1. komponenta

Lecture type	Total
Lectures	15
Exercises	15

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

Aim of the course is to educate students in research approach and frameworks in prevention science and practice and to support them in independent creation of research designs in order to plan prevention practice.

Upon completion of the course, students will be able to:

1. Explain the starting points of prevention as a science
2. Define etiological and epidemiological research in prevention science
3. Define research of impact and research of implementation in prevention programs
4. Distinguish between efficiency and effectiveness studies
5. Compare performance research and implementation quality research
6. Analyze examples of different research in the field of prevention science
7. Critically review the quality of research in the field of prevention science
8. Describe current world and Croatian research trends in prevention
9. Create a draft of preventive research design

Content and work schedule:
Introductory lecture - Starting points of prevention as a scientific discipline
Etiological research in prevention
Epidemiological research in prevention
Exercises
Research on the impact of prevention programs
Relationship of effectiveness and efficiency
Exercises
Research on the implementation of prevention programs
Relationship between the quality of implementation and the effects of prevention programs
Exercises
Feasibility studies of prevention programs
Exercises
Using research in planning prevention practices
Exercises
Analysis of world and Croatian research trends in prevention - 1.
Exercises - group analysis of examples of prevention research
Analysis of world and Croatian research trends in prevention - 2.
Exercises - group analysis of examples of prevention research
Course evaluation and written exam

Method of grading and evaluating students:
Attendance at classes / lectures is mandatory.
The condition for obtaining a signature and taking the exam is the submission of a written critical analysis. The overall grade is the average of the grades obtained from the submitted critical analysis and the written exam.

1. , 1. Bašić. J. (2003). Epidemiološka istraživanja i prevencija poremećaja u ponašanju djece i mladih u lokalnoj zajednici. (u) Bašić, J. Janković, J. (ur.) Lokalna zajednica - Izvorište nacionalne strategije prevencije poremećaja u ponašanju djece i mladih, Državni zavod za zaštitu obitelji, materinstva i mladeži, Povjerenstvo Vlade Republike Hrvatske za prevenciju poremećaja u ponašanju djece i mladih, 18-30.
   2. Bašić, J. (2005). Prevencijska istraživanja i prevencijska praksa. Hrvatska revija za rehabilitacijska istraživanja. 41 (2) 81-88.
   3. Bašić, J. (2009). Teorije prevencije: Prevencija poremećaja u ponašanju i rizičnih ponašanja djece i mladih. Zagreb: Školska knjiga. (poglavlje: Znanstvena utemeljenost prevencijske prakse, 345-395, Izazovi za budućnost, 395-425)
   4. Kulenović, A. (1996). Evaluacija psihosocijalnih intervencija. U: Stres, trauma, oporavak (ur. J. Pregrad), 269-292. Zagreb: Društvo za psihološku pomoć.
   5. Milas, G. (2005). Istraživačke metode u psihologiji i drugim društvenim znanostima. Jastrebarsko: Naklada Slap. (poglavlje: Znanost i znanstvene metode, 3-21; Kvazieksperimenti 222-263.), , , .
2. , 1. Chavis, D., Lee, K., Jones, E. (2001). Principles for evaluating comprehensive community initiatives. The Association for the Study and Development of Community, National Funding Collaborative on Violence Prevention, Washington.
   2. Domitrovich, C. E. & Greenberg, M.T. (2000). The study of implementation: Current findings from effective programs that prevent mental disorders in school-aged children. Journal of Educational and Psychological Consultation, 11, 193-221.
   3. Durlak, J., A. & DuPre, E., P. (2008). Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation. American Journal of Community Psychology, 41, 327-350.
   4. Hawkins, D., Netherhood, B.(1987). Handbook for evaluating drug and alcohol prevention programs: Staff/team evaluation of prevention programs-STEPP. Department of health and human services, Washington.
   5. Levine, M. (2000). Prevention and Progress: A Brief History of Prevention. Journal of Primary Prevention, 21 (2), 159-169.
   6. Mott, A. (2003). Evaluation: The good news for funders. Grantmakers supporting community change, Washington., , , .

Socijalna pedagogija, 3. semestar - Regular studij - Social Pedagogy
Socijalna pedagogija, 3. semestar - Regular studij - Social Pedagogy