Lecture type	Total
Lectures	30
Clinical practicals	15
Recreation excercises	15
Laboratory exercises	15
Physical education excercises	15
Proofreading exercises	15
Disscussion panels	15
Practicum	15
Practical foreign language exercises	15
Exercises	15
Methodology exercises	15
Seminar	30

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

Course objectives
Developing the competencies of knowing, understanding and assessing the concept of normality and the concept of disturbed behavior within the psychological approach and knowledge and skills on how to act and build values and morals as a way of acting. Opportunities for active communication about one's own thoughts, self-analysis and discussions within the covered topics.
Expected learning outcomes at the subject level
know individual differences within the developmental characteristics of the individual
compare, analyze and interpret the development of behavioral disorders from the aspect of different psychological approaches and conclude about the same / different etiological factors and identical / different behaviors of children and youth
reason and interpret relevant data (on the intellectual, moral, motivational, value achievements of children and youth) and conclude on possible action in accordance with their needs in a particular environment
to share the belief in the possibility of growth, development and change of each individual regardless of the current presence and manifestation of the problem and how the success of any intervention necessarily includes cooperation with users, environment and other professionals of helping professions
assess the needs of the individual in the community and possible interventions
reason and interpret relevant data and conclude on possible actions
communicate their own ideas and attitudes
Course content elaborated according to the weekly schedule
Research and knowledge about the social sciences, differences and specifics in relation to the natural sciences
Biopsychosocial aspects of PUP, psychological explanations of PUP
Disorders that first appear in childhood and adolescence
Insufficiently controlled behavioral disorders (ADHD, behavioral disorders, defiance and opposition disorders)
Behavioral disorders (childhood fears, social withdrawal, school phobia)
Depression and PuP
value
Interests
Intelligence
The connection between intelligence and PuP
Moral development (Piaget, Kohlberg, social learning theory)
Morality, altruism, empathy
Motivation, prosocial behavior
Division of motives
Primary sociological needs
Assessment and evaluation of student work
1. Attendance and activity in classes - 25 points
2. Seminar paper -25 points
3. Examination of knowledge at the oral exam - 50 points
To obtain a signature and take the oral exam, it is necessary to satisfy the first 2 of the above 3 elements. The final grade from the course is the result of all 3 listed elements of assessment.

1. Synthesize the etiologies of behavioral problems.
2. Analyze the characteristics of persons with behavioral problems.
3. Apply social pedagogical interventions in accordance with instructions, plans and strategies for professional treatment.
4. Write a socio-pedagogical opinion and a finding on the implemented interventions.
5. Distinguish areas of professional activity of different professions within the team work.
6. Act in accordance with ethical principles and modern standards of the profession.
7. Encourage and maintain best relationships in professional teams.
8. Communicate about information, ideas and solutions to the professional and general public in writing or orally, using professional terminology.
9. Select relevant sources of information to encourage professional self development or lifelong learning.

1. Psihološke osnove poremećaja u ponašanju, , Lebedina Manzoni, Marija, Jastrebarsko, Naklada Slap, 2007.
2. Psihologija abnormalnog ponašanja i doživljavanja, Kako se radi o opsežnoj knjizi iz iste su kao obavezna literatura navedena 3 poglavlja koja je u gornju rubriku stranica nemoguće unijeti: 67-82; 149-188; 491-550., Davidson, N., Jastrebarsko, Naklada Slap, 1999.
3. Socijalna psihologija, , Aronson, E., Wilson, T. D. i Akert, R. M., Mate d.o.o., Zagreb, 2005.
4. Hiperaktivno dijete: uznemireni roditelji i odgajatelji, , Kocijan-Hercigonja, D., Buljan-Flander, G. i Vučković, D., Jastrebarsko, Naklada Slap, 2002.
5. Razvojne prednosti - pomoć pri razumijevanju i prevenciji rizičnog ponašanja adolescenata, , Lebedina-Manzoni, M., Kriminologija i socijalna integracija, 8(1-2),ERF, Zagreb, 2000.
6. Obilježja mladih s obzirom na podložnost vršnjačkom pritisku. Kriminologija i socijalna integracija, 21(1), 29-38., , Lebedina Manzoni, M. i Ricijaš, N., Kriminologija i socijalna integracija, 21(1),ERF, Zagreb, 2013.
7. Socijalna psihologija, europske perspektive, , Hewstone M. i Stroebe, H., Jastrebarsko, Naklada Slap, 2003.
8. Dječja psihologija - moderna znanost, , Vasta i sur., Jastrebarsko, Naklada Slap, 1998.
9. Psihologija altruizma, , Raboteg-Šarić, Z., Alinea, Zagreb, 1995.
10. Depresivnost u djece i adolescenata, , Vulić-Prtorić, A., Jastrebarsko, Naklada Slap, 2003.
11. Inteligencija - različita gledišta. Jastrebarsko: Naklada Slap., , Gardner, H., Kornhaber, M. L. i Wake, W. K., Jastrebarsko, Naklada Slap, 1999.

Mandatory course - Regular studij - Social Pedagogy