TY  - JOUR
AU  - Manić, Iva
AU  - Marković, Marija
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4930
AB  - Uvod: Vršnjačko nasilje je fenomen koji podrazumeva neravnotežu moći između vršnjaka.
Odnosi se na situacije kada dolazi do ponovljenih verbalnih i fizičkih napada, socijalnog
isključivanja i emocionalnog, psihičkog i seksualnog zlostavljanja jednog učenika od
drugog/drugih učenika, pri čemu žrtva ničim nije izazvala takvo ponašanje nasilnika.
Cilj: Cilj ovog istraživanja bio je da se utvrde stavovi nastavnika prema zastupljenosti
pojedinih oblika vršnjačkog nasilja i specifičnim karakteristikama žrtava. Metode:
Uzorak je činilo 109 nastavnika iz šest osnovnih i srednjih škola sa teritorije grada
Pirota. Kao instrument za prikupljanje podataka korišćena je petostepena skala procene
Likertovog tipa, konstruisana za potrebe istraživanja. Rezultati: Rezultati istraživanja
pokazuju da je verbalno nasilje najčešće primećen oblik nasilja među učenicima osnovnih
i srednjih škola u Pirotu. Takođe, na osnovu stavova nastavnika može se zaključiti da
određena specifičnost učenika nije nužan razlog da on postane žrtva vršnjačkog nasilja.
Zaključak: Verbalno nasilje identifikovano je kao najizraženiji oblik vršnjačkog nasilja,
dok se specifičnosti učenika nisu izdvojile kao rizičan faktor individualnog nivoa za
vršnjačko nasilje. Zbog težeg otkrivanja pojedinih oblika vršnjačkog nasilja od strane
odraslih, kao i zbog mogućnosti da žrtva vršnjačkog nasilja postane bilo koji učenik, u
predupređivanju ove pojave veliki značaj ima preventivno delovanje škole, porodice i
drugih podsistema značajnih za vaspitanje i obrazovanje dece.
AB  - Introduction. Bullying is a phenomenon that implies an imbalance of power between
peers. It refers to situations where there are repeated verbal and physical attacks, social
exclusion, and emotional, psychological, and sexual abuse of one student by another/
other students, where the victim did not cause such behavior of the bully. Objective. The
objective of this research was to determine teachers’ attitudes towards the representation
of certain forms of bullying and the specific characteristics of the victims. Methods.
The sample consisted of 109 teachers from six primary and secondary schools in Pirot.
A five-point Likert-type evaluation scale, designed for the purpose of the research, was
used for data collection. Results. The research results show that verbal bullying is the
most frequently observed form of bullying among students. Also, based on the teacher’s
views, it can be concluded that any student can become a victim of bullying, regardless
of their specific characteristics. Conclusion. Verbal bullying was identified as the most
pronounced form of bullying, while the specifics of students were not singled out as
a risk factor at the individual level. Due to the fact that certain forms of bullying are
more difficult to be noticed by adults, as well as the possibility that any student can
become a victim of peer violence, the preventive action of the school, family, and other
subsystems important for the upbringing and education of children is of great importance
in preventing this phenomenon
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
T2  - Specijalna edukacija i rehabilitacija
T1  - Stavovi nastavnika prema zastupljenosti oblika vršnjačkog nasilja i specifičnim karakteristikama žrtava
T1  - Teachers’ attitudes towards the prevalence of bullying and the specific characteristics of victims
EP  - 282
IS  - 4
SP  - 269
VL  - 21
DO  - 10.5937/specedreh21-36276
ER  - 

@article{
author = "Manić, Iva and Marković, Marija",
year = "2022",
abstract = "Uvod: Vršnjačko nasilje je fenomen koji podrazumeva neravnotežu moći između vršnjaka.
Odnosi se na situacije kada dolazi do ponovljenih verbalnih i fizičkih napada, socijalnog
isključivanja i emocionalnog, psihičkog i seksualnog zlostavljanja jednog učenika od
drugog/drugih učenika, pri čemu žrtva ničim nije izazvala takvo ponašanje nasilnika.
Cilj: Cilj ovog istraživanja bio je da se utvrde stavovi nastavnika prema zastupljenosti
pojedinih oblika vršnjačkog nasilja i specifičnim karakteristikama žrtava. Metode:
Uzorak je činilo 109 nastavnika iz šest osnovnih i srednjih škola sa teritorije grada
Pirota. Kao instrument za prikupljanje podataka korišćena je petostepena skala procene
Likertovog tipa, konstruisana za potrebe istraživanja. Rezultati: Rezultati istraživanja
pokazuju da je verbalno nasilje najčešće primećen oblik nasilja među učenicima osnovnih
i srednjih škola u Pirotu. Takođe, na osnovu stavova nastavnika može se zaključiti da
određena specifičnost učenika nije nužan razlog da on postane žrtva vršnjačkog nasilja.
Zaključak: Verbalno nasilje identifikovano je kao najizraženiji oblik vršnjačkog nasilja,
dok se specifičnosti učenika nisu izdvojile kao rizičan faktor individualnog nivoa za
vršnjačko nasilje. Zbog težeg otkrivanja pojedinih oblika vršnjačkog nasilja od strane
odraslih, kao i zbog mogućnosti da žrtva vršnjačkog nasilja postane bilo koji učenik, u
predupređivanju ove pojave veliki značaj ima preventivno delovanje škole, porodice i
drugih podsistema značajnih za vaspitanje i obrazovanje dece., Introduction. Bullying is a phenomenon that implies an imbalance of power between
peers. It refers to situations where there are repeated verbal and physical attacks, social
exclusion, and emotional, psychological, and sexual abuse of one student by another/
other students, where the victim did not cause such behavior of the bully. Objective. The
objective of this research was to determine teachers’ attitudes towards the representation
of certain forms of bullying and the specific characteristics of the victims. Methods.
The sample consisted of 109 teachers from six primary and secondary schools in Pirot.
A five-point Likert-type evaluation scale, designed for the purpose of the research, was
used for data collection. Results. The research results show that verbal bullying is the
most frequently observed form of bullying among students. Also, based on the teacher’s
views, it can be concluded that any student can become a victim of bullying, regardless
of their specific characteristics. Conclusion. Verbal bullying was identified as the most
pronounced form of bullying, while the specifics of students were not singled out as
a risk factor at the individual level. Due to the fact that certain forms of bullying are
more difficult to be noticed by adults, as well as the possibility that any student can
become a victim of peer violence, the preventive action of the school, family, and other
subsystems important for the upbringing and education of children is of great importance
in preventing this phenomenon",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Specijalna edukacija i rehabilitacija",
title = "Stavovi nastavnika prema zastupljenosti oblika vršnjačkog nasilja i specifičnim karakteristikama žrtava, Teachers’ attitudes towards the prevalence of bullying and the specific characteristics of victims",
pages = "282-269",
number = "4",
volume = "21",
doi = "10.5937/specedreh21-36276"
}

Manić, I.,& Marković, M.. (2022). Stavovi nastavnika prema zastupljenosti oblika vršnjačkog nasilja i specifičnim karakteristikama žrtava. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 21(4), 269-282.
https://doi.org/10.5937/specedreh21-36276

Manić I, Marković M. Stavovi nastavnika prema zastupljenosti oblika vršnjačkog nasilja i specifičnim karakteristikama žrtava. in Specijalna edukacija i rehabilitacija. 2022;21(4):269-282.
doi:10.5937/specedreh21-36276 .

Manić, Iva, Marković, Marija, "Stavovi nastavnika prema zastupljenosti oblika vršnjačkog nasilja i specifičnim karakteristikama žrtava" in Specijalna edukacija i rehabilitacija, 21, no. 4 (2022):269-282,
https://doi.org/10.5937/specedreh21-36276 . .

TY  - CONF
AU  - Sretenović, Ivana
AU  - Marković, Marija
AU  - Vujanović, Marina
AU  - Kovačić, Anita
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2934
AB  - The aim of this study was to identify and cxamine attitudcs of studcnts of typical
development towards their peers with disabilitics. ·1 hc rcscarch sample was
formed by 104 students of both sexes (43,7'.Yc, male, and 56,3 fcmalc), and they
attended the sixth and the seventh grade of primary school. 'Jhc survcy was conducted
in three primary schools in Belgradc, during May 2014. ·1 hc rcsults show
that students with disabilities nced to providc additional assistancc in cducation.
More than half of the students of typical developmcnt (53,81Yr1) agrcc that students
with disabilities should be paid more attention than studcnts who do not have
a disability. For a large number of claims, the rcspondcnts do not havc a clearly
defined stance. Knowledge of students' attitudcs toward pccrs with disabilities,
can be used to create a variety of programs in ordcr to cstablish positive attitudes.
PB  - Mostar: Svcućrlrštc, Fakultet prrrodosllovno-rnilternatrćkih  odgojnih znanosti
C3  - 3rd International Scientific Conference 'Pedagogy, Education and Instruction“: Conference Proceedings
T1  - Attitudes of students of typical development towards their peers with disabilities
EP  - 528
SP  - 522
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2934
ER  - 

@conference{
author = "Sretenović, Ivana and Marković, Marija and Vujanović, Marina and Kovačić, Anita",
year = "2018",
abstract = "The aim of this study was to identify and cxamine attitudcs of studcnts of typical
development towards their peers with disabilitics. ·1 hc rcscarch sample was
formed by 104 students of both sexes (43,7'.Yc, male, and 56,3 fcmalc), and they
attended the sixth and the seventh grade of primary school. 'Jhc survcy was conducted
in three primary schools in Belgradc, during May 2014. ·1 hc rcsults show
that students with disabilities nced to providc additional assistancc in cducation.
More than half of the students of typical developmcnt (53,81Yr1) agrcc that students
with disabilities should be paid more attention than studcnts who do not have
a disability. For a large number of claims, the rcspondcnts do not havc a clearly
defined stance. Knowledge of students' attitudcs toward pccrs with disabilities,
can be used to create a variety of programs in ordcr to cstablish positive attitudes.",
publisher = "Mostar: Svcućrlrštc, Fakultet prrrodosllovno-rnilternatrćkih  odgojnih znanosti",
journal = "3rd International Scientific Conference 'Pedagogy, Education and Instruction“: Conference Proceedings",
title = "Attitudes of students of typical development towards their peers with disabilities",
pages = "528-522",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2934"
}

Sretenović, I., Marković, M., Vujanović, M.,& Kovačić, A.. (2018). Attitudes of students of typical development towards their peers with disabilities. in 3rd International Scientific Conference 'Pedagogy, Education and Instruction“: Conference Proceedings
Mostar: Svcućrlrštc, Fakultet prrrodosllovno-rnilternatrćkih  odgojnih znanosti., 522-528.
https://hdl.handle.net/21.15107/rcub_rfasper_2934

Sretenović I, Marković M, Vujanović M, Kovačić A. Attitudes of students of typical development towards their peers with disabilities. in 3rd International Scientific Conference 'Pedagogy, Education and Instruction“: Conference Proceedings. 2018;:522-528.
https://hdl.handle.net/21.15107/rcub_rfasper_2934 .

Sretenović, Ivana, Marković, Marija, Vujanović, Marina, Kovačić, Anita, "Attitudes of students of typical development towards their peers with disabilities" in 3rd International Scientific Conference 'Pedagogy, Education and Instruction“: Conference Proceedings (2018):522-528,
https://hdl.handle.net/21.15107/rcub_rfasper_2934 .

TY  - THES
AU  - Marković, Marija
PY  - 2018
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4710
AB  - Предмет истраживања овог рада је био анализа облика и чиниоца школског насилништва и виктимизације међу децом. Истраживање је спроведено у Школи са домом ученика Бубањ у Ниш и у Школи са домом за ученике оштећеног слуха у Крагујевцу. У истраживању је учествовало 34 ученика средњошколског узраста од тога 13 глувих и наглувих ученика и 21 ученик са другим облицима сметњи и поремећаја .
За прикупљање примарних података примењен je метод анкете. У истраживању су коришћени Упитник агресивности и Упитник вршњачког насиља и виктимизације (Б.
Динић, В. Соколовска и Ј. Коџопељић).
Резултати истраживаља показују да је и код дечака и  девојчица  најзаступљеније вербално насилништво, а најмање физичка виктимизација. . Код ученика са одличним успехом најизраженија је релациона виктимизација а најмање је изражена физичка виктимизација. Код ученика који немај одличан успех највише је изражена вербална виктимизација а најмање физичка виктимизација. И код глувих и наглувих ученика и ученика која имају остале облике сметњи и поремећаја најизраженији је релациони облик насилништва, док је најмање изражена физичка виктимизација. . Ученици који живе код куће као и и они који су у дому најмање испољавају физичку виктимизацију а највише релациону виктимизацију. И код деце која користе само вербалну комуникацију, и код деце која користе и вербалну и знаковну комуникациу најмање је испољена физичка виктимизација, а најзаступљенија је вербална виктимизација.
AB  - The subject of research in this work was the analysis of the forms and factors of school violence and victimization among children. The research was conducted in  the Special School with a Student’s Dormitory Bubanj in Niš and the Special School with a Student’s Dormitory  for   hearing impaired students in Kragujevac. The study involved 34 high school
students, including 13 deaf and hard of hearing students and 21 students with other forms of disability and disorder. A survey method was used to collect primary data. The survey used the Questionnaire of Aggressiveness and the Questionnaire of Peer Violence and Victimization (B. Dinić, V. Sokolovska and J. Kodžopeljić).
The results of the survey show that the verbal violence is the most frequently occurred and the physical victimization is the least occurred among the boys and the girls. Among the excellent students, the relational victimization is the most frequently expressed and the physical victimization is the least expressed. Among the students who are not excellent, the verbal victimization is the most frequently expressed and physical victimization is the least expressed. Among the deaf and  the hard of hearing students and  the students who have other forms of disturbances and disorders, the relational form of violence is the most frequently expressed while physical victimization is the least expressed. Students living at home as well as those who are at dormitory the least display physical victimization and the most frequently display relational victimization. The physical victimization is the least displayed and the verbal victimization is the most frequently displayed among the children who use only verbal communication and the children who use both verbal and symbolic communication.
T1  - Vršnjačko nasilje
EP  - 80
SP  - 3
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_4710
ER  - 

@mastersthesis{
author = "Marković, Marija",
year = "2018",
abstract = "Предмет истраживања овог рада је био анализа облика и чиниоца школског насилништва и виктимизације међу децом. Истраживање је спроведено у Школи са домом ученика Бубањ у Ниш и у Школи са домом за ученике оштећеног слуха у Крагујевцу. У истраживању је учествовало 34 ученика средњошколског узраста од тога 13 глувих и наглувих ученика и 21 ученик са другим облицима сметњи и поремећаја .
За прикупљање примарних података примењен je метод анкете. У истраживању су коришћени Упитник агресивности и Упитник вршњачког насиља и виктимизације (Б.
Динић, В. Соколовска и Ј. Коџопељић).
Резултати истраживаља показују да је и код дечака и  девојчица  најзаступљеније вербално насилништво, а најмање физичка виктимизација. . Код ученика са одличним успехом најизраженија је релациона виктимизација а најмање је изражена физичка виктимизација. Код ученика који немај одличан успех највише је изражена вербална виктимизација а најмање физичка виктимизација. И код глувих и наглувих ученика и ученика која имају остале облике сметњи и поремећаја најизраженији је релациони облик насилништва, док је најмање изражена физичка виктимизација. . Ученици који живе код куће као и и они који су у дому најмање испољавају физичку виктимизацију а највише релациону виктимизацију. И код деце која користе само вербалну комуникацију, и код деце која користе и вербалну и знаковну комуникациу најмање је испољена физичка виктимизација, а најзаступљенија је вербална виктимизација., The subject of research in this work was the analysis of the forms and factors of school violence and victimization among children. The research was conducted in  the Special School with a Student’s Dormitory Bubanj in Niš and the Special School with a Student’s Dormitory  for   hearing impaired students in Kragujevac. The study involved 34 high school
students, including 13 deaf and hard of hearing students and 21 students with other forms of disability and disorder. A survey method was used to collect primary data. The survey used the Questionnaire of Aggressiveness and the Questionnaire of Peer Violence and Victimization (B. Dinić, V. Sokolovska and J. Kodžopeljić).
The results of the survey show that the verbal violence is the most frequently occurred and the physical victimization is the least occurred among the boys and the girls. Among the excellent students, the relational victimization is the most frequently expressed and the physical victimization is the least expressed. Among the students who are not excellent, the verbal victimization is the most frequently expressed and physical victimization is the least expressed. Among the deaf and  the hard of hearing students and  the students who have other forms of disturbances and disorders, the relational form of violence is the most frequently expressed while physical victimization is the least expressed. Students living at home as well as those who are at dormitory the least display physical victimization and the most frequently display relational victimization. The physical victimization is the least displayed and the verbal victimization is the most frequently displayed among the children who use only verbal communication and the children who use both verbal and symbolic communication.",
title = "Vršnjačko nasilje",
pages = "80-3",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_4710"
}

Marković, M.. (2018). Vršnjačko nasilje. , 3-80.
https://hdl.handle.net/21.15107/rcub_rfasper_4710

Marković M. Vršnjačko nasilje. 2018;:3-80.
https://hdl.handle.net/21.15107/rcub_rfasper_4710 .

Marković, Marija, "Vršnjačko nasilje" (2018):3-80,
https://hdl.handle.net/21.15107/rcub_rfasper_4710 .

TY  - CONF
AU  - Sretenović, Ivana
AU  - Marković, Marija
AU  - Vujanović, Marina
AU  - Kovačić, Anita
PY  - 2016
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/2416
C3  - 3rd International Scientific Conference 'Pedagogy, Education and Instruction“, Book of Abstracts
T1  - Attitudes of students without disabilities towards their peers with disabilities
EP  - 71
SP  - 71
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_2416
ER  - 

@conference{
author = "Sretenović, Ivana and Marković, Marija and Vujanović, Marina and Kovačić, Anita",
year = "2016",
journal = "3rd International Scientific Conference 'Pedagogy, Education and Instruction“, Book of Abstracts",
title = "Attitudes of students without disabilities towards their peers with disabilities",
pages = "71-71",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_2416"
}

Sretenović, I., Marković, M., Vujanović, M.,& Kovačić, A.. (2016). Attitudes of students without disabilities towards their peers with disabilities. in 3rd International Scientific Conference 'Pedagogy, Education and Instruction“, Book of Abstracts, 71-71.
https://hdl.handle.net/21.15107/rcub_rfasper_2416

Sretenović I, Marković M, Vujanović M, Kovačić A. Attitudes of students without disabilities towards their peers with disabilities. in 3rd International Scientific Conference 'Pedagogy, Education and Instruction“, Book of Abstracts. 2016;:71-71.
https://hdl.handle.net/21.15107/rcub_rfasper_2416 .

Sretenović, Ivana, Marković, Marija, Vujanović, Marina, Kovačić, Anita, "Attitudes of students without disabilities towards their peers with disabilities" in 3rd International Scientific Conference 'Pedagogy, Education and Instruction“, Book of Abstracts (2016):71-71,
https://hdl.handle.net/21.15107/rcub_rfasper_2416 .

TY  - JOUR
AU  - Popović-Ćitić, Branislava
AU  - Popović, Vesna
AU  - Marković, Marija
AU  - Bukvić, Lidija
PY  - 2015
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/943
AB  - Developmental-prevention work, as a form of non-formal educational working method, relies on science-based proof of effective strategies in the area of positive development promotion and behavior problem prevention. It refers to application of social-educational techniques which are developed in the framework of prevention strategies such as informing, education and providing alternatives, and also to application of drama techniques which are based on applied theatre forms. Developmental-prevention work is focused on improvement of knowledge of different problems in life, on improvement of skills to recognize and react in different problem situations, and also on strengthening internal capacities and various set of social skills. Based on a two-year experience in applying this working method on children without parental care from the Center for Care of Infants, Children and Youth - Belgrade, we will describe in this paper the main features of the developmental-prevention work, also we will summarize the results of the developmental-prevention workshops and present drama performances that were created as a result of developmental-prevention work. These drama performances have a significant contribution when it comes to promotion of positive development of children without parental care, and additionally have a significant impact on their social integration in the local community.
AB  - Razvojno-preventivni rad, kao forma neformalnog vaspitno-obrazovnog rada, oslanja se na naučno-zasnovana saznanja o efektivnim intervencijama u oblasti promocije pozitivnog razvoja i prevencije problema ponašanja dece i omladine. Podrazumeva primenu socijalno-edukativnih tehnika razvijenih u okviru preventivnih strategija informisanja, edukacije i pružanja alternativa, kao i primenu dramskih tehnika utemeljenih na formama primenjenog pozorišta. Ciljno je usmeren na unapređivanje nivoa znanja i obaveštenosti mladih o različitim problemima svakodnevnog života, ovladavanje veštinama prepoznavanja i pravilnog reagovanja u problemskim situacijama, jačanje unutrašnjih snaga i kapaciteta, ali i razvijanje niza socijalnih veština. Na osnovu dvogodišnjeg iskustva u primeni ove forme rada u domovima za decu bez roditeljskog staranja pri Centru za zaštitu odojčadi, dece i omladine - Beograd, u radu su, nakon opisa karakteristika razvojno-preventivnog rada, sumirani ostvareni rezultati sprovedenih razvojno-preventivnih radionica i prikazani dramski performansi koji su nastali kao rezultat razvojno-preventivnog rada, a koji se ocenjuju kao najznačajniji doprinos na planu promocije pozitivnog razvoja dece bez roditeljskog staranja, ali i podsticanja njihove socijalne integracije u uže i šire socijalno okruženje.
PB  - Izdavačko preduzeće "Socijalna misao", Beograd
T2  - Socijalna misao
T1  - Developmental-prevention work with children without parental care in institutional foster care
T1  - Razvojno-preventivni rad sa decom bez roditeljskog staranja na domskom smeštaju
EP  - 83
IS  - 4
SP  - 65
VL  - 22
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_943
ER  - 

@article{
author = "Popović-Ćitić, Branislava and Popović, Vesna and Marković, Marija and Bukvić, Lidija",
year = "2015",
abstract = "Developmental-prevention work, as a form of non-formal educational working method, relies on science-based proof of effective strategies in the area of positive development promotion and behavior problem prevention. It refers to application of social-educational techniques which are developed in the framework of prevention strategies such as informing, education and providing alternatives, and also to application of drama techniques which are based on applied theatre forms. Developmental-prevention work is focused on improvement of knowledge of different problems in life, on improvement of skills to recognize and react in different problem situations, and also on strengthening internal capacities and various set of social skills. Based on a two-year experience in applying this working method on children without parental care from the Center for Care of Infants, Children and Youth - Belgrade, we will describe in this paper the main features of the developmental-prevention work, also we will summarize the results of the developmental-prevention workshops and present drama performances that were created as a result of developmental-prevention work. These drama performances have a significant contribution when it comes to promotion of positive development of children without parental care, and additionally have a significant impact on their social integration in the local community., Razvojno-preventivni rad, kao forma neformalnog vaspitno-obrazovnog rada, oslanja se na naučno-zasnovana saznanja o efektivnim intervencijama u oblasti promocije pozitivnog razvoja i prevencije problema ponašanja dece i omladine. Podrazumeva primenu socijalno-edukativnih tehnika razvijenih u okviru preventivnih strategija informisanja, edukacije i pružanja alternativa, kao i primenu dramskih tehnika utemeljenih na formama primenjenog pozorišta. Ciljno je usmeren na unapređivanje nivoa znanja i obaveštenosti mladih o različitim problemima svakodnevnog života, ovladavanje veštinama prepoznavanja i pravilnog reagovanja u problemskim situacijama, jačanje unutrašnjih snaga i kapaciteta, ali i razvijanje niza socijalnih veština. Na osnovu dvogodišnjeg iskustva u primeni ove forme rada u domovima za decu bez roditeljskog staranja pri Centru za zaštitu odojčadi, dece i omladine - Beograd, u radu su, nakon opisa karakteristika razvojno-preventivnog rada, sumirani ostvareni rezultati sprovedenih razvojno-preventivnih radionica i prikazani dramski performansi koji su nastali kao rezultat razvojno-preventivnog rada, a koji se ocenjuju kao najznačajniji doprinos na planu promocije pozitivnog razvoja dece bez roditeljskog staranja, ali i podsticanja njihove socijalne integracije u uže i šire socijalno okruženje.",
publisher = "Izdavačko preduzeće "Socijalna misao", Beograd",
journal = "Socijalna misao",
title = "Developmental-prevention work with children without parental care in institutional foster care, Razvojno-preventivni rad sa decom bez roditeljskog staranja na domskom smeštaju",
pages = "83-65",
number = "4",
volume = "22",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_943"
}

Popović-Ćitić, B., Popović, V., Marković, M.,& Bukvić, L.. (2015). Developmental-prevention work with children without parental care in institutional foster care. in Socijalna misao
Izdavačko preduzeće "Socijalna misao", Beograd., 22(4), 65-83.
https://hdl.handle.net/21.15107/rcub_rfasper_943

Popović-Ćitić B, Popović V, Marković M, Bukvić L. Developmental-prevention work with children without parental care in institutional foster care. in Socijalna misao. 2015;22(4):65-83.
https://hdl.handle.net/21.15107/rcub_rfasper_943 .

Popović-Ćitić, Branislava, Popović, Vesna, Marković, Marija, Bukvić, Lidija, "Developmental-prevention work with children without parental care in institutional foster care" in Socijalna misao, 22, no. 4 (2015):65-83,
https://hdl.handle.net/21.15107/rcub_rfasper_943 .

TY  - JOUR
AU  - Marković, Marija
AU  - Popović-Ćitić, Branislava
PY  - 2015
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/949
AB  - The aim of the research is to identify the scope and content of Internet use in primary-school students population, and to test differences in Internet use regarding gender and class level. The sample consists of 450 students from five Belgrade’s primary schools, with the average age of 12.7 years. Most important research results show that: 87% of students have access to the Internet from their own home; 61% of students visit Internet on a daily basis; 35% of students spend more than two hours on Internet a day; 80% of students visit musical websites, YouTube and Facebook; male students more often search content regarding video games and sport, while female students more frequently visit pages that are related to fashion and celebrities; male students spend more time on the Internet than girls, and they initiate Internet use on a lower age level than girls; intensity and frequency of Internet use is increasing with their age. Results of the research are discussed in the context of prevention of potential consequences of excessive and inadequate Internet use.
AB  - Osnovu rada čini istraživanje čiji je cilj utvrđivanje obima i sadržaja korišćenja interneta u populaciji učenika osnovnih škola i testiranje razlika u upotrebi interneta u odnosu na pol učenika i razred koji pohađaju. Uzorak je činilo 450 učenika starijih razreda iz pet beogradskih osnovnih škola, prosečne starosti 12,7 godina. Najznačajniji rezultati istraživanja jesu: 87% učenika ima pristup internetu iz sopstvenog doma; 61% učenika svakodnevno posećuje internet; 35% učenika provodi na internetu više od dva sata dnevno; 80% učenika veoma često posećuje muzičke sadržaje i internet-stranice Jutjub i Fejsbuk; dečaci češće pretražuju sadržaje vezane za računarske igrice i sport, dok devojčice više posećuju sadržaje koji se odnose na modu i poznate ličnosti; dečaci provode više sati dnevno na internetu nego devojčice i počinju na mlađem uzrastu da koriste internet; intenzitet i učestalost upotrebe interneta povećavaju se sa uzrastom. O dobijenim rezultatima istraživanja diskutovalo se u kontekstu prevencije eventualnih posledica prekomerne i neadekvatne upotrebe interneta.
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - Scope and content of internet use in primary-school students population
T1  - Obqem i soderzxanie ispolxzovanija ucxalimisja nacxalxnwh sxkol interneta
T1  - Obim i sadržaj korišćenja interneta od strane učenika osnovnih škola
EP  - 104
IS  - 1
SP  - 93
VL  - 70
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_949
ER  - 

@article{
author = "Marković, Marija and Popović-Ćitić, Branislava",
year = "2015",
abstract = "The aim of the research is to identify the scope and content of Internet use in primary-school students population, and to test differences in Internet use regarding gender and class level. The sample consists of 450 students from five Belgrade’s primary schools, with the average age of 12.7 years. Most important research results show that: 87% of students have access to the Internet from their own home; 61% of students visit Internet on a daily basis; 35% of students spend more than two hours on Internet a day; 80% of students visit musical websites, YouTube and Facebook; male students more often search content regarding video games and sport, while female students more frequently visit pages that are related to fashion and celebrities; male students spend more time on the Internet than girls, and they initiate Internet use on a lower age level than girls; intensity and frequency of Internet use is increasing with their age. Results of the research are discussed in the context of prevention of potential consequences of excessive and inadequate Internet use., Osnovu rada čini istraživanje čiji je cilj utvrđivanje obima i sadržaja korišćenja interneta u populaciji učenika osnovnih škola i testiranje razlika u upotrebi interneta u odnosu na pol učenika i razred koji pohađaju. Uzorak je činilo 450 učenika starijih razreda iz pet beogradskih osnovnih škola, prosečne starosti 12,7 godina. Najznačajniji rezultati istraživanja jesu: 87% učenika ima pristup internetu iz sopstvenog doma; 61% učenika svakodnevno posećuje internet; 35% učenika provodi na internetu više od dva sata dnevno; 80% učenika veoma često posećuje muzičke sadržaje i internet-stranice Jutjub i Fejsbuk; dečaci češće pretražuju sadržaje vezane za računarske igrice i sport, dok devojčice više posećuju sadržaje koji se odnose na modu i poznate ličnosti; dečaci provode više sati dnevno na internetu nego devojčice i počinju na mlađem uzrastu da koriste internet; intenzitet i učestalost upotrebe interneta povećavaju se sa uzrastom. O dobijenim rezultatima istraživanja diskutovalo se u kontekstu prevencije eventualnih posledica prekomerne i neadekvatne upotrebe interneta.",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "Scope and content of internet use in primary-school students population, Obqem i soderzxanie ispolxzovanija ucxalimisja nacxalxnwh sxkol interneta, Obim i sadržaj korišćenja interneta od strane učenika osnovnih škola",
pages = "104-93",
number = "1",
volume = "70",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_949"
}

Marković, M.,& Popović-Ćitić, B.. (2015). Scope and content of internet use in primary-school students population. in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 70(1), 93-104.
https://hdl.handle.net/21.15107/rcub_rfasper_949

Marković M, Popović-Ćitić B. Scope and content of internet use in primary-school students population. in Pedagogija. 2015;70(1):93-104.
https://hdl.handle.net/21.15107/rcub_rfasper_949 .

Marković, Marija, Popović-Ćitić, Branislava, "Scope and content of internet use in primary-school students population" in Pedagogija, 70, no. 1 (2015):93-104,
https://hdl.handle.net/21.15107/rcub_rfasper_949 .

TY  - JOUR
AU  - Marković, Marija
PY  - 2014
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3401
AB  - Učenici imaju važnu ulogu u stvaranju školske klime koja ne podržava
nasilje, s obzirom na to da su češće od nastavnika prisutni kada se
ono dešava i svesni njegove učestalosti. Pokazalo se da uključivanje učenika
u program prevencije nasilja doprinosi pozitivnim rezultatima njegove
primene. Veoma je važno da učenici postanu svesni sopstvene uloge
u situacijama nasilja i da razvijaju odgovarajuće socijalne veštine koje će
im omogućiti da adekvatno reaguju. Rad ima za cilj da ukaže na značaj
angažovanja učenika u okviru interventnih i preventivnih programa realizovanih
u školskom kontekstu. U radu se ističu načini na koje učenici
mogu biti angažovani u prevenciji nasilja i predstavljaju neki od programa
prevencije nasilja u kojima su učenici imali ključnu ulogu.
AB  - Students play an important role in creating a school climate that does
not support bullying, given the fact that students are more o=en than
teachers present when it happens and aware of the frequency of bullying.
It has been shown that inclusion of students in the programs of bullying
prevention contributes to the positive results of their application. It is
very important that students become aware of their role in situations of
bullying and that they develop appropriate social skills that will enable
them to react appropriately. <e paper aims to highlight the importance
of engaging students in the framework of intervention and prevention
programs implemented in the school context. We emphasize the ways in
which students can be involved in the prevention of violence and present
some
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
T2  - Specijalna edukacija i rehabilitacija
T1  - Učenici kao akteri u prevenciji vršnjačkog nasilja u školi
T1  - Pupils as participants in prevention of bullying in schools
EP  - 253
IS  - 2
SP  - 237
VL  - 13
DO  - 10.5937/specedreh13-6396
DO  - 2406-1328 (eISSN)
DO  - https://www.casopis.fasper.bg.ac.rs/
ER  - 

@article{
author = "Marković, Marija",
year = "2014",
abstract = "Učenici imaju važnu ulogu u stvaranju školske klime koja ne podržava
nasilje, s obzirom na to da su češće od nastavnika prisutni kada se
ono dešava i svesni njegove učestalosti. Pokazalo se da uključivanje učenika
u program prevencije nasilja doprinosi pozitivnim rezultatima njegove
primene. Veoma je važno da učenici postanu svesni sopstvene uloge
u situacijama nasilja i da razvijaju odgovarajuće socijalne veštine koje će
im omogućiti da adekvatno reaguju. Rad ima za cilj da ukaže na značaj
angažovanja učenika u okviru interventnih i preventivnih programa realizovanih
u školskom kontekstu. U radu se ističu načini na koje učenici
mogu biti angažovani u prevenciji nasilja i predstavljaju neki od programa
prevencije nasilja u kojima su učenici imali ključnu ulogu., Students play an important role in creating a school climate that does
not support bullying, given the fact that students are more o=en than
teachers present when it happens and aware of the frequency of bullying.
It has been shown that inclusion of students in the programs of bullying
prevention contributes to the positive results of their application. It is
very important that students become aware of their role in situations of
bullying and that they develop appropriate social skills that will enable
them to react appropriately. <e paper aims to highlight the importance
of engaging students in the framework of intervention and prevention
programs implemented in the school context. We emphasize the ways in
which students can be involved in the prevention of violence and present
some",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Specijalna edukacija i rehabilitacija",
title = "Učenici kao akteri u prevenciji vršnjačkog nasilja u školi, Pupils as participants in prevention of bullying in schools",
pages = "253-237",
number = "2",
volume = "13",
doi = "10.5937/specedreh13-6396, 2406-1328 (eISSN), https://www.casopis.fasper.bg.ac.rs/"
}

Marković, M.. (2014). Učenici kao akteri u prevenciji vršnjačkog nasilja u školi. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 13(2), 237-253.
https://doi.org/10.5937/specedreh13-6396

Marković M. Učenici kao akteri u prevenciji vršnjačkog nasilja u školi. in Specijalna edukacija i rehabilitacija. 2014;13(2):237-253.
doi:10.5937/specedreh13-6396 .

Marković, Marija, "Učenici kao akteri u prevenciji vršnjačkog nasilja u školi" in Specijalna edukacija i rehabilitacija, 13, no. 2 (2014):237-253,
https://doi.org/10.5937/specedreh13-6396 . .

TY  - JOUR
AU  - Popović-Ćitić, Branislava
AU  - Marković, Marija
PY  - 2013
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/745
AB  - One of the actual issues in the field of Internet use disorders is related to the validity and reliability of measurement instruments. The aim of this study was to examine, on non-clinical population of younger adolescents, the factor structure of the Internet Addiction Test - IAT, as one of the oldest and most widely used instruments in this field. The sample consisted of 814 Belgrade elementary school students, from fifth to eighth grade, with the average age of 12.9 years. Using exploratory factor analysis, two factors were extracted, together accounting for 46.32% of the total variance. The first factor, which accounted for 38.47% of the total variance, appeared to measure inability to control Internet use and consequences that arise as a result of excessive Internet use, while the second factor accounted for 7.85% of the variance and appeared to measure preoccupation to the Internet, responses to deprivation and replacement of real to virtual social relationships. The reliability of the whole scale, expressed by Cronbach alpha coefficient of internal consistency, was 0.91. High reliability coefficients are retained on the subscale that represent the factor, so coefficient of reliability for the first scale was 0.87, and 0.85 for the second. These findings were discussed in the context of possible modifications of the instrument and compared with the results of international research studies testing the validity and reliability of the IAT in specific national samples.
AB  - Jedno od aktuelnih pitanja u oblasti proučavanja poremećaja upotrebe interneta odnosi se na validnost i relijabilnost mernih instrumenata. Cilj istraživanja je bio da se na nekliničkoj populaciji mlađih adolescenata ispita faktorska struktura Testa internet-zavisnosti (Internet Addiction Test - IAT), kao jednog od najstarijih i najkorišćenijih instrumenata u ovoj oblasti. Uzorak je činilo 814 učenika starijih razreda beogradskih osnovnih škola, prosečne starosti 12,9 godina. Eksploratornom faktorskom analizom izdvojena su dva faktora koja zajedno objašnjavaju 46,32% ukupne varijanse. Prvi faktor, koji u objašnjenju ukupne varijanse učestvuje sa 38,47%, definisan je stavkama koje opisuju nemogućnost kontrole u upotrebi interneta i posledice koje nastaju kao rezultat prekomernog korišćenja interneta, dok drugi faktor, koji objašnjava 7,85% varijanse, čine stavke koje ukazuju na preokupaciju internetom, reakciju na deprivaciju i zamenu realnih socijalnih odnosa virtuelnim. Pouzdanost skale u celini, izražena Kronbahovim alfa koeficijentom interne konzistencije, iznosi 0,91. Visoki koeficijenti pouzdanosti zadržavaju se i na subskalama koje predstavljaju faktor, tako da koeficijent pouzdanosti za prvu skalu iznosi 0,87, a za drugu 0,85. Dobijeni nalazi diskutovani su u kontekstu eventualnih modifikacija instrumenta i komparirani sa rezultatima inostranih istraživačkih studija provere validnosti i pouzdanosti IAT na specifičnim nacionalnim uzorcima.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Factor structure of internet addiction test for students in senior grades of elementary school
T1  - Faktorska struktura testa internet-zavisnosti kod učenika starijih razreda osnovnih škola
EP  - 200
IS  - 2
SP  - 179
VL  - 12
DO  - 10.5937/specedreh12-3595
ER  - 

@article{
author = "Popović-Ćitić, Branislava and Marković, Marija",
year = "2013",
abstract = "One of the actual issues in the field of Internet use disorders is related to the validity and reliability of measurement instruments. The aim of this study was to examine, on non-clinical population of younger adolescents, the factor structure of the Internet Addiction Test - IAT, as one of the oldest and most widely used instruments in this field. The sample consisted of 814 Belgrade elementary school students, from fifth to eighth grade, with the average age of 12.9 years. Using exploratory factor analysis, two factors were extracted, together accounting for 46.32% of the total variance. The first factor, which accounted for 38.47% of the total variance, appeared to measure inability to control Internet use and consequences that arise as a result of excessive Internet use, while the second factor accounted for 7.85% of the variance and appeared to measure preoccupation to the Internet, responses to deprivation and replacement of real to virtual social relationships. The reliability of the whole scale, expressed by Cronbach alpha coefficient of internal consistency, was 0.91. High reliability coefficients are retained on the subscale that represent the factor, so coefficient of reliability for the first scale was 0.87, and 0.85 for the second. These findings were discussed in the context of possible modifications of the instrument and compared with the results of international research studies testing the validity and reliability of the IAT in specific national samples., Jedno od aktuelnih pitanja u oblasti proučavanja poremećaja upotrebe interneta odnosi se na validnost i relijabilnost mernih instrumenata. Cilj istraživanja je bio da se na nekliničkoj populaciji mlađih adolescenata ispita faktorska struktura Testa internet-zavisnosti (Internet Addiction Test - IAT), kao jednog od najstarijih i najkorišćenijih instrumenata u ovoj oblasti. Uzorak je činilo 814 učenika starijih razreda beogradskih osnovnih škola, prosečne starosti 12,9 godina. Eksploratornom faktorskom analizom izdvojena su dva faktora koja zajedno objašnjavaju 46,32% ukupne varijanse. Prvi faktor, koji u objašnjenju ukupne varijanse učestvuje sa 38,47%, definisan je stavkama koje opisuju nemogućnost kontrole u upotrebi interneta i posledice koje nastaju kao rezultat prekomernog korišćenja interneta, dok drugi faktor, koji objašnjava 7,85% varijanse, čine stavke koje ukazuju na preokupaciju internetom, reakciju na deprivaciju i zamenu realnih socijalnih odnosa virtuelnim. Pouzdanost skale u celini, izražena Kronbahovim alfa koeficijentom interne konzistencije, iznosi 0,91. Visoki koeficijenti pouzdanosti zadržavaju se i na subskalama koje predstavljaju faktor, tako da koeficijent pouzdanosti za prvu skalu iznosi 0,87, a za drugu 0,85. Dobijeni nalazi diskutovani su u kontekstu eventualnih modifikacija instrumenta i komparirani sa rezultatima inostranih istraživačkih studija provere validnosti i pouzdanosti IAT na specifičnim nacionalnim uzorcima.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Factor structure of internet addiction test for students in senior grades of elementary school, Faktorska struktura testa internet-zavisnosti kod učenika starijih razreda osnovnih škola",
pages = "200-179",
number = "2",
volume = "12",
doi = "10.5937/specedreh12-3595"
}

Popović-Ćitić, B.,& Marković, M.. (2013). Factor structure of internet addiction test for students in senior grades of elementary school. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 12(2), 179-200.
https://doi.org/10.5937/specedreh12-3595

Popović-Ćitić B, Marković M. Factor structure of internet addiction test for students in senior grades of elementary school. in Specijalna edukacija i rehabilitacija. 2013;12(2):179-200.
doi:10.5937/specedreh12-3595 .

Popović-Ćitić, Branislava, Marković, Marija, "Factor structure of internet addiction test for students in senior grades of elementary school" in Specijalna edukacija i rehabilitacija, 12, no. 2 (2013):179-200,
https://doi.org/10.5937/specedreh12-3595 . .