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Ovdje se radi o pozvanom izlaganju na temu Mladih s problemima u ponašanju u alternativnoj skrbi. Radionice su provedene sa stručnjacima u alternativnoj skrbi unutar socijalne skrbi i pravosuđa. U okviru radionice predstavljena su tri predavanja na teme: Specifičnosti mladih s problemima u ponašanju: Slika o sebi Stigmatizacija mladih s problemima u ponašanju Rad s mladima u otporu

Cilj je ovog rada davanje uvida u neke aspekte pohađanja Škole za roditelje, točnije, prikazat će se procesna evaluacija i evaluacija ishoda navedenog programa. Istraživanje je provedeno na uzorku od 15 sudionika polaznika programa Škole za roditelje te je korištena metoda intervjua, a u koncipiranju istraživačkih pitanja i analizi rezultata koristila se metoda analize okvira. Rezultati istraživanja pokazali su kako sudionici iskazuju iskustvo poboljšanja roditeljskih kompetencija, dobiti od grupnog rada te zadovoljstvo sudjelovanjem u programu, ali i neke negativne aspekte sudjelovanja. Također sudionici percipiraju poboljšanje odnosa roditelj – dijete te promjene u doživljavanju djeteta, kao i svoje osobne promjene. Ovaj rad također daje praktične implikacije za aktualno i buduće pružanje stručne pomoći roditeljima te otvara nova istraživačka pitanja., The aim of this paper is to evaluate the processes and outcomes associated with a parent support program called “School for Parents” based on the perspective of parent attendees. The study was conducted using a sample of 15 parents who attended the “School for Parents” program. Data was collected from participants using interviews and analysed using the framework analysis method. Our results show that the views or perceptions of parents changed with changes in their own parental competencies. We also highlight the benefits and satisfaction that comes with participating in the group, as well as some negative aspects of participation. Participants reported that they experienced improvements in the quality of the parentchild relationship, changes in the comprehension of the child, as well as personal changes in themselves. This study emphasises the practical implications for the need to provide professional support to parents, as well as raises questions that require further research.

Ovdje se radi o pozvanom izlaganju na temu Mladih s problemima u ponašanju u alternativnoj skrbi. Radionice su provedene sa stručnjacima u alternativnoj skrbi unutar socijalne skrbi i pravosuđa. U okviru radionice predstavljena su tri predavanja na teme: Specifičnosti mladih s problemima u ponašanju: Slika o sebi Stigmatizacija mladih s problemima u ponašanju Rad s mladima u otporu

U predavanju su prikazani rezultati istraživanja provedenog sa studentima na temu samoiskaza o problemima mentalnog zdravlja i konzumacije alkohola i psihoaktivnih tvari. Najviše povezanim sa problemima mentalnog zdravlja pokazala se konzumacija novih psihoaktivnih tvari.

U izlaganju su prikazana iskustva s provedbom kolegija Društveno korisno učenje i socijalne intervencije u doba covid pandemije kada se nastava dijelom održavala online a sastavni dio rada na kolegiju je provedba malih projeata u zajednici.

The aim of the paper is to present the experiences of the school Professional Associates from Croatia about the cooperation between teachers and Professional Associates of public institutions and civic society organizations in working with students with behavioural problems. Research participants were Professional Associates of primary and secondary schools. Semi-structured interviews were conducted. The results show that Professional Associates are faced with different problems in students’ behaviour on a daily basis. Participants reported that there is a good cooperation with teachers, but there are also experiences of insufficient teachers’ understanding of the students with behavioural problems. They also stated that cooperation with public institutions and organizations should be more effective given the need for timely action, coordinated interventions and data exchange between sectors. There are examples of a good practice that indicate possibilities for positive changes, especially when motivated and competent Professional Associates are open for an additional engagement.

Service-learning (S-L) is an innovative pedagogical approach that integrates meaningful community service or engagement into the curriculum with the intention to ensure equal benefits for the provider and the recipient of the service and equal focus on both the service and the learning process and outcomes. Though the impact of traditional (face-to-face) S-L on student social, civic, personal, and academic outcomes is well studied, the area of e-service- learning (full-online or hybrid model) is still under-researched. Since online learning has significantly grown within the last two decades (and demonstrated exponential growth within most countries in the last 2 years due to corona pandemic) the following question arises: does e- service-learning lead to the same beneficial outcomes as the face-to-face S-L, or does physical contact with the community (i.e. lack of it) significantly effects obtained outcomes? The opportunity to further investigate this issue presented itself when an elective course Service- learning and social interventions, designed for the first-year social work students, piloted a hybrid model as a response to corona pandemic conditions. This work aims to explore the benefits of introducing the S-L method to first-year university students and to investigate possible moderation effects related to the modality of students' engagement in the community. In accordance with the quasi-experimental design, 22 students (11 in a full online S-L model group and 11 in a hybrid model group) voluntarily participated in 2 measurements – one at the beginning and the other at the end of the S-L course. In both measurements, participants provided anonymous self-assessment of general self-efficacy, civic efficacy, social responsibility personal beliefs and values, participation skills and teamwork therefore mixed factorial ANOVAs were conducted to provide an answer regarding the problem of the study. Analysis of the main effects revealed that S-L experience did not significantly affect general self-efficacy and social responsibility personal beliefs, but it did enhance civic efficacy (F (1, 20) = 10.69 ; η2p = 0.35), social responsibility personal values (F (1, 20) = 6.56 ; η2p = 0.25), participation skills (F (1, 20) = 18.12 ; η2p = 0.48) and teamwork (F (1, 20) = 12.28 ; η2p = 0.38). The only statistically significant interaction was found related to civic efficacy (F (1, 20) = 7.43 ; η2p = 0.27), suggesting greater improvement in civic efficacy in the case of hybrid S-L. Findings of the present study demonstrate that implementation of S-L (in both hybrid and full- online model) in the first-year study leads to enhancement in generic skills and civic beliefs and values, implicating desirable positive effects of this method - not just for social work students, but for students in other disciplines too. Additionally, results suggest that modality of S-L experience plays an important role in some areas (e.g., civic-efficacy) – indicating the need for further discloser of S-L modality-dependent variables and a requirement for consideration of an e-course-modifications related to desired course goals and outcomes.

Izborni kolegij Društveno korisno učenje i socijalne intervencije nastao je kao odgovor na opažene potrebe studenata, nastavnika i društvene zajednice. Za početak, promjene u svijetu rada zahtijevaju od studenata/budućih stručnjaka razvijene generičke vještine i različite kompetencije (npr. sposobnost povezivanja teorije i prakse, kreativnost - u rješavanju problema i općenito, fleksibilnost, komunikativnost) kojima studiji u RH trenutno nedovoljno doprinose (Mrnjavac i Pivac, 2015). Nadalje, osoblje sveučilišta u RH usmjereno je na nastavu i znanost - dok treća, civilna misija nije (dovoljno) razvijena (Ćulum i Ledić, 2010). I, konačno, velik odaziv udruga na poziv Ureda za udruge Vlade RH „Podrška razvoju partnerstava organizacija civilnog društva i visokoobrazovnih ustanova za provedbu programa društveno korisnog učenja“ (Modić Stanke, Mikelić Preradović i Galešić, 2020) pokazuje interes i potrebu društvene zajednice za ovakvim oblikom suradnje. Društveno korisno učenje (DKU) je nastavna metoda koja studentima omogućava da znanja i vještine stečene u sklopu studija primjenjuju na razvoj projekta kojim se rješava neki društveni problem/potreba. Implementacijom DKU-a u nastavu dolazi do maksimalne uključenosti studenta/budućeg stručnjaka i u sadržaj kolegija i u njegovu primjenu u zajednici pri čemu je korist za sve sudionike višestruka.

U predavanju su prezentirani podaci istraživanja o motivaciji za promjenom ponašanja kod ovisnika u izvanbolničkom i bolničkom liječenju. Ključna se je pokazala podrška obitelji i stručnjaka.

Zbog velike zastupljenosti NEET (engl. Not in Education, Employment, or Training) populacije Europska je unija 2013. godine izradila operativni plan smanjivanja njenog udjela za period 2014. – 2020. godine. U Hrvatskoj su također planirane mjere i sredstva Europskog socijalnog fonda trebala osigurati različite resurse na državnoj i lokalnoj razini za realizaciju istog cilja. Grad Zagreb u okviru ulaganja u socijalnu politiku razvija brojne usluge i progra- me, osobito za mlade u nepovoljnom položaju. Ovo kvalitativno istraživanje usmjereno je na stjecanje uvida u iskustva stručnjaka i pripadnika NEET populacije o uslugama i programima usmjerenih prema NEET populaciji na području Grada Zagreba u svrhu njihove pripreme za zapošljavanje te na percepciju o mogućim poboljšanjima usluga i prevenciji NEET statusa. U istraživanju je sudjelovalo 15 stručnjaka koji rade s NEET populacijom i 25 pripadnika NEET populacije. Rezultati ukazuju na to da stručnjaci prepoznaju velike izazove u radu s NEET populacijom vezane uz motiviranje mladih na promjenu i na zahtjevne modele rada. Osim toga, izdvojene su institucionalne manjkavosti poput nedovoljne koordinacije s drugim insti- tucijama, administrativnih ograničenja i nedovoljne osposobljenosti stručnjaka, što prepoznaju obje grupe sudionika istraživanja. Mladi naglašavaju da su im neke usluge i informacije koje dobivaju od stručnjaka nekorisne i zakašnjele, a s druge strane da imaju pozitivna iskustva u dobivanju stručnih preporuka i osobne podrške. Istraživanje ukazuje na potrebu za sustavnim ulaganjem u institucije koje rade s NEET populacijom (kadrovi, prostor, informatizacija, ko- ordinacija institucija) na području Grada Zagreba. Također je naglašena potreba poboljšanja sadržaja i modela rada programa te promocije i dostupnosti programa podrške NEET popula- ciji radi njihovog uključivanja na tržište rada.

The NEET population presents the young people who are not involved in education, retraining or the labor market. Due to the large representation of the NEET population, in 2013 the European Union drafted the Operational plan to reduce the share of this population for the period 2014-2020. In Croatia, ESF measures and funds are also planned. The share of NEET population in the EU for 2016 was 17.2% while in Croatia for 2017 was 21.4% (Eurostat, 2018). NEET’s are recognized as a prototype of socially excluded population and professional work with them is key factor in their possible social integration. The City of Zagreb develops numerous services and programs for young people in unfavourable social position in the frame of its social policy investments. This qualitative research is aimed at gaining into the experiences of professionals and members of the NEET population on services and programs aimed to the NEET population in the City of Zagreb to prepare them for employment and also on the perception of possible service improvement and prevention of NEET status. The study involved 15 experts working with the NEET population and 25 members of the NEET population. The results suggest that experts recognize the challenges in working with the NEET population in terms of motivating them to change personal perspectives towards their educational orientation and in terms of demanding work models. Institutional limitations such as insufficient coordination with other institutions, administrative constraints and insufficient professional training of experts are highlighted by both groups of research participants. Young people emphasize that some services and information that they receive from professionals are useless and late, and on the other side that they have positive experiences in obtaining professional recommendations and personal support. The research indicates the need for systematic investment improvement oriented to institutions that provide services for NEET population in the City of Zagreb. The main focus of investments should be focused on staff, space, informatization, coordination of institutions in order to enhance the content and working model of programs as well as investment in promotion and availability of support programs for the NEET population to enter the labour market. Taking in regard wider analysis of social policy and social work practice orientated towards NEET population in Croatia, current trends in the development of policies and services at EU level, we will give specific recommendations for innovating actions in favour of promoting social inclusion of this vulnerable population.

U predavanju je naglasak na proces promjena ponašanja ovisnika i ulogu motivacije u promjeni. Predstavljeni su rezultati istraživanja provedenog za osoba s problemom ovisnosti u procesu liječenje u bolničkom i izvanbolničkom tretmanu, a kao najznačajnije za motivaciju su se pokazali podrška bliskih osoba, stručnjaka ali i uloga duhovnosti u procesu cjelovite promjene.

Field education is, and had always been, an important part of social work education (Bogo, 2020) however, with moving towards the competency- based model, it became evident that more emphasis on reflection and critical thinking was needed to maximize learning outcomes leading to practice competency (McGuire & Lay, 2019). Therefore, to enhance the development of generic competencies of first-year social work students (by including reflection and critical thinking as a key part of the field education), but also to empower and encourage them for a more active engagement in the community - an elective course “Service-Learning and Social Interventions” was developed and offered to first-year social work students in the summer semester of academic 2020/2021. Present work seeks to reveal students’ perceptions of gains from participating in S-L projects, satisfaction with different elements of the course and suggested modification related to the improvement of the course. At the end of the semester, a total of 23 students anonymously filled in a questionnaire consisted of 13 questions. Qualitative analysis revealed several themes regarding gains from participating in the S-L project: personal gains (sensitization for the needs of others, facing new challenges, becoming aware of own’s potential, familiarising with the profession), improving knowledge and skills (teamwork, project management, acquiring new knowledge), gains for beneficiaries (direct forms of help), community partner (investing time and knowledge to address the needs of the community partner) and the broader community (possibility of influence on the civic level, contribution to volunteering and engagement in community). Students evaluated several elements of the course (choice of the community partner ; characteristics of the beneficiaries ; cooperation within the team ; subject, implementation and outcome of the project ; support from the community partner and the teacher) using grades (from 1-min to 5-max) and their average assessment (M = 4, 44 to M = 5, 00) suggests that students were generally highly satisfied with all those aspects of the course, they were really contented with enrolling the course (M = 4.71) and believed that it greatly enabled them a better understanding of social work practices. While many students stated that changes were not necessary, that they liked the course very much and found it extremely useful, some proposed modifications related to the way of teaching (organisation of the classes and field education), project implementation (preparation and timing) and monitoring (different ways of monitoring student progress during a project). Although some specific issues raised were related to the hybrid model of the course (introduced due to the corona pandemic), current findings will be used to consider possible modifications of the course methods making it even more useful and user-friendly. Additionally, present findings will provide the basis for further, more extensive research on the effectiveness of service-learning in social work education in Croatia – contributing to evidence-based practices in service-learning within this area (Lemieux & Allen, 2007).

U radu su prikazani rezultati istraživanja o konzumaciji alkohola kod mladih u relaciji sa odnosima s roditeljima i vršnjačkim pritiskom.

U predavanju se govori o ulozi roditeljskog prihvaćanja i odbijanja, kao i ulozi vršnjačkog pritiska u odabiru mladih da konzumiraju alkohol. Prikazani su rezultati istraživanja koji govore u prilog tome da je za konzumaciju alkohola kod mladih ključan vršnjački pritisak, no on može biti povećan kod mladih koji doživljavaju više odbacivanja od strane roditelja.

U predavanju je predstavljeno istraživanje o ulozi doživljaja roditeljskog prihvaćanja i odbijanja, kao i ulozi vršnjačkog pritiska u konzumaciji alkohola kod mladih. Pokazalo se da je za konzumaciju alkohola kod mladih značajan vršnjački pritisak koji se pokazao veći kod mladih koji doživljavaju više roditeljskog odbacivanja.

Djeca i mladi čije ponašanje odstupa od uobičajenog društveno prihvatljivog ponašanja obilježena su stigmom (formalnom i neformalnom) koja ih prati kroz odrastanje te pogoduje akumuliranju nepogodnosti na različitim područjima njihova života. Strana i domaća istraživanja na temu stigmatiziranosti mladih s problemima u ponašanju pokazuju da je stigmatizacija visoko prisutna, da često postoji i stigmatizacija obitelji iz kojih mladi dolaze čak i prije nego mladi počnu iskazivati društveno neprihvatljivo ponašanje, te se stigmatizacija pojačava formalnim postupkom pri Državnom odvjetništvu i/ili sudu, odnosno izricanjem mjere i reakcijom društva i okoline na određeno neprihvatljivo ponašanje, naročito ako se radi o institucionalnoj mjeri. Istraživanje koje smo proveli 2009. godine u Hrvatskoj na uzorku od 704 mladih u dobi od 14 do 21 godine pokazalo je da je veća formalna stigmatizacija mladih koji iskazuju društveno neprihvatljivo ponašanje povezana s većom neformalnom stigmatizacijom naročito kod mladih kojima su izrečene institucionalne mjere zbog kojih su izdvojeni iz obitelji. Najviše neformalne stigmatizacije mladi doživljavaju od roditelja, prijatelja, nastavnika, rođaka, susjeda i vršnjaka te se osjećaju odbačenima od strane onih koji su im bliski. Također, ti mladi imaju izraženiji eksternalni lokus kontrole a na Skali samomotrenja upravo na dimenziji koja predstavlja dobro aktivno i samopouzdano reguliranje vlastitog ponašanja za postizanje određenih ciljeva postižu najlošije rezultate. Vezano uz sliku o sebi mladi društveno neprihvatljivog ponašanja s izrečenim institucionalnim mjerama imaju lošije samopoimanje (po svim područjima života) i niže samopoštovanje. Istraživanjem je utvrđeno da je stigmatizacija povezana sa slikom o sebi kao i da su najbolji prediktori samopoimanja mladih društveno neprihvatljivog ponašanja doživljaj neformalne stigmatizacije, formalna stigmatizacija i procjena materijalnog stanja obitelji, dok su najbolji prediktori samopoštovanja također doživljaj neformalne stigmatizacije, eksternalnost, procjena materijalnog stanja obitelji, broj prethodno pokrenutih postupaka pred sudom za kazneno djelo i dob. Obzirom na dobivene rezultate treba istaći kako je nužno poduzeti ozbiljne korake za prevenciju i smanjenje stigmatizacije mladih društveno neprihvatljivog ponašanja kao i smanjiti negativne utjecaje institucionalizacije na mlade kojima su izrečene institucionalne mjere. S mladima kojima su izrečene mjere treba raditi na jačanju zdrave i pozitivne slike o sebi.

Risk behaviours in youth are often the result of personal identity issues and internal conflicts, connected with the need for new and more complex excitement, and a new image about themselves. Such behaviours often precede delinquent behaviour or occur with delinquent behaviour. It also could be related to impulsive decision-making, negligent behaviour, conflict with peers or authority, and having a significant negative impact on the wider society. The aim of this paper is to gain insight the experiences of young people with risk behaviour involved in an individual psychosocial treatment at the youth counselling centre. The purpose of the study was to find out the circumstances (behaviours and acts) of youth involvement into treatment, as well as to learn about the treatment effectiveness and the satisfaction with the treatment from youth perspective. In this qualitative study the purposeful sampling was used. Twelve young people with risk behaviour involved in individual psychosocial treatment were participating (age 18 to 22). Semi-structured interviews were conducted. The data were processed by qualitative content analysis. The results have shown that youth with risk behaviours are included in an individual psychosocial treatment mostly because of the criminal offenses: misuse of drug substances, criminal acts against life and body and property delicts. The individual psychosocial treatment was beneficial for youth because they experienced contentious and open conversation with the therapist, developed ability for self- control, and improved their relationships. It also helped them in overcoming the school's responsibilities, in submitting job application procedure, and in planning life for the future. Participants stated that was beneficial for them that they could express their personal thoughts, discuss about thematic of their personal significance, gaining insights into their own mistakes supported by specialized and confidential therapist. This study indicated the significant role of the individual psychosocial treatment in re-socialization process of youth with risk behaviour offering a new life perspective for their safer future.

Many contemporary researches recognize violence in youth romantic relationships as a relevant social problem in recent years. Based on the theory of attachment, theory of the individual characteristics, theory of the family dynamics and theories of the social influence on the violence in couple’s relationships, this presentation aims to examine experiences of violence in the romantic relationships of students in Croatia. The goal of the research was to determine the correlation between self- esteem, attachment styles and experiences of violence in students' romantic relationships. The survey was conducted on a sample of 854 students (87.7% female and 12.3% male) attending different faculties in Croatia, mostly at the University of Zagreb (98.8%). Students were between 18 – 26 ages. All of them have experience of romantic relationship for at least three months continuously. The survey was conducted through web survey. The Questionnaire consisted of three scales: Rosenberg’s Self- Esteem Scale (revised version by Bezinović, 1988.), Questionnaire of experienced violent behavior in youth romantic relationship (Ajduković, Low and Sušac, 2011.) and Modification of Brennan's Experiences in Close Relationship Inventory (Kamenov and Jelić, 2003.). The obtained results have shown significant correlation between degree of self-esteem, attachment style and experience of the violence in students' romantic relationships. Students who did not experienced violence in romantic relationship perceive higher self-esteem. Students who have experienced violence in romantic relationship show higher results on anxiety and avoidance subscale on two underlying dimensions of attachment styles. More violence in relationship is experienced by those students who have dismissing, reoccupied, and fearful attachment styles. Based on the results obtained, it is necessary to devise and implement the interventions and prevention programs to combat violence in youth relationships.

First habits connected to alcohol drinking young people gain in the family. Misuse of alcohol and other addictive substances in young people is often connected to complex family situations and family problems while drinking model is primarily developed in peer groups. The aim of this study was to examine the connection between young peoples perception of parental acceptance- rejection, peer pressure and some sociodemographic characteristics (gender, family structure, parents education, subjective estimation of family income) with alcohol consumption. The participants were first year students at the University of Zagreb (different faculties) (N=227). The research was conducted d using the web questionnaire consisted of four parts: The Questionnaire of peer pressure constructed by Lebedina Manzoni, Lotar and Ricijaš in 2008., Parental acceptance- rejection Questionnaire constructed by Rohner in 1984, Socio- demographic questionnaire and the Questionnaire about the alcohol consumption both constructed for the purpose of this research. Data were analyzed using descriptive statistic and Pearsons correlation coefficient. The results have shown significant correlation between alcohol consumption and peer pressure. The perception of parental acceptance-rejection is associated with the peer pressure.

Podizanje razine svijesti o osobama s duševnim smetnjama kao preventivno djelovanje na stigmu i predrasude u društvu Važnost individualnog pristupa i suradnog odnosa u pristupu i rehabilitaciji osoba s duševnim smetnjama Obitelj kao važan čimbenik podrške i suradnik u interdisciplinarnom pristupu rehabilitacije osobe s duševnim smetnjama Zapošljavanje i radno okupacijske aktivnosti u integraciji osoba s duševnim smetnjama u zajednici

U predavanju je ukazano na potrebu osiguranja što kvalitetnijih kontakata između zatvorenika roditelja i njihove djece. Istraživanja su pokazala da održavanje raznih vrsta kontakata (posjete, telefonski razgovori, pisma...) doprinosi boljem razvoju djeteta u psihičkom, socijalnom, emocionalnom smislu. Isto tako, zatvorenici kojima je omogućen kontakt s djecom i obitelji spremniji su na promjenu svojeg ponašanja u smjeru društveno poželjnog a tijekom izdržavanja kazne su smireniji i lakše izdržavaju kaznu te se bolje i brže nakon izlaska integriraju u društvo.

Children who live in difficult social conditions are one of the most discriminated groups in primary and secondary schools. These were the results of research about opinions and attitudes of children and youth conducted in Croatia in 2008. After that time Croatia has faced economic crisis which significantly influenced on increase of unemployment, insecurity on the market and on decline in population standard. The rate of children’s poverty in 2010. has grown and was for the first time above the national average. Almost every third single-parent or family with three or more children is in the risk of poverty. Those circumstances have influenced the more and more unfavourable position of children and youth who live in poverty. Poverty leads to social stigma and can lead to long-term disadvantage position of children. Because of impossibility to afford necessity means for life and education which are available to other children in poverty can be exposed to ridicule, avoidance and other forms of stigmatization from other children and parents. Researches show that mostly it’s about the accumulation of disadvantages and stigma on one life-area influences other life- areas (poverty on peer relationship, availability of educational and cultural possibilities) and positions the child long- term in disadvantages position and makes it difficult to get out from this situation. Because of all, children living in poverty started to be a significant case of interest for professional community which is making affords to encourage measures and programmes for suppression of poverty. In the presentation we will show the results of conducted researches about the life of children in poverty, their perspective and experience of stigmatization. The data will be discussed in the context of new approaches to poverty problem solving as well programmes directed to constructive and concrete forms of help to children and their families with the goal to improve their status in society and to create the area in which they will be able to achieve their potentials and implement their life plans.

The presentation shows the role of social work and social policy in contemporary societies, core mandates, principles and knowledge of social work. How can social work and social policy be used in order to promote social change and social control.Economic crisys as an initiator for social work profession transformation.

Iako je međuvršnjačko nasilje, a u posljednje vrijeme i elektroničko nasilje nad i među djecom u fokusu istraživača u svijetu i kod nas, malo je istraživanja koja fenomen nasilja među i nad djecom i mladima promatraju u kontekstu domova za djecu gdje djeca i mladi borave na smještaju. Svrha ovog rada je na osnovu dosadašnjih podataka o nasilju među djecom i mladima u socijalnoj skrbi općenito i o elektroničkom nasilju, kao i na osnovu iskustva autorica u suradnji s populacijom djece i mladih u institucionalnom tretmanu i stručnjacima koji rade u ustanovama prikazati neka obilježja i specifičnosti nasilja i elektroničkog nasilja u domovima skrbi za djecu u Hrvatskoj, te ukazati na potrebu ozbiljnijeg bavljenja temom nasilja među djecom i elektroničkog nasilja u sustavu socijalne skrbi.

The life experiences of adopted children are often followed by abuse and neglect, as well as harsh violation of children`s rights and because of that children can be removed from their biological family. Before adoption, many adopted children experienced life in institutions and often changes of institutional placement which left trace on their functioning. Therefore, long-term consequences for children can be manifested in behavioural problems. Many adoptive parents are not adequately prepared for dealing with specific challenges of adopted children parenting. It is a task and obligation of the state to provide them with adequate support in this demanding role. Unfortunately, in Croatia there are no organized specific forms of institutional professional support to adoptive parents. The social care system usually reacts when problems are escalating and leading to further separation from adoptive families and placement in institution. In this paper will be presented the results of a qualitative research whose goal is to get insight into the perspective of professionals who have experience in work with adopted children with behavioural problems about different levels of risks which lead to re-institutionalization of adopted children. The research was conducted by using semi- structured interview of 12 professionals working with adopted children in three institutions in Zagreb. Data were analysed by using open coding method. The results showed that professionals recognized the main risks for behavioural problems and re- institutionalization of adopted children on three levels: risks in biological families, risks in adoptive families, and risks in the adoption system in the Republic of Croatia. As a conclusion in the paper will be suggested guidelines for protection of the rights and prevention of re-institutionalization of adopted children.

Iskustveno učenje sastavni je dio petogodišnjeg obrazovanja za profesiju socijalnog radnika. U cilju kvalitetnije terenske prakse i integracije znanja, vještina i vrijednosti u procesu ostvarivanja ishoda osigurana je supervizija koju na Studijskom centru socijalnog rada studentima pružaju licencirani supervizori (djelatnici Studijskog centra socijalnog rada kao i vanjski suradnici). Tijekom terenske prakse studenti uočavaju niz tema, poteškoća i potreba korisnika, stručnjaka ali i sebe u novoj ulozi socijalnog radnika te se suočavaju s različitim iskustvima i odnosima kao i stresnim situacijama. Stoga tijekom supervizijskog procesa koji prati terensku praksu imaju priliku osvjestiti, reflektirati, stjecati razumijevanje, iskustva te dobiti podršku da otkriju odgovore važne za razvoj sebe kao kompetentnog stručnjaka. U kratkoj prezentaciji predstavit ćemo rezultate ankete provedene sa supervizorima o temama koje studenti donose na superviziju, dobitima i poteškoćama za supevizore i studetne, razmišljanja supervizora o povezanosti supervizijskog procesa s ishodima učenja superviziji. Tijekom radionice pokušat ćemo raspraviti dobivene spoznaje pod vidom korisnosti i vrijednosti supevizje tijekom terenske prakse i mogućnostima unapređenja terenske prakse i davanja povratnih informacija s obzirom na nužnost čuvanja supvizijske tajne te potreba za supervizijom terenskih nastavnika. 1. Kakva su vaša razmišljanja oko korisnosti i vrijednosti supervizije tijekom terenske prakse? 2. Na koji način raspraviti o nekim negativnim događajima, dilemama, iskustvima studenata koja supervizorima daju povratnu informaciju o centru i djelatnicima a sve u cilju unaprijeđenja terenske prakse? 3. Kakva su vaša iskustva kao terenskih nastavnika sa studentima tijekom terenske prakse? Na koje poteškoće nailazite? Kako se s njima nosite? 4. Imate li vi kao terenski nastavnici potrebe za supervizijom vezano uz terensku praksu studenata? Cilj ove radionice je s jedne strane upoznati terenske nastavnike sa supervizijom studenata i temamo koje studenti donose, a s druge strane dobiti povratnu informaciju oko njihovih dilema, poteškoća i potreba. Mislimo da će ovakav razgovor (u malim grupama) pomoći otvaranju ovih važnih pitanja u cilju kvalitetnije suradnje i provedbe terenske prakse.

In this presentation will be displayed the implementation of process drama and forum theater (as experiential learning methods) in the education of social workers, which aim is to develop the specific skills of group work focused on empowering users to overcome positions of oppression and helplessness. First will be presented the method and objective of process drama (open space for self-expression, creativity and personal growth, participants’ encouragement on exploration of various current social issues and life experiences, and on better understanding of the world around us and the role of the individual in it). After that principles and way of shaping process drama will be described and the preparation and implementation of forum-play. Also, will be described the creative process in which the participants is given the possibility to recap different life situations through different drama techniques and their own internal states faced, as well as to actively participate in their creation and transformation. Special emphasis will be on presenting the positive effects of the forum theater application. It is a technique that strengthens awareness of the situations of oppression in a society which creates a space for dialogue, especially with those groups of users that the right for dialogue in society is partly or completely taken away. Forum theater application in a group work encourages participants’ critical thinking and seeking ways to overcome the position of oppression and helplessness, empowers positions of choice and encourages access to potentially new solutions of problem situations. At the very end examples of possible implementation process drama and forum-theater to work with different groups of users will be presented, and will be summarized results of qualitative research on the experience of applying such methods in group work with juvenile offenders.

Socijalni rad se kao profesija počeo razvijati krajem 18. i početkom 19. stoljeća u pravosudnom sustavu (kaznionice, mjere kažnjavanja, mjere pomaganja bivšim zatvorenicima, pojava prvih alternativnih kažnjavanja). Suvremeni socijalni rad po svojim osnovnim određenjima i etičkim načelima zagovara i promiče zaštitu ljudskih prava, jednakost i promjene sa i u korist svojih korisnika, a proces osnaživanja temelji se na odnosu zajedništva suradnje, povjerenja i dijeljenja moći. S druge strane, pravosudni je sustav u velikoj mjeri usmjeren na represiju i unaprijed određena pravila, odnosno jasnu hijerarhiju, gdje stručnjaci iz pozicije „moći“ određuju programe postupanja i resocijalizacije bez stvarnog učešća osoba kojima je izrečena neka od mjera ili sankcija. Osobe na izvršenju kazne zatvora, odnosno osobe kojima su izrečene alternativne sankcije zasigurno su iskusile osjećaj isključenosti, socijalne stigmatiziranosti i obespravljenosti. To često dovodi socijalne radnike u svakodnevnom radu u „konflikt uloga“ između pravila koje određuje pravosudni sustav i „pomažuće“ uloge socijalnog rada, odnosno zaštite ljudskih prava u cjelini. Kako pomiriti te različite uloge? Po čemu se i da li se uopće u svom profesionalnom radu socijalni radnik razlikuje od drugih stručnih suradnika u pravosuđu? Što poduzimaju socijalni radnici sa ciljem zagovaranja svojih prava i raspravlja li profesionalna zajednica o položaju potrebama socijalnih radnika u pravosuđu? Prepoznaje li i prati obrazovanje i praksa socijalnih radnika specifičnosti pravosudnog sustava? Kao uvod u radionicu 10-ak minuta će se dati osvrt na razvoj profesije socijalnog rada kroz sustav pravosuđa i povezati osnovnu definiciju, određenje, načela socijalnog rada, te odnos zakona i etike obzirom da sa stajališta pomažućih profesija(socijalnog rada) neke zakonske odredbe i način postupanja mogu biti u neskladu sa osnovnim etičkim principima i definicijom profesije. Nakon kratkog uvoda sudionike bismo podijelili u 3 manje grupe koje bi u 20 minuta pokušale odgovoriti na pitanja koja se problematiziraju. 1. Grupa: Kakav je položaj socijalnih radnika u sustavu pravosuđa danas? • U odnosu na druge profesije • U smislu prepoznatljivosti i uvažavanja struke i profesionalnosti socijalnog rada • Po čemu se i da li se uopće socijalni radnik u pravosudnom sustavu razlikuje od drugih stručnjaka? • Prepoznavanje važnosti i ostvarivanje prava socijalnih radnika u pravosuđu na dodatne edukacije, supervizije… 2. Grupa: S kojim etičkim dilemama se socijalni radnici u pravosuđu susreću? • Mogu li i imaju li socijalni radnici u pravosuđu pravo i mogućnosti biti socijalni radnici? • Imaju li mogućnosti i pravo držati se svojih profesionalnih i etičkih načela i postupati u skladu s njima • S kojim etičkim dilemama ste se kao socijalni radnici u pravosuđu do sada susretali? Što je to za Vas značilo? Kako ste postupali? 3. Grupa: Kakve su nam mogućnosti? • Kakve mogućnosti imamo da kao socijalni radnici u pravosuđu postupamo u skladu sa svojom profesionalnom etikom? • Što poduzimaju socijalni radnici sa ciljem zagovaranja svojih prava i raspravlja li profesionalna zajednica o položaju i potrebama socijalnih radnika u pravosuđu? • Što možemo i trebamo učiniti za prepoznatljivost i uvažavanje struke socijalnog rada u pravosuđu? • Što kao socijalni radnici trebamo/želimo? Kako to možemo ostvariti? Nakon toga bi u idućih pola sata svaka od malih grupa prezentirala svoje zaključke, o kojima bi se raspravljalo u velikoj grupi i razmijenila različita pozitivna iskustva, odnosno iskustva dobre prakse različitih zemalja. Cilj je radionice problematiziranje navedenih pitanja, osnaživanje i organiziranje socijalnih radnika u pravosuđu, razvoj profesionalnog identiteta i prava struke i razmjena iskustva i primjera dobre prakse. Na radionici može biti prisutno do 100 sudionika koji će se podijeliti u manje grupe. Od materijala nam je potreban fli-chard, papir i flomasteri.

The goal of this study was to to get inside the experiences and needs of social workers working with children and youth with behavioural problems and with perpetrators of criminal acts in Social Welfare centres and Justice Department in Zagreb. PARTICIPANTS: Three qualitative researches were conducted in 2012., 2013. and 2014. in Social Welfare Center and Justice Department in the capital city of Croatia Zagreb. Researches were conducted by using focus groups and interwiews (7 interwiews with participants in social welfare center, 1 focus group with seven participants in social welfare center) (N=14 participants), and one focus group with participants working in Justice Department (N=10) Participants in social welfare center were by profession social workers (N=7), psychologists (N=3) , social pedagogics (N=2) and lawers (N=2) and in Justice Department participants were social workers. METHOD: Each interwiew took 30-45 minutes, while focus groups took 50 minutes (data where recorded). Questions were focused on the content of work professionals in social care and justice work use, their experiences and feelings and problems they face in their work. Data where transcripted and analyzed by using opened coding consisted of: finding terms, finding codes, analizing terms and codes. Results: Social workes face with problems in their work regarding with low co-operation with other institutions (schools, police), low working conditions (three social workers in one small room), increase of soffisticated problems of children, youth, families (manipulation, cyberbulling.....), need for additional education in the area of working with families faced with violence, children and youth with behavioural problems, supervision, social work with perpetrators of criminal acts.

This paper will analyze the current situation and challenges of the of student dropouts in secondary education in Croatia. Young people who are at risk of dropping out of secondary education represent a specific vulnerable group because they are at risk of social exclusion and prone entering into the trap of poverty. Student dropout from secondary education in the Croatian context so far has not been sufficiently recognized and researched phenomenon although it can lead to a number of disadvantages for the individual and society. Youth in Croatia according to some researchers have relatively high expectations of education, but their valuing of education seems questionable because they observe how difficult is to get a job and that in society only political appointees or the rich succeed. Also it is questionable does school give people the knowledge that is required for work and life in modern society. The special importance of education is emphasized in times of economic crisis in Croatia when the youth unemployment rate is one of the largest in Europe. Researchers and data have found that it is most difficult to find a good and stable job for the people who have leaved the education system without acquired secondary education. Croatia has so far not led to systematic records, nor has dealt with this problem, so there are different estimates of drop-out rate that range between 3, 6% and 12% There are different sources of data and different data on the same phenomena in Croatian society, therefore, a challenge remains to build a unified methodology for monitoring the number of dropout students. Also, the organization of compulsory education in Croatia is different from the organization of compulsory education in some other countries so this should be taken into account. Identifying the extent of dropouts in Croatia is a challenge because of the lack of systematic research in this area. EU under the Europe 2020 strategy paper puts imperative that each member country priority taking measures to reduce the number of students who dropout from the education system. That has happened with certain success because EU dropout average has fallen from around 15% in 2010. to 12, 8% in 2012. The problem of students dropping out of secondary education, with efforts towards quantification of these facts, was put on the agenda of public debate in Croatia in process of creating the Joint Inclusion Memorandum - JIM, which took place in 2007th year. We will see how the problem is explicitly noted in the strategic documents and analyze all previous relevant policy documents together with implications of those documents on the concrete measures and actions taken. In addition, what now is lacking, it would be necessary to systematically monitor the causes of dropping out, the structure and specific socio-demographic characteristics of students and obtain data on the final outcome of students after dropout has took place. Some previous studies about the risk groups of students dropping out of secondary education in Croatia recognized that the main groups in risk are male students, students who come from families of lower economic status and whose parents have lower educational status, single-parent families. These are also vulnerable groups who by dropping out from secondary education are included in the risk of social exclusion. So it is needed, towards them, to implement direct prevention programs to encourage continuing of education. Furthermore, there is the problem of unavailable records that would monitor the level of social inclusion of these students. Extent and success of the measures and the possibility of reducing the cause of dropping out and their re- integration into the (re) education and work is relatively unknown. Adaptivity and flexibility of schools as a response to the risks of dropping out in Croatia still remains a challenge. Increasing the number of experts and their continuing education would increase the capacity of the system to fight for the prevention of dropping out in Croatia In Croatia for the recognition and visibility issues is important to inform the general public about the nature and seriousness of the problem. It is necessary to develop and advocate specific policies aimed at the high-risk population and to mobilize and support key stakeholders to take action in this area which includes finance, development, implementation, evaluation and dissemination of effective prevention programs. Investing in people who are dropping out from secondary education needs to be seen as human capital development through the prism of social investment perspective. Today, more than ever, success is associated with the level of academic achievement. Encouraging proactive action in this area in Croatia involves investment that contributes to the further cohesion in society by improving the life chances of individuals.

Kada je riječ o mladima koji su uslijed različitih oblika društveno neprihvatljivog ponašanja korisnici domova za odgoj djece i mladeži, u literaturi se najčešće nailazi usmjerenost na njihove eksternalizirane probleme i rizične čimbenike koji im prethode. U ovom izlaganju naglasak će biti na internaliziranim problemima te je cilj utvrditi koliko se navedena populacija razlikuje od redovne školske populacije u izraženosti depresivnih i anksioznih simptoma. Također, provjeriti će se koliko različiti sociodemografski čimbenici, viktimizacija u obitelji i među vršnjacima, te zaštitni čimbenici (samopoštovanje, religioznost i privrženost roditeljima i prijateljima) objašnjavaju depresivnost učenika u redovnom srednjoškolskom programu i mladih s izraženim problemima u ponašanju koji su u tretmanu. Rezultati istraživanja su dobiveni na uzorku od 578 sudionika iz 6 hrvatskih gradova, pri čemu je 472 sudionika dio redovne školske populacije drugog i trećeg razreda strukovnih srednjih škola i gimnazija. Preostalih 106 sudionika su zbog problema ponašanja korisnici tretmana u domovima za odgoj. Dob sudionika kretala se od 14 do 19 godina (M = 16.68, SD = 0.88). Korišteni su sljedeći instrumenti: Skala samosviđanja/samokompetentnosti (Tafarodi & Swann, 1995), Skala depresivnosti za djecu (Kovacs, 1992), subskala autoagresivnog ponašanja Upitnika samoiskaza rizičnog i delinkventnog ponašanja mladih (Ajduković, Ručević i Šincek, 2007), modificirana verzija Inventara privrženosti roditeljima i vršnjacima (Greenberg, 2009), Modificirani Upitnik za procjenu incidencije i prevalencije zlostavljanja i zanemarivanja djece (ISPCAN i UNICEF), novokonstruirana Skala doživljenog i počinjenog vršnjačkog nasilja, čestice ispitivanja svjedočenja nasilju u obitelji Skale rješavanja sukoba dijete-odrasli (Straus i sur., 1999) te niz pitanja vezanih uz sociodemografske podatke. Rezultati pokazuju da mladi u tretmanu domova za odgoj postižu više rezultate na dimenzijama negativnog raspoloženja, interpersonalnih problema, neučinkovitosti, anhedonije, ukupne depresivnosti te autoagresivnog ponašanja, dok se od školskog uzorka ne razlikuju u izraženosti negativnog samopoštovanja i anksioznosti. Hijerarhijske regresijske analize su pokazale da skupovi sociodemografskih varijabli, varijable viktimizacije te individualni zaštitni čimbenici objašnjavaju 57% varijance depresivnosti srednjoškolskog uzorka te 59% varijance depresivnosti uzorka mladih u tretmanu zbog problema u ponašanju. U raspravi rezultata naglasak će biti na prediktorima koji su se pokazali značajnima u odvojenim regresijskim analizama te na mogućim praktičnim implikacijama dobivenih rezultata.