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Background High numbers of women experience a traumatic birth, which can lead to childbirth-related post-traumatic stress disorder (CB-PTSD) onset, and negative and pervasive impacts for women, infants, and families. Policies, suitable service provision, and training are needed to identify and treat psychological morbidity following a traumatic birth experience, but currently there is little insight into whether and what is provided in different contexts. The aim of this knowledge mapping exercise was to map policy, service and training provision for women following a traumatic birth experience in different European countries. Methods A survey was distributed as part of the COST Action “Perinatal mental health and birth-related trauma: Maximizing best practice and optimal outcomes”. Questions were designed to capture country level data; care provision (i.e., national policies or guidelines for the screening, treatment and/or prevention of a traumatic birth, service provision), and nationally mandated pre-registration and post-registration training for maternity professionals. Results Eighteen countries participated. Only one country (the Netherlands) had national policies regarding the screening, treatment, and prevention of a traumatic birth experience/CB-PTSD. Service provision was provided formally in six countries (33%), and informally in the majority (78%). In almost all countries (89%), women could be referred to specialist perinatal or mental health services. Services tended to be provided by midwives, although some multidisciplinary practice was apparent. Seven (39%) of the countries offered ‘a few hours’ professional/pre-registration training, but none offered nationally mandated post-registration training. Conclusions A traumatic birth experience is a key public health concern. Evidence highlights important gaps regarding formalized care provision and training for care providers.

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This paper provides the background to the process of translation and piloting of the Serbian version of the Multilingual Assessment Instrument for Narratives (LITMUS-MAIN), Multilingvalni Test za Procenu Narativa (MTPN). Our review of the sparse research literature on Serbian children’s narrative abilities reveals a need for a well-designed narrative instrument, which will enable researchers and practitioners to assess the production and comprehension of narratives in children of a wide age range, typically and atypically developing, monolingual and bilingual, crucially allowing for cross-linguistic comparisons. We encountered two kinds of challenges during the process of translation and adaptation of the instrument from English into Serbian. The first concerned the lack of established Serbian technical terminology needed to describe test administration to the future users of the test: researchers and practitioners working in different disciplines such as linguistics, psychology, Speech and Language Therapy. The second challenge concerned the translation of linguistic structures required to produce a successful rendition of the narrative: in contrast to English, but in line with other Slavic languages, Serbian relies heavily on verbs marked for perfective aspect in story-telling. Our discussion of preliminary data from four Serbian monolingual children, aged 5;5-10, demonstrates that MTPN is a successful tool in assessing narrative abilities in children acquiring Serbian.

U verbalnom izražavanju gluve i nagluve dece pravi pridevi se nedovoljno upotrebljavaju, a i koriste se u drugačijoj funkciji u rečenici, u odnosu na rečenične konstrukcije dece tipičnog jezičkog razvoja. Cilj rada bio je da se utvrdi, uporedi i razjasni upotreba i funkcije pravih prideva u formiranju iskaza kod gluve i nagluve dece i dece tipičnog razvoja. Istraživanjem je obuhvaćeno 130 učenika starijih razreda osnovne škole, oba pola, prosečnih intelektualnih sposobnosti, bez dodatnih oštećenja. Eksperimentalnu grupu je činilo 50 učenika čije je oštećenje sluha preko 70 dB. Ovi učenici pohađali su škole za gluvu i nagluvu decu u Srbiji (40 učenika) i škole za decu tipičnog razvoja (10 učenika). Kontrolna grupa obuhvatila je 80 učenika tipičnog razvoja. Za potrebe istraživanja koristili smo i unapred definisane teme za pisanje četiri sastava različitih žanrova: narativ, deskripcija, ekspozicija i argumentativ, kao i poseban protokol za prikupljanje podataka koji je konstruisan za potrebe ovog istraživanja. Prikupljeni podaci obrađivani su pomoću statističkog paketa SAS 9.3. Pored kvantitativne analize, prikupljeni materijal analizirali smo i kvalitativno. Rezultate istraživanja prikazali smo tabelarno, a najznačajnije rezultate smo i posebno diskutovali. Rezultati istraživanja govore da su deca koja pohađaju škole za gluve i nagluve prilikom formiranja iskaza upotrebila značajno manje pravih prideva od dece tipičnog jezičkog razvoja. Upotreba i funkcije pravih prideva kod dece tipičnog razvoja zavise od pola i razreda koji dete pohađa, a kod gluve i nagluve dece od razreda koji dete pohađa, dominantnog načina komunikacije i dužine primenjenog re/habilitacionog tretmana. Na osnovu rezultata istraživanja zaključili smo da se upotreba pravih prideva u formiranju iskaza povećava sa sazrevanjem i bogaćenjem govorno-jezičkog i vaspitno-obrazovnog iskustva kod gluve i nagluve dece, kao i povećanjem dužine trajanja njihove re/habilitacije na predškolskom uzrastu. During verbal expression, partially and completely deaf children do not use descriptive adjectives sufficiently compared to sentence constructions in children with typical language development. The research aim was to estimate, compare and explain the use and function of descriptive adjectives during statement formation in partially and completely deaf children and typically developing children. The study included 130 children of both sexes, with average intellectual abilities and without additional impairments. All children attended higher classes of elementary school. The sample was divided into three groups: the first experimental group (E) consisted of 40 children whose hearing loss was more than 70 dB and who attended schools for hearing impaired children; the second experimental group (E1) consisted of 10 children whose hearing loss was more than 70 dB and who attended schools for typically developing children. The control group (K) consisted of 80 typically developing children. A special protocol for data collection was constructed. In addition to this protocol, predefined topics for writing four compositions of different genres were used: narrative, descriptive, exposition and argumentative. The research results suggest that partially and completely deaf children who attend schools for hearing impaired children used significantly fewer descriptive adjectives in sentence constructions compared to typically developing children. The use and functions of descriptive adjectives in typical children depend on the sex and the class while in the group of partially and completely deaf children they depend on sex, dominant mode of communication and the length of applied re/habilitation treatment. Based on the obtained results, it may be concluded that, in the group of partially and completely deaf children, the use of descriptive adjectives during statement formation increases with maturation and richness of speech and language and educational experience

Dijagnostikovanje oštećenja sluha kod deteta predstavlja ogroman šok za roditelje. Pred roditeljima se odjednom nalaze ozbiljni problemi i potreba za pronalaženjem drugačijih načina za ostvarivanje kvalitetne komunikacije sa detetom. Ovo zahteva ogromno vreme, strpljenje i trud, To fizički i emocionalno iscrpljuje kapacitete roditelja i utiče na povećanje nivoa stresa. Cilj našeg istraživanja bio je da se ispita i objasni uticaj prisustva oštećenja sluha kod dece na podizanje nivoa stresa kod roditelja. Uzorak je obuhvatio 160 ispitanika starosti 23-53 godine. Svi ispitanici su roditelji dece predškolskog uzrasta (0-7 godina). Eksperimentalnu grupu sačinjavalo je 80 roditelja dece oštećenog sluha. Kao kontrolna grupa ispitano je 80 roditelja dece tipičnog razvoja. Ispitanici ženskog i muškog pola (očevi i majke) bili su za- stupljeni u istom broju. U istraživanju je korišćena Roditeljska stres skala (Parental Stress Scale; PSS; Berry & Jones, 1995) i Upitnik za procenu kvaliteta komunikacije roditelj-dete, osmišljen za potrebe našeg istraživanja. Statistička analiza dobijenih rezultata istraživanja rađena je programom SPSS v. 23zaWIDOWS. Rezultati istraživanja prikazani su tabelarno, a zatim su i diskutovani It is a huge stress for parents when child’s hearing impairment is diagnosed. Suddenly there are serious problems and need for parents to find different ways to achieve quality communication with the child. This requires a lot of time, patience and effort, physically and emotionally exhausting the parents capacities and increases the level of parenting stress. Research aim was to examine and explain the effects of hearing loss in children on raising the level of parenting stress in parents who have hearing impaireџцd children. The sample included N=160 subjects aged 23–53 years. All subjects are parents of pre-school children (0-7 years). The experimental group consisted of N=80 parents who have hearing impaired children, while Control group consisted of N=80 parents whose children have typical development. Female and male respondents (fathers and mothers) were represented in the same number. Methodological procedures included the application of Parental Stress Scale (PSS, Berry, Jones, 1995), and the questionnaire for parents – child comuunication assessment which was designed for the needs of our research. The statistical analysis of the obtained results was done by SPSS v. 23 for WINDOWS. Research results are presented in tables and discussed in paper

U nekim srednjim školama RH predmet Nacrtna geometrija je izborni predmet. Upisuju ga učenici koji planiraju upisati neki od fakulteta na kojima je vizualizacija prostora vrlo važna. No, razvojem tehnologije i uvođenjem Bolonjskog procesa došlo je do potrebe za promjenama u izvođenju nastave kao i ispravljanjem krivog shvaćanja da tehnologija može riješiti baš sve, jednim klikom miša. U svrhu ispunjavanja ideja Hrvatskog kvalifikacijskog okvira (HKO - a) grupa nastavnika se okupila sa idejom osmišljavanja nastavnog programa, kao i radnih materijala (za učenike i nastavnike). Kroz nekoliko primjera, u radu će biti prikazano kako se uz dobro osmišljene materijale učenja i poučavanja, uz primjenu programa dinamične geometrije Sketchpad 5.03 HR kao alata za crtanje može nastavu podići na viši novo, te kod učenika „poraditi“ na progledavanju, vizualizaciji. Materijali su izrađeni u okviru projekta Further developmentand implementation of the Croatian Qualifications Framework financiranog od EU ili IPAQ Peta.

Poučavanje i učenje nacrtne geometrije uključuje stjecanje znanja, vještina i sposobnosti prostornog mišljenja, razvijanja prostornog zora. Rad je utemeljen kao početna realizacija Nacrtne geometrije iz Nacionalnog okvirnog kurikuluma (NOK-a) te na zahtjevima Hrvatskog kvalifikacijskog okvira (HOK-a). U radu će biti prikazani materijali koji su pripremljeni za učenike i nastavnike za učenje i poučavanje tema iz Nacrtne geometrije – Perspektivno projiciranje. Materijali su izrađeni u okviru projekta Further development and implementation of the Croatian Qualifications Framework financiranog od EU ili IPAQ Peta.

Društvo koje se temelji na informacijama i tehnologiji zahtijeva pojedince koji znaju kritički misliti o kompleksnim temama, interpretirati dostupne informacije, analizirati i prilagoditi se novim situacijama, donositi utemeljene odluke u svakodnevnom životu, rješavati različite probleme te učinkovito primjenjivati tehnologiju i komunicirati ideje i misli. Budući da matematika izučava kvantitativne odnose, strukturu, oblike i prostor, pravilnosti i zakonitosti matematičko obrazovanje učenicima omogućava stjecanje znanja, vještina, procesa i načina mišljenja koji su neophodni za uspješno i korisno sudjelovanje u takvom društvu. Poučavanje i učenje nacrtne geometrije uključuje stjecanje znanja, vještina i sposobnosti prostornog mišljenja, razvijanja prostornog zora. Rad je utemeljen kao početna realizacija Nacrtne geometrije iz Nacionalnog okvirnog kurikuluma (NOK-a) te na zahtjevima Hrvatskog kvalifikacijskog okvira (HOK-a). U radu će biti prikazani materijali koji su pripremljeni za učenike i nastavnike za učenje i poučavanje tema iz Nacrtne geometrije – Perspektivno projiciranje. Materijali su izrađeni u okviru projekta Further development and implementation of the Croatian Qualifications Framework financiranog od EU ili IPAQ Peta.

Prenatalni, perinatalni i rani postnatalni riziko faktori mogu kompromitovati celokupan razvoj ljudske jedinke, a samim tim i govorno – jezički razvoj. Cilj rada bio je da se ispita uticaj Rh aloimunizacije kao prenatalnog riziko faktora na govorno – jezički razvoj dece. Uzorak istraživanja je obuhvatio N=15 ispitanika, uzrasta 4 do 7 godina, koji su rođeni iz Rh aloimunizovanih trudnoća. Kod sve dece iz posmatranog uzorka primenjena je intrauterusna intravaskularna transfuzija, kao i eksangvinotransfuzija. Podaci o broju primljenih intrauterusnih intravaskularnih transfuzija, eksangvinotransfuzija i dodatnih transfuzija prikupljeni su na osnovu anamnestičkih podataka i uvidom u medicinsku dokumentaciju. Sva deca iz uzorka su ispitivana testovima Baterije testova IEFPG (Test oralne praksije, Test fonemskog sluha, Globalni artikulacioni test, Test verbalnog pamćenja, Test govorno-jezičke produkcije, Test definicija i opozita, Skala za procenu psihofizioloških sposobnosti deteta od 0-7 godina), na osnovu kojih je izvršena procena kompletnog govorno-jezičkog statusa ispitivane dece. Rezultati istraživanja se diskutuju u odnosu na postiguće ispitanika prilikom procene razvijenosti govorno – jezičkih sposobnosti Prenatal, perinatal and postnatal risk factors can affect child development as well as his speech and language abilities. Research aim was to examine the influence of Rh alloimmunization as risk factor on children speech-language development. Research sample comprised N=15 chidren at the age from 4 to 7, who were born from Rh alloimmunized pregnancies. All children had received intrauterine intravascular transfusion and exchange transfusion. Chidren were examined by tests for examination of: oral praxia, phoneme hearing, global pronaunciation, verbal memory, speech-language production, definitions, opposites and psychophysiological abilities (IEPSP test material) and on the basis of obtained tests results we estimated the level of children speechlanguage development. Results were discussed according to children achivements during estimation of their speech-language development.

Postojeći podaci i istraživanja na ljudima i životinjama ukazuju na to da emocionalni status trudnice utiče na prenatalni i postnatalni razvoj ploda. Rezultati nedavnih studija pokazali su da postoji veza između prenatalne anksioznosti trudnice i učestalosti gestacijske hipertenzije, kao i povezanost anksioznosti kao osobine ličnosti i razvoja gestacijske hipertenzije tokom trudnoće. Primenom kolor dopler ultrasonografije mogu se na neinvazivan način posmatrati, pratiti i meriti fiziološki i patološki procesi u fetalnoj cirkulaciji kod trudnica sa određenim faktorima rizika u trudnoći. Mapiranjem krvnih sudova i spektralnom analizom brzine protoka krvi moguće je ispitati vaskularni otpor u krvnim sudovima fetusa. Prenatalni slušni skrining (PSS) se zasniva na ultrazvučnom merenju brzine protoka krvi kroz srednju moždanu arteriju fetusa (ACM) nakon primene definisanog zvučnog stimulusa. Cilj ovog longitudinalnog istraživanja bio je utvrđivanje korelacije između fizičkog stanja (prisustvo ili odsustvo gestacijske hipertenzije) i emocionalnog (nivo anksioznosti) zdravlja trudnice, reakcije fetusa u PSS testu i dinamike postnatalnog razvoja deteta. Dobijeni rezultati dali bi mogućnost predikcije neonatalnog i ranog postnatalnog razvoja deteta primenom neinvazivne i dostupne metode ultrasonografije. Istraživanjem je obuhvaćeno 83 trudnica (43 trudnice sa urednim trudnoćama – K grupa, 40 trudnica sa gestacijskom hipertenzijom – GH grupa) i njihove dece longitudinalno praćene prenatalno (merenje fetalnog protoka krvi kroz srednju cerebralnu arteriju nakon definisanog zvučnog stimulusa), na rođenju (mere telesne težine, dužine, Apgar skora i gestacijske nedelje pri porođaju) i na uzrastu od tri godine (govorno-jezički, senzomotorni i socio-emocionalni status). Rezultati su pokazali da su trudnice iz GH grupe imale statistički značajno više skorove na STAI-T u poređenju sa K grupom. Fetusi iz GH grupe su imali veće vrednosti RePi u poređenju sa fetusima iz K grupe. Utvrđene su veće vrednosti RePi u stratumu visoke STAI-S i STAI-T anksioznosti u poređenju sa niskom (p = 0,001) i umerenom (p = 0,004) u K grupi. Sličan rezultat dobijen je i za GH grupu gde su veće vrednosti RePi izmerene u stratumu visoke STAI-S i i STAI-T anksioznosti u poređenju sa niskom (p = 0,023) i umerenom (p = 0,004). U GH grupi utvrđena je pozitivna linearna korelacija između RePi i sistolnog, dijastolnog krvnog pritiska kao i STAI-S i STAI-T skorova. Primenom linearne regresije pokazano je da se količina varijacija RePi u GH grupi može predvideti na osnovu vrednosti STAI-S, STAI-T i sistolnog krvnog pritiska. Utvrđen je značajno veći broj preterminskih porođaja u GH grupi u poređenju sa K grupom. Rezultati su pokazali značajno nižu telesnu težinu kod beba iz K grupe čije su majke imale visok nivo anksioznosti na STAI-T u odnosu na bebe majke koje su imale nizak (p = 0,008) i umeren nivo (p = 0,042) STAI-T anksioznosti. Sličan rezultat dobijen je i u GH grupi gde su bebe majki sa visokim nivoom STAI-T anksioznosti imale nižu telesnu težinu u poređenju sa bebama majki koje su imale nizak (p = 0,001) i umeren nivo anksioznosti (p = .008). Nije utvrđen statistički značajan efekat STAI-S na telesnu težinu beba u K i u GH grupi. Rezultati ukazuju na korelaciju nivoa STAI-T anksioznosti i gestacijske starosti na rođenju u obe grupe. Linearna regresiona analiza je pokazala da se na osnovu vrednosti RePi, STAI-T i sistolnog krvnog pritiska može predvideti telesna težina beba na rođenju. Rezultati ove studije pokazuju efekat STAI-T na rani govorno-jezički razvoj dece na uzrastu od tri godine u obe grupe... Existing human and animal data and research suggest that the emotional status of a pregnant woman affects prenatal and postnatal fetal development. The results of recent studies have shown that there is a relationship between prenatal anxiety of a pregnant woman and the incidence of gestational hypertension, as well as an association between anxiety as a personality trait and the development of gestational hypertension during pregnancy. Physiological and pathological processes in the fetal circulation in pregnant women with certain risk factors in pregnancy can be observed, monitored and measured in a non-invasive way using color Doppler ultrasonography. Vascular resistance in fetal blood vessels can be examined by mapping blood vessels and by spectral analysis of blood flow velocity. Prenatal auditory screening (PSS) is based on ultrasound measurement of the rate of blood flow through the middle cerebral artery (ACM) after applying a defined auditory stimulus. The aim of this longitudinal study was to establish a correlation between physical (presence or absence of gestational hypertension) and emotional (anxiety level) health of a pregnant woman, fetal response in the PSS test and the dynamics of postnatal development of the infant. The obtained results would provide a possibility to predict the neonatal and early postnatal development of the infant using the non-invasive and available ultrasonography method. The study included 83 pregnant women (43 pregnant women with a non risk pregnancy - K group, 40 pregnant women with gestational hypertension - GH group) and their children longitudinally monitored prenatally (measurement of fetal blood flow through the middle cerebral artery after a defined auditory stimulus), at birth (body measures weight, length, Apgar score, and gestational week at birth) and at the age of three years (speechlanguage, sensorimotor, and socio-emotional status). The results showed that pregnant women from the GH group had statistically significantly higher scores on STAI-T compared with the K group. GH group fetuses had higher RePi values compared to K group fetuses. Higher RePi values were found in the stratum of high STAI-S and STAI-T anxiety compared with low (p = 0.001) and moderate (p = 0.004) anxiety in the K group. A similar result was obtained for the GH group where higher RePi values were measured in the stratum of high STAI-S and STAI-T anxiety compared with low (p = 0.023) and moderate (p = 0.004). In the GH group, a positive linear correlation was found between RePi and systolic, diastolic blood pressure as well as STAI-S and STAI-T scores. Linear regression showed that the amount of RePi variation in the GH group could be predicted based on the values of STAI-S, STAI-T, and systolic blood pressure. Significantly more preterm births were found in the GH group compared with the K group. The results showed significantly lower body weight in babies from the K group whose mothers had high levels of anxiety on STAI-T compared to babies of mothers who had low (p = 0.008) and moderate levels (p = 0.042) of anxiety on STAI-T. A similar result was obtained in the GH group, where babies of mothers with high levels of STAI-T anxiety had lower body weight compared to babies of mothers who had low (p = 0.001) to moderate levels of anxiety (p = 0.008). No statistically significant effect of STAI-S on the body weight of infants in the K and GH groups was found. The results indicate a correlation between STAI-T anxiety level and gestational age at birth in both groups. Linear regression analysis showed that based on RePi, STAI-T, and systolic blood pressure, infant body weight can be predicted at birth.The results of this study show the effect of STAI-T on the early speech and language development of children at the age of three years in both groups...