Uloga učitelja u razvoju otpornosti kod djece

master's thesis

• Title (english): The role of teachers in the development of resilience in children
• Author: Iva Jurilj
• Mentor: Lana Jurčec (mentor)
• Committee member: Majda Rijavec (predsjednik povjerenstva)
• Committee member: Staša Kukulj (član povjerenstva)
• Committee member: Lana Jurčec (član povjerenstva)
• Granter: University of Zagreb; Faculty of Teacher Education; Zagreb
• Defense date and country: 2021-09-16, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Psychology; School Psychology and the Psychology of Education

Abstract

Suočavanje s različitim situacijama i preprekama sastavni je dio života pojedinca. Svaki čovjek na sebi svojstven način reagira na događaje, a u kolikoj će se mjeri njima prilagoditi ovisi o njegovoj otpornosti. Psihološka otpornost označava proces pozitivne prilagodbe okolini unatoč stresu te na nju utječu mnogobrojni faktori. Faktori koji u trenucima opasnosti otežavaju suočavanje s nedaćom nazivaju se rizičnim faktorima, a faktori koji olakšavaju prilagodbu opisuju se kao zaštitni. Osim faktora, za suočavanje s nepovoljnom situacijom potrebne su određene strategije koje je potrebno kontinuirano razvijati, a za njihov razvoj jednako su odgovorni pojedinac i okolina. S obzirom na to da dijete većinu vremena provodi u odgojno-obrazovnoj zajednici, u posljednje se vrijeme razvoj strategija odvija primjerenim programima prevencije. Pennov program prevencije, Friends for life: školski program pozitivnog mentalnog zdravlja i Europski kurikul otpornosti za predškolsku i osnovnoškolsku dob neki su od programa koji nude velik broj vještina potrebnih za razvoj otpornosti, poput akademskih, socijalnih i emocionalnih. Optimističan pogled na svijet, pozitivno razmišljanje, uvažavanje razlika i rješavanje problema samo su neke od vještina koje su svojstvene tim programima. Za njihovu uspješnu provedbu i učinkovitost odgovorni su učitelj, kao i svi ostali članovi odgojno-obrazovne zajednice. Pregledom literature jasno je da je razvoj otpornosti ključan za suočavanje sa stresnim situacijama i svakodnevnim problemima. Svi članovi djetetove okoline trebali bi raditi na povećanju faktora koji doprinose otpornosti, kako bi djeca bila sposobna za nošenje sa nedaćama i što bolju prilagodbu za život u zajednici. Cilj ovog diplomskog rada je prikazati kako se otpornost kod djece može razvijati u odgojno-obrazovnoj zajednici zahvaljujući učitelju i provedbi preventivnih programa.

Abstract (english)

Dealing with different situations and obstacles is an integral part of individuals’ lives. Every person reacts to events in his own way and how will he adapt to them depends on his resilience. Psychological resilience means the process of positive adaptation to the environment despite stress and is influenced by many factors. Factors that make it difficult to cope with adversity in times of danger are called risk factors, and factors that facilitate adaptation are described as protective. In addition to factors, coping with an unfavorable situation requires certain strategies that need to be continuously developed, and the individual and the environment are equally responsible for their development. Given that the child spends most of his time in the educational community, recently the development of strategies takes place through appropriate prevention programs. The Penn Prevention Program, Friends for Life: A Positive Mental Health School Program and the European Resilience Curriculum for Preschool and Primary School are some of the programs that offer a number of skills needed to develop resilience, such as academic, social and emotional. An optimistic view of the world, positive thinking, appreciation of difference and problem solving are just some of the skills that are inherent in these programs. Teachers, as well as all other members of the educational community, are responsible for their successful testing and effectiveness. A review of the literature makes it clear that the development of resilience is key to coping with stressful situations and everyday problems. All members of the child's environment should work to increase the factors that contribute to resilience, so that children are able to cope with adversity and better adapt to life in the community. The aim of this thesis is to show how resilience in children can be developed in the educational community thanks to the teacher and proven prevention programs.

• Keywords: psihološka otpornost; zaštitni faktori; odgojno-obrazovna zajednica; učitelj; programi prevencije
• Keywords (english): psychological resilience; protective factors; educational community; teacher; prevention programs
• Language: croatian
• URN:NBN: urn:nbn:hr:147:075318
• Study programme: Title: Integrated Undergraduate and Graduate University Programme of Study of Primary Teacher Education and Integrated Undergraduate and Graduate University Programme of Study for Primary Teacher Education with English and German Language; Study programme type: university; Study level: integrated undergraduate and graduate; Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2022-07-07 11:58:54