1. komponenta

Lecture type	Total
Lectures	15
Exercises	30

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

1. Encourage the development of public policies aimed at improving the quality of life of individuals, groups and communities
2. Advocate for the rights and best interests of beneficiary and vulnerable groups in society and encourage beneficiary and other professionals to take this approach
3. Develop new and adapt existing models of beneficiary participation in all processes affecting them, except when legally limited
4. Lead teams and other working groups formed to address specific beneficiary problems and / or professional issues
5. Present the results of scientific research and professional activities to the general and professional public
6. Self-assess one's own interpersonal, generic and professional competencies and manage one's own professional development accordingly
7. Assess the characteristics and intervention needs of beneficiary using modern, scientifically and clinically based instruments / procedures
8. 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 ins
9. Investigate whether existing professional policies and legal solutions are an appropriate professional framework to meet the intervention needs of beneficiary (individuals / groups / communities)

1. Koller-Trbović, N. (2010): Skripta s protokolima, instrumentima, uputama i prijevodima radova (interni materijal).,
2. Koller-Trbović, N., Mirosavljević, A., Jeđud Borić, I. (2013): Procjena intervencijskih potreba djece i mladih s problemima u ponašanju. U: Žižak, A., Koller-Trbović, N. (ur.): Procjena rizika i snaga u funkciji planiranja tretmana. ERF, Zagreb. 23-67.,
3. Koller-Trbović, N. i Žižak, A. (ur) (2005): Participacija korisnika u procesu procjene potreba i planiranja intervencija: socijalnopedagoški pristup. Edukacijsko-rehabilitacijski fakultet Sveučilišta u Zagrebu, Zagreb. 37-63, 97-112.,
4. Kluge, C. (1999): Načrtovanje individualne pomoći. Socialna pedagogika. 3 (1). 35-46 (prijevod za internu uporabu N. Koller-Trbović),
5. Poldrugač, V. (1987): Priručni materijal za provođenje socijalnopedagoškog dijagnosticiranja poremećaja u ponašanju djece i omladine s upitnikom UNDSP i uputama za primjenu. Fakultet za defektologiju, Zagreb. (za internu uporabu preradila N. Koller-Trbović, 2008.),
6. Sladović-Franz, B. (2008): Sveobuhvatno obiteljsko procjenjivanje u socijalnoj skrbi za djecu. U: Ajduković, M. i Radočaj, T. (ur.): Pravo djeteta na život u obitelji. UNICEF. 93-119.,
7. Žižak, A., Koller-Trbović, N. (2003): Sudjelovanje djeteta u procesu procjene potreba i planiranja intervencija. Dijete i društvo. 5 (1). 119-139.,
8. Žižak, A., Koller-Trbović, N. i Lebedina-Manzoni, M. (2001): Od rizika do intervencije. Edukacijsko-rehabilitacijski fakultet Sveučilišta u Zagrebu, Zagreb. 171-203.,
9. Ajduković, M., Sladović-Franz, B. (2008): Instrumenti socijalnog rada za procjenjivanje obiteljske situacije i potreba djece. U: Ajduković, M. i Radočaj, T. (ur.): Pravo djeteta na život u obitelji. UNICEF. 195-208.,
10. Berger, J. (1978): Psihodijagnostika. Nolit.,
11. Galeša, M. (1995): Specialna metodika individualizacije. Didakta, Radovljica.,
12. Bundschuh, K. (1996): Einfuehrung in die sonderpaedagogische Diagnostik. E. Reinhard, GmbH & Co. Verlag, Muenchen.,
13. Eddy, J.M. (1996): Conduct Disorders: The Latest Assessment and Treatment Strategies. Compact Clinicals, Kanzas City.,
14. Geissler, K.A., Hege, M. (1999): Konzepte sozialpaedagogischen handelns. BELTZ. EditionSozial.,
15. Hoghughi, M. (1992): Assessing Child and Adolescent Disorders. Practice Manual. SAGE Publications. London-Newbury Park-New Delhi.,
16. Morrison, J., Andres, T.F. 82001): Interviewing Children and Adolescents (Skills and Strategies for Effective DSM-IV Diagnosis). The Guilford Press. New York, London.,
17. Myschker, N. (1996): Verhaltensstoerungen bei Kindern und Jugendlichen. Kohlhamer. Stuttgart, Berlin, Koeln.,
18. Peters, F. (ur.) (1999): Diagnosen - Gutachten - hermeneutisches Fallverstehen. IGfH.,

Obvezni predmeti - Socijalna pedagogija: Djeca i mladi, 2. semestar - Regular studij - Social Pedagogy
Mandatory course - Regular studij - Social Pedagogy

Obvezni predmeti - Socijalna pedagogija: Djeca i mladi, 2. semestar - Regular studij - Social Pedagogy