1. komponenta

Lecture type	Total
Lectures	15
Practicum	15

* 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. Lead teams and other working groups formed to address specific beneficiary problems and / or professional issues
3. Self-assess one's own interpersonal, generic and professional competencies and manage one's own professional development accordingly
4. Assess the characteristics and intervention needs of beneficiary using modern, scientifically and clinically based instruments / procedures
5. Create science-based interventions with individuals, groups and communities and instruments for their implementation and monitoring
6. Develop interventions based on the principles of empowerment of individuals, groups and communities, social inclusion and multiculturalism

1. Teaching Social Skills to Children and Youth, Cartledge, G,. Milburn, J. F., 1995.
2. Trening socijalnih vještina, Ferić, M., Kranželić Tavra, V., 2003.
3. Trening socijalnih vještina, Ferić, M., Kranželić Tavra, V., 2005.
4. : Konceptualni aspekti učenja socijalnih vještina, Žižak, A., 2003.
5. Predstavljanje programa, Žižak, A., Kranželić Tavra, V., Ferić, M., Jeđud, I., 2004.
6. 1. Ajduković, M., Pečnik, N. (1994): Nenasilno rješavanje sukoba. Alinea, Zagreb (70 str.)
   2. Argyle, M. (1995): Social skills. (In) Mackintosh, N. J., Colman, A. M. (eds.) Learning and Skills. Longman, NY, 76-105.
   3. Balaško, M. (2010): Implementacija i evaluacija programa treninga socijalnih vještina Lančana (Re)Akcija primjer dviju osnovnih škola Grada Zagreba. Diplomski rad, Edukacijsko-rehabilitacijski fakultet.
   4. Bićanić, J. (2001): Vježbanje životnih vještina: Priručnik za razrednike. Alinea. Zagreb. (100 str.)
   5. Bunčić, K., Ivković, Đ., Janković, J., Penava, A. (1994): Igrom do sebe. Alinea, Zagreb.
   6. Kobolt, A. (1997): Social Activity Skills Interventions in Life Space. (u) Rehabilitation and Inclusion, Faculty of Special Education and Rehabilitation University of Zagreb, Zagreb, 177-183.
   7. Kumrić, M. (2010): Povezanost samoprocjene socijalnih vještina s nekim školskim čimebnicima kod adolescenata Varaždinske županije. Diplomski rad, Edukacijsko-rehabilitacijski fakultet.
   8. Mueser, K.T., Bellack, A.S. (2007): Social skills training: Alive and well? Joutnal of Mental Health, ., et.al (eds.): Vulnerable Youth in Residential Care, part 1. Grant, Leuven-Apeldoorn, 55-81.
   10. Rebac, J. (2009): Evaluacija učinkovitosti programa Trening socijalnih vještina TSV. Diplomski rad, Edukacijsko-rehabilitacijski fakultet.
   11. Sheppared, W. C., Shark, S. B., Wilson, D. (1977): Teaching Social Behaviour to Children and Youth. Research press, Campaigne.
   12. Spence, S.H. (2003): Social Skills Training with Children and Young People: Theory, Evidence and Practice. Child and Adolescent Mental Health, 8(2), 84-96-
   13. Sprafkin, R. P., Gershaw, N. J., Goldenstein, A. P. (1993): Social Skills for Mental Health: A Structured Learning Approach. Allyn and Bacon, Boston.
   14. Weltmann Begun, R. (ur) (2007): Socijalne vještine za tinejdžere. Naklada Kosinj, Zagreb.
   15. Zimmerman, D.P. (2002): Research and Practice in Social- and Life-Skills Training. Residential Tretament for Children and Youth, 20(2), 51-57.,

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