that frequent marital conflict and divorce, in addition to lower level of Self control (t = 2.94; p < 0.003) and Responsibility (t = 2.89; p < 0.004), also have influence on lower Cooperativeness (t = 2.91; p < 0.003) of children. Assertiveness is not significantly associated with family variables. In conclusion, the authors presented pedagogical implications of the results and the need for early intervention in the family in order to develop social skills and encouraging prosocial behavior and prevention of emotional and behavioral problems in children. Also, these findings open the possibility of further research on the association of family variables and social skills to various aspects of social competence of children.

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. .