Lecture type	Total
Lectures	30
Clinical practicals	30
Recreation excercises	30
Laboratory exercises	30
Physical education excercises	30
Proofreading exercises	30
Disscussion panels	30
Practicum	30
Practical foreign language exercises	30
Exercises	30
Methodology exercises	30

* Load is given in academic hour (1 academic hour = 45 minutes)

1. Critically evaluate the etiological and phenomenological characteristics of specific behavioral problems at local, national and international levels in a given period
2. Conduct research of specific characteristics of the beneficiary population, environment and interventions based on theory and scientific methodology
3. Assess the characteristics of the community / specific intervention setting in order to assess the risk for the development of behavioral problems and the potential for their solution in community / specific intervention setting using standardized professional / scientific instruments / procedures
4. Create science-based interventions with individuals, groups and communities and instruments for their implementation and monitoring
5. Develop interventions based on the principles of empowerment of individuals, groups and communities, social inclusion and multiculturalism
6. Evaluate the processes and effectiveness of interventions with individuals, groups and communities during and after the implementation of the intervention and use the results to improve interventions
7. Develop research of specific characteristics of the beneficiary population, environment and interventions based on theory and scientific methodology

1. , 1. Bašić, J., Žižak, A., Koller-Trbović, N. (2004). Prijedlog pristupa rizičnim ponašanjima i poremećajima u ponašanju djece i mladih (u) Bašić, J., Koller-Trbović, N., Uzelac, S. (ur.) (2004). Poremećaji u ponašanju: pristupi i pojmovna određenja. Zagreb: Edukacijsko-rehabilitacijski fakultet Sveučilišta u Zagrebu, 147-156.
   2. Folnegović-Šmalc, V., Kocijan Hercigonja, D., Barac, B. (1991). Prevencija suicidalnosti. Zagreb: Hrvatski liječnički zbor i Hrvatsko društvo za kliničku psihijatriju.
   3. Kocijan Hercigonja, D., Hercigonja Novković, V. (2004). Depresija kod djece . Medicus, 13 (1), 89-93.
   4. Kuzman, M., Pejnović-Franelić, I, Pavetić-Šimetin, I. (2004). Ponašanje u vezi sa zdravljem u djece školske dobi 2001./2002. Zagreb: Hrvatski zavod za javno zdravstvo.
   5. Kuzman, M., Pejnović Franelić, I., Pavić Šimetin, I., Pejak, M. (2008). Europsko istraživanje o pušenju, alkoholu i drogama među učenicima: Izvješće za Republiku Hrvatsku i Grad Zagreb. Zagreb: Hrvatski zavod za javno zdravstvo i Grad Zagreb - Gradski ured za zdravstvo, rad, socijalnu zaštitu.
   6. Mihić, J., Bašić, J. (2008). Preventivne strategije-eksternalizirani poremećaji u ponašanju i rizična ponašanja djece i mladih. Ljetopis socijalnog rada, 15, 3, 445-471.
   7. Novak, M., Bašić, J. (2008). Internalizirani problemi kod djece i adolescenata: obilježja i mogućnosti prevencije. Ljetopis socijalnog rada. 15 (3), 473-498.
   8. Vulić-Prtorić, A. (2002). Strahovi u djetinjstvu i adolescenciji. Suvremena psihologija, 5, 2, 271-293., , , .
2. , 1. Bašić, J., Ferić, M. (2004). Djeca i mladi u riziku - rizična ponašanja. U: Bašić, J., Koller-Trbović, N. i Uzelac, S. (ur.) Poremećaji u ponašanju: pristupi i pojmovna određenja. Zagreb: Edukacijsko-rehabilitacijski fakultet Sveučilišta u Zagrebu, 57-72.
   2. Cummings, E.M., Davies, P.T., & Campbell, S.B. (2007). Developmental psychopathology and family process: Theory, research and clinical implications. New York: The Guilford Press. (poglavlje "Developmental psychopatology perspective on prevention and treatment", 374-417).
   3. DSM-IV (1996). Dijagnostički i statistički priručnik za duševne poremećaje, DSM-IV, Američka Psihijatrijska Udruga. Jastrebarsko: Naklada Slap.
   4. Greenberg, M., Domitrovich, C., Bumbarger, B. (1999). Preventing mental disorders in school aged children - Review of the effectiveness of prevention programs. Pennsylvania: Prevention Research Center for the Promotion of Human Development, Pennsylvania State University.
   5. Hankin, B.L., & Abela, J.R.Z. (ur) (2005). Development of psychopathology: A vulnerability-stress perspective. Thousand Oaks, CA: Sage Publications. (poglavlje "Development of behavioral problems over the life course: a vulnerability and stress perspective, 385-417.)
   6. Hudson, J.L., Kendall, Ph., Coles, M., Robin, J., & Webb, A. (2002). The other side of the coin: using intervention research in child anxiety disorders to inform developmental psychopathology. Development and psychopathology, 14, 819-841.
   7. Keresteš, G. (2005). Učiteljske procjene problematičnosti i učestalosti emocionalnih teškoća i teškoća u ponašanju kod učenika nižih razreda osnovne škole. Hrvatska revija za rehabilitacijska istraživanja, 42 (1), 3-15.
   8. Pregrad, J. (2007). Priručnik: Projekt za sigurno i poticajno okruženje u školama - prevencija i borba protiv nasilja među djecom. Zagreb: Ured UNICEF-a za Hrvatsku., , , .

Socijalna pedagogija, 2. semestar - Regular studij - Social Pedagogy
Socijalna pedagogija, 2. semestar - Regular studij - Social Pedagogy

Socijalna pedagogija, 2. semestar - Regular studij - Social Pedagogy
Socijalna pedagogija, 2. semestar - Regular studij - Social Pedagogy