TY  - JOUR
AU  - Staša Lalatović
AU  - Maja Milovanović
AU  - Nadežda Krstić
UR  - https://reader.elsevier.com/reader/sd/pii/S1525505022003237?token=5D0FBDE6C3D43653AEE49DEB441C49D0E46C3FFAD8307F3A35E262CCAEB64D15C24BA4622C1A9699AD019811ADB10D67&originRegion=eu-west-1&originCreation=20220905065244
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4748
AB  - Objective: To explore the presence of felt and enacted stigma in people with epilepsy (PWE), members of a self-governing epilepsy organization and to evaluate the influence of both types of stigma on healthrelated quality of life (HRQoL) in PWE. Methods: Participants were 55 PWE (age range: 18–53 years), members of a non-governmental organization (further ‘‘NGO”). The sociodemographic and epilepsy-related variables were collected through structured interviews designed for the purpose of the study. Felt stigma was assessed with the Epilepsy Stigma Scale (ESS) and enacted stigma with the Questionnaire for episodes of discrimination against PWE. Quality of Life in Epilepsy Inventory (QOLIE-31) (Serbian version) was used for the evaluation of HRQoL. Results: The mean ESS score was 33.93 ± 14.50. Felt stigma was significantly associated with the male gender and the number of antiepileptic drugs (AEDs). Participants’ mean score on the Questionnaire for episodes of discrimination was 2.80 ± 2.78. Enacted stigma was significantly correlated with male gender and number of AEDs, as well as with older age/longer duration of the disorder. Felt stigma scores were positively correlated with enacted stigma scores (p < 0.001), but only felt stigma scores were negatively related to QOLIE-31 overall score (p = 0.01). The combination of AEDs, seizure frequency, and felt stigma best explained the HRQoL in PWE (p < 0.001). Conclusion: Felt and enacted stigma are moderately related, but only felt stigma appears to be a significant predictor of the deteriorating HRQoL in this sample. Interventions targeting felt stigma should be considered a part of comprehensive epilepsy care as well as educating the wider community about epilepsy.
PB  - Elsevier [Commercial Publisher]
T2  - Epilepsy & Behavior
T1  - Stigma and its association with health-related quality of life in adults with epilepsy | Elsevier Enhanced Reader
EP  - 108874
VL  - 135
DO  - https://doi.org/10.1016/j.yebeh.2022.108874
ER  - 

@article{
author = "Staša Lalatović and Maja Milovanović and Nadežda Krstić",
abstract = "Objective: To explore the presence of felt and enacted stigma in people with epilepsy (PWE), members of a self-governing epilepsy organization and to evaluate the influence of both types of stigma on healthrelated quality of life (HRQoL) in PWE. Methods: Participants were 55 PWE (age range: 18–53 years), members of a non-governmental organization (further ‘‘NGO”). The sociodemographic and epilepsy-related variables were collected through structured interviews designed for the purpose of the study. Felt stigma was assessed with the Epilepsy Stigma Scale (ESS) and enacted stigma with the Questionnaire for episodes of discrimination against PWE. Quality of Life in Epilepsy Inventory (QOLIE-31) (Serbian version) was used for the evaluation of HRQoL. Results: The mean ESS score was 33.93 ± 14.50. Felt stigma was significantly associated with the male gender and the number of antiepileptic drugs (AEDs). Participants’ mean score on the Questionnaire for episodes of discrimination was 2.80 ± 2.78. Enacted stigma was significantly correlated with male gender and number of AEDs, as well as with older age/longer duration of the disorder. Felt stigma scores were positively correlated with enacted stigma scores (p < 0.001), but only felt stigma scores were negatively related to QOLIE-31 overall score (p = 0.01). The combination of AEDs, seizure frequency, and felt stigma best explained the HRQoL in PWE (p < 0.001). Conclusion: Felt and enacted stigma are moderately related, but only felt stigma appears to be a significant predictor of the deteriorating HRQoL in this sample. Interventions targeting felt stigma should be considered a part of comprehensive epilepsy care as well as educating the wider community about epilepsy.",
publisher = "Elsevier [Commercial Publisher]",
journal = "Epilepsy & Behavior",
title = "Stigma and its association with health-related quality of life in adults with epilepsy | Elsevier Enhanced Reader",
pages = "108874",
volume = "135",
doi = "https://doi.org/10.1016/j.yebeh.2022.108874"
}

Staša Lalatović, Maja Milovanović,& Nadežda Krstić.Stigma and its association with health-related quality of life in adults with epilepsy | Elsevier Enhanced Reader. in Epilepsy & Behavior
Elsevier [Commercial Publisher]., 135.
https://doi.org/https://doi.org/10.1016/j.yebeh.2022.108874

Staša Lalatović, Maja Milovanović, Nadežda Krstić. Stigma and its association with health-related quality of life in adults with epilepsy | Elsevier Enhanced Reader. in Epilepsy & Behavior.135:null-108874.
doi:https://doi.org/10.1016/j.yebeh.2022.108874 .

Staša Lalatović, Maja Milovanović, Nadežda Krstić, "Stigma and its association with health-related quality of life in adults with epilepsy | Elsevier Enhanced Reader" in Epilepsy & Behavior, 135,
https://doi.org/https://doi.org/10.1016/j.yebeh.2022.108874 . .

TY  - JOUR
AU  - Žunić-Pavlović, Vesna
AU  - Milosavljević-Đukić, Ivana
AU  - Glumbić, Nenad
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3949
AB  - This article reports the results of the first study in Serbia on factors (child, family and case) for different exit types for children admitted to out-of-home care. Case files of 154 children admitted to the Shelter for Urgent Protection of Children from Abuse and Neglect over a 5-year period were analysed. After the shelter, less than a third of the children returned to their biological parents. The findings revealed that different constellations of child, family and case characteristics predict reunification and placement in a relative or foster family or in a group home. No significant predictors were noted for inadequate accommodation. The results of this study showed that although the patterns of reunification were very similar to those in other countries, there were differences that reflected the specifics of child welfare policy in Serbia.
PB  - Wiley
T2  - Child & Family Social Work
T1  - Predictors of reunification and other types of exit for maltreated children using shelter services in Serbia
IS  - n/a
VL  - n/a
DO  - 10.1111/cfs.12888
ER  - 

@article{
author = "Žunić-Pavlović, Vesna and Milosavljević-Đukić, Ivana and Glumbić, Nenad",
abstract = "This article reports the results of the first study in Serbia on factors (child, family and case) for different exit types for children admitted to out-of-home care. Case files of 154 children admitted to the Shelter for Urgent Protection of Children from Abuse and Neglect over a 5-year period were analysed. After the shelter, less than a third of the children returned to their biological parents. The findings revealed that different constellations of child, family and case characteristics predict reunification and placement in a relative or foster family or in a group home. No significant predictors were noted for inadequate accommodation. The results of this study showed that although the patterns of reunification were very similar to those in other countries, there were differences that reflected the specifics of child welfare policy in Serbia.",
publisher = "Wiley",
journal = "Child & Family Social Work",
title = "Predictors of reunification and other types of exit for maltreated children using shelter services in Serbia",
number = "n/a",
volume = "n/a",
doi = "10.1111/cfs.12888"
}

Žunić-Pavlović, V., Milosavljević-Đukić, I.,& Glumbić, N..Predictors of reunification and other types of exit for maltreated children using shelter services in Serbia. in Child & Family Social Work
Wiley., n/a(n/a).
https://doi.org/10.1111/cfs.12888

Žunić-Pavlović V, Milosavljević-Đukić I, Glumbić N. Predictors of reunification and other types of exit for maltreated children using shelter services in Serbia. in Child & Family Social Work.n/a(n/a).
doi:10.1111/cfs.12888 .

Žunić-Pavlović, Vesna, Milosavljević-Đukić, Ivana, Glumbić, Nenad, "Predictors of reunification and other types of exit for maltreated children using shelter services in Serbia" in Child & Family Social Work, n/a, no. n/a,
https://doi.org/10.1111/cfs.12888 . .

TY  - CONF
AU  - Đurić-Zdravković, Aleksandra
AU  - Japundža-Milisavljević, Mirjana
UR  - http://ikm.mk/ojs/index.php/KIJ/article/view/5498
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/3727
AB  - Abstract: Attention deficit / hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by impulsivity, hyperactivity, and attention problems. These symptoms significantly affect the school and social life of students with ADHD, causing very often reduced school achievement. The aim of this paper is to familiarize with specificities of schooling students with ADHD. A review of available and relevant literature was performed by searching electronic databases Google Scholar, Serbian Library Consortium for Coordinated Acquisition (KOBSON), HRČAK portal of Croatian scientific and professional journals that offer open access to their works, as well as available printed books. The search was done through the search engines ScienceDirect, Ebscohost, SpringerLink and WileyInterScience. Numerous abilities of students that are important for schooling are in deficit. The cognitive specificities of students with ADHD are most often related to mild deficits and learning difficulties (reading, writing, and math). Poorer quality of verbal working memory, later language adoption, less developed vocabulary, short-term maintenance of attention, tendency towards fast transition from one activity to another and distractibility are just some of the common features of cognition of students with ADHD. Problems in motor development are registered, as well as in conative abilities. Students with ADHD are at risk of academic and social failure, and during schooling they have significantly lower average value of school grades for theoretical subjects compared to peers of typical development. Adapting the school environment to these students can significantly help in execution of school tasks. It is important to establish predictable routines, clear rules and restrictions. There are more and more of these students who are educated in regular schools, so the current question is which type of education is more efficient in this case. The paper provides recommendations for adjustments in school work with students with ADHD. The most important thing is to emphasize the importance of achieving optimal results in the education of these students, which must include the support of special educators-oligophrenologists, because teachers from regular schools do not have knowledge about methods and modifications of work within this disorder.
C3  - Knowledge International Journal
T1  - Education of students with ADHD
EP  - 297
IS  - 2
SP  - 293
VL  - 48
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_3727
ER  - 

@conference{
author = "Đurić-Zdravković, Aleksandra and Japundža-Milisavljević, Mirjana",
abstract = "Abstract: Attention deficit / hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by impulsivity, hyperactivity, and attention problems. These symptoms significantly affect the school and social life of students with ADHD, causing very often reduced school achievement. The aim of this paper is to familiarize with specificities of schooling students with ADHD. A review of available and relevant literature was performed by searching electronic databases Google Scholar, Serbian Library Consortium for Coordinated Acquisition (KOBSON), HRČAK portal of Croatian scientific and professional journals that offer open access to their works, as well as available printed books. The search was done through the search engines ScienceDirect, Ebscohost, SpringerLink and WileyInterScience. Numerous abilities of students that are important for schooling are in deficit. The cognitive specificities of students with ADHD are most often related to mild deficits and learning difficulties (reading, writing, and math). Poorer quality of verbal working memory, later language adoption, less developed vocabulary, short-term maintenance of attention, tendency towards fast transition from one activity to another and distractibility are just some of the common features of cognition of students with ADHD. Problems in motor development are registered, as well as in conative abilities. Students with ADHD are at risk of academic and social failure, and during schooling they have significantly lower average value of school grades for theoretical subjects compared to peers of typical development. Adapting the school environment to these students can significantly help in execution of school tasks. It is important to establish predictable routines, clear rules and restrictions. There are more and more of these students who are educated in regular schools, so the current question is which type of education is more efficient in this case. The paper provides recommendations for adjustments in school work with students with ADHD. The most important thing is to emphasize the importance of achieving optimal results in the education of these students, which must include the support of special educators-oligophrenologists, because teachers from regular schools do not have knowledge about methods and modifications of work within this disorder.",
journal = "Knowledge International Journal",
title = "Education of students with ADHD",
pages = "297-293",
number = "2",
volume = "48",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_3727"
}

Đurić-Zdravković, A.,& Japundža-Milisavljević, M..Education of students with ADHD. in Knowledge International Journal, 48(2), 293-297.
https://hdl.handle.net/21.15107/rcub_rfasper_3727

Đurić-Zdravković A, Japundža-Milisavljević M. Education of students with ADHD. in Knowledge International Journal.48(2):293-297.
https://hdl.handle.net/21.15107/rcub_rfasper_3727 .

Đurić-Zdravković, Aleksandra, Japundža-Milisavljević, Mirjana, "Education of students with ADHD" in Knowledge International Journal, 48, no. 2:293-297,
https://hdl.handle.net/21.15107/rcub_rfasper_3727 .

TY  - CONF
AU  - Smiljanić, Lucija
AU  - Đurić-Zdravković, Aleksandra
AU  - Nestorović-Dvornjicki, Dragana
PY  - 2024-02
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5412
AB  - U razvojnom uzrastu, crtež je jedan od najboljih alata za objektivizaciju stepena
zrelosti deteta u psihomotoričkoj, kognitivnoj i emocionalnoj oblasti, a istovremeno
predstavlja važan komunikacioni instrument, kako u obrazovnom, tako i u terapijskom
smislu. Sazrevanje ekspresivnosti crteža proporcionalno je sazrevanju kognitivnih i
emocionalnih funkcija. Deca sa poremećajem iz spektra autizma (PSA) vrtićkog uzrasta
imaju niži kvalitet somatosenzorne percepcije, funkcije šake i motoričkog planiranja, a
utvrđeno je da su njihovi razvojni stadijumi crtanja usporeniji nego kod dece
neurotipičnog razvoja iste starosti.
Cilj ovog istraživanja odnosi se na analiziranje razlike u crtežima pet dečaka sa
PSA, imajući u vidu njihovu starost i vreme provedeno u okviru vrtićkog tretmana. U
vreme procene dečaci su imali od četiri do sedam godina. Dijagnoza ove dece potvrđena
je prema dijagnostičkim kriterijumima DSM-5.
Proces crtanja ocenjen je kroz polustrukturirano posmatranje u kome je od deteta
traženo da spontano crta, koristeći markere i list papira. Tokom procesa crtanja
razmartani su sledeći parametri: stav deteta tokom aktivnosti (kako je ta aktivnost
prihvaćena), kontakt očima tokom akcije (prisutan, diskontinuiran ili odsutan), upotreba
boje (da li dete ima tendenciju da koristi samo jednu ili nekoliko), prihvatanje
olovke/bojice/markera (funkcionalno, visoko u pesnicu ili između prstiju), prisustvo
interakcije sa ispitivačem tokom aktivnosti, posmatranje da li se crtež koristi na relacioni
način ili ne, trajanje crtanja i nivo pažnje, korišćenje prostora na papiru, forma i redosled
elemenata koji čine crtež, linija, oblik, proporcije i brisanja. Uzimajući u obzir navedene
parametre, pristupljeno je razumevanju različitih razvojnih koraka crteža, prema uzrastu,
uvek imajući na umu individualnost deteta i kontekst. Ocenjivanje crteža predstavljeno je
u okviru skale od pet tačaka: odbijanje crtanja ili izostanak produkcije; neuređeno,
nasumično škrabanje (uzrast od 2 do 3,6 godina); kontrolisano škrabanje (uzrast od 2 do
3,6 godina); imenovano škrabanje, sa pripisivanjem značenja (starost od 2 do 3,6 godina);
predšematski crtež (uzrast 3,7 do 6 godina) - namerni pokušaji da se predstavi stvarnost
čak i ako različiti elementi nisu dobro organizovani na papiru i, naposletku, šematski
(uzrast oko 7 godina) - crtež ima odgovarajuću formu tako da predstavlja objekat
stvarnosti i dobro je prepoznatljiv, a prostorno-vremenski parametri su postignuti.
U petočlanoj grupi dece jedan dečak odbija da crta, trojica dečaka su u fazama
škrabanja, a samo jedan je u predšematskoj fazi. Dečaci koji su duže bili obuhvaćeni
vrtićkim tretmanom pokazali su viši nivo crtanja u odnosu na dečake koji su svega
nekoliko meseci proveli u vrtiću. U radu su dalje razmatrane specifičnosti pojedinačnih
crteža ovih dečaka.
PB  - Društvo defektologa Srbije i Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Zbornik rezimea Dani defektologa Srbije 2024
T1  - Specifičnost crtanja kod dece s poremećajem iz spektra autizma vrtićkog uzrasta
EP  - 36
SP  - 36
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5412
ER  - 

@conference{
author = "Smiljanić, Lucija and Đurić-Zdravković, Aleksandra and Nestorović-Dvornjicki, Dragana",
year = "2024-02",
abstract = "U razvojnom uzrastu, crtež je jedan od najboljih alata za objektivizaciju stepena
zrelosti deteta u psihomotoričkoj, kognitivnoj i emocionalnoj oblasti, a istovremeno
predstavlja važan komunikacioni instrument, kako u obrazovnom, tako i u terapijskom
smislu. Sazrevanje ekspresivnosti crteža proporcionalno je sazrevanju kognitivnih i
emocionalnih funkcija. Deca sa poremećajem iz spektra autizma (PSA) vrtićkog uzrasta
imaju niži kvalitet somatosenzorne percepcije, funkcije šake i motoričkog planiranja, a
utvrđeno je da su njihovi razvojni stadijumi crtanja usporeniji nego kod dece
neurotipičnog razvoja iste starosti.
Cilj ovog istraživanja odnosi se na analiziranje razlike u crtežima pet dečaka sa
PSA, imajući u vidu njihovu starost i vreme provedeno u okviru vrtićkog tretmana. U
vreme procene dečaci su imali od četiri do sedam godina. Dijagnoza ove dece potvrđena
je prema dijagnostičkim kriterijumima DSM-5.
Proces crtanja ocenjen je kroz polustrukturirano posmatranje u kome je od deteta
traženo da spontano crta, koristeći markere i list papira. Tokom procesa crtanja
razmartani su sledeći parametri: stav deteta tokom aktivnosti (kako je ta aktivnost
prihvaćena), kontakt očima tokom akcije (prisutan, diskontinuiran ili odsutan), upotreba
boje (da li dete ima tendenciju da koristi samo jednu ili nekoliko), prihvatanje
olovke/bojice/markera (funkcionalno, visoko u pesnicu ili između prstiju), prisustvo
interakcije sa ispitivačem tokom aktivnosti, posmatranje da li se crtež koristi na relacioni
način ili ne, trajanje crtanja i nivo pažnje, korišćenje prostora na papiru, forma i redosled
elemenata koji čine crtež, linija, oblik, proporcije i brisanja. Uzimajući u obzir navedene
parametre, pristupljeno je razumevanju različitih razvojnih koraka crteža, prema uzrastu,
uvek imajući na umu individualnost deteta i kontekst. Ocenjivanje crteža predstavljeno je
u okviru skale od pet tačaka: odbijanje crtanja ili izostanak produkcije; neuređeno,
nasumično škrabanje (uzrast od 2 do 3,6 godina); kontrolisano škrabanje (uzrast od 2 do
3,6 godina); imenovano škrabanje, sa pripisivanjem značenja (starost od 2 do 3,6 godina);
predšematski crtež (uzrast 3,7 do 6 godina) - namerni pokušaji da se predstavi stvarnost
čak i ako različiti elementi nisu dobro organizovani na papiru i, naposletku, šematski
(uzrast oko 7 godina) - crtež ima odgovarajuću formu tako da predstavlja objekat
stvarnosti i dobro je prepoznatljiv, a prostorno-vremenski parametri su postignuti.
U petočlanoj grupi dece jedan dečak odbija da crta, trojica dečaka su u fazama
škrabanja, a samo jedan je u predšematskoj fazi. Dečaci koji su duže bili obuhvaćeni
vrtićkim tretmanom pokazali su viši nivo crtanja u odnosu na dečake koji su svega
nekoliko meseci proveli u vrtiću. U radu su dalje razmatrane specifičnosti pojedinačnih
crteža ovih dečaka.",
publisher = "Društvo defektologa Srbije i Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Zbornik rezimea Dani defektologa Srbije 2024",
title = "Specifičnost crtanja kod dece s poremećajem iz spektra autizma vrtićkog uzrasta",
pages = "36-36",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5412"
}

Smiljanić, L., Đurić-Zdravković, A.,& Nestorović-Dvornjicki, D.. (2024-02). Specifičnost crtanja kod dece s poremećajem iz spektra autizma vrtićkog uzrasta. in Zbornik rezimea Dani defektologa Srbije 2024
Društvo defektologa Srbije i Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 36-36.
https://hdl.handle.net/21.15107/rcub_rfasper_5412

Smiljanić L, Đurić-Zdravković A, Nestorović-Dvornjicki D. Specifičnost crtanja kod dece s poremećajem iz spektra autizma vrtićkog uzrasta. in Zbornik rezimea Dani defektologa Srbije 2024. 2024;:36-36.
https://hdl.handle.net/21.15107/rcub_rfasper_5412 .

Smiljanić, Lucija, Đurić-Zdravković, Aleksandra, Nestorović-Dvornjicki, Dragana, "Specifičnost crtanja kod dece s poremećajem iz spektra autizma vrtićkog uzrasta" in Zbornik rezimea Dani defektologa Srbije 2024 (2024-02):36-36,
https://hdl.handle.net/21.15107/rcub_rfasper_5412 .

TY  - CONF
AU  - Marinković, Tatjana
AU  - Bogićević, Žarko
AU  - Savić, Branko
AU  - Zahariev, Plamen
AU  - Murić, Milorad
AU  - Stankov, Slobodanka
AU  - Jordović-Pavlović, Miroslava
AU  - Diković, Ljubica
AU  - Marinković, Dragan
PY  - 2024-02
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5414
AB  - Here, we present results of student inernship mobility gained through implementation of web-based digital internship model suitable for the professional higher education studies (DIMPS). This model was developed and tested as a part of cooperative work between several professional higher education institutions from three  countries of the Balkan region: Serbia, Bulgaria and Greece. Our model of digital internship enables students to  gain real-world experience and skills in a remote online setting. Internship methodology integrated into DIMPS  platform permits achievement of both disciplinary and technical learning outcomes, as well as the academic-related  generic outcomes. We successfully applied this digital platform in the context of international virtual student  exchange between Balkan countries, demonstrating its flexibility and suitability for inclusive professional higher  education. Importantly, DIMPS platform may contribute to the promotion of the attractiveness of the study 
programs, thus growing the internationalization of the higher education in Balkans.
PB  - Conference of Academies for Applied Studies in Serbia (CAASS)  Bulevar Mihaila Pupina 2,, Novi Beograd, Serbia  https://www.caass.rs/   University Business Academy in Novi Sad  Faculty of Contemporary Arts, 12 Svetozara Miletića Street, Belgrade, Serbia www.fsu.edu.rs
C3  - "Challenges of Contemporary Higher Education" - CCHE 20224
T1  - Virtual student internship mobility - building of inclusive and international professional higher education in the countries of the balkan region
EP  - 136
SP  - 132
VL  - 1
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5414
ER  - 

@conference{
author = "Marinković, Tatjana and Bogićević, Žarko and Savić, Branko and Zahariev, Plamen and Murić, Milorad and Stankov, Slobodanka and Jordović-Pavlović, Miroslava and Diković, Ljubica and Marinković, Dragan",
year = "2024-02",
abstract = "Here, we present results of student inernship mobility gained through implementation of web-based digital internship model suitable for the professional higher education studies (DIMPS). This model was developed and tested as a part of cooperative work between several professional higher education institutions from three  countries of the Balkan region: Serbia, Bulgaria and Greece. Our model of digital internship enables students to  gain real-world experience and skills in a remote online setting. Internship methodology integrated into DIMPS  platform permits achievement of both disciplinary and technical learning outcomes, as well as the academic-related  generic outcomes. We successfully applied this digital platform in the context of international virtual student  exchange between Balkan countries, demonstrating its flexibility and suitability for inclusive professional higher  education. Importantly, DIMPS platform may contribute to the promotion of the attractiveness of the study 
programs, thus growing the internationalization of the higher education in Balkans.",
publisher = "Conference of Academies for Applied Studies in Serbia (CAASS)  Bulevar Mihaila Pupina 2,, Novi Beograd, Serbia  https://www.caass.rs/   University Business Academy in Novi Sad  Faculty of Contemporary Arts, 12 Svetozara Miletića Street, Belgrade, Serbia www.fsu.edu.rs",
journal = ""Challenges of Contemporary Higher Education" - CCHE 20224",
title = "Virtual student internship mobility - building of inclusive and international professional higher education in the countries of the balkan region",
pages = "136-132",
volume = "1",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5414"
}

Marinković, T., Bogićević, Ž., Savić, B., Zahariev, P., Murić, M., Stankov, S., Jordović-Pavlović, M., Diković, L.,& Marinković, D.. (2024-02). Virtual student internship mobility - building of inclusive and international professional higher education in the countries of the balkan region. in "Challenges of Contemporary Higher Education" - CCHE 20224
Conference of Academies for Applied Studies in Serbia (CAASS)  Bulevar Mihaila Pupina 2,, Novi Beograd, Serbia  https://www.caass.rs/   University Business Academy in Novi Sad  Faculty of Contemporary Arts, 12 Svetozara Miletića Street, Belgrade, Serbia www.fsu.edu.rs., 1, 132-136.
https://hdl.handle.net/21.15107/rcub_rfasper_5414

Marinković T, Bogićević Ž, Savić B, Zahariev P, Murić M, Stankov S, Jordović-Pavlović M, Diković L, Marinković D. Virtual student internship mobility - building of inclusive and international professional higher education in the countries of the balkan region. in "Challenges of Contemporary Higher Education" - CCHE 20224. 2024;1:132-136.
https://hdl.handle.net/21.15107/rcub_rfasper_5414 .

Marinković, Tatjana, Bogićević, Žarko, Savić, Branko, Zahariev, Plamen, Murić, Milorad, Stankov, Slobodanka, Jordović-Pavlović, Miroslava, Diković, Ljubica, Marinković, Dragan, "Virtual student internship mobility - building of inclusive and international professional higher education in the countries of the balkan region" in "Challenges of Contemporary Higher Education" - CCHE 20224, 1 (2024-02):132-136,
https://hdl.handle.net/21.15107/rcub_rfasper_5414 .

TY  - JOUR
AU  - Drljan, Bojana
AU  - Ječmenica, Nevena
AU  - Buha, Nataša
PY  - 2024
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5420
AB  - Theory of mind (ToM) refers to the complex cognitive ability allowing attribution of mental states to others and understanding that others may have different beliefs, intentions and desires which are different than our own. Developmental language disorder (DLD) is characterized by persistent deficits in the acquisition, comprehension, production or use of language. These children, in addition to language difficulties, may also have a spectrum of cognitive deficits. Research of ToM in DLD children started relatively recently, and the data so far have been quite inconsistent. The aim of our study is to compare ToM abilities and their developmental pattern between DLD and typically developing (TD) children, as well as to investigate potential differences between two main DLD subtypes (expressive and mixed) which differ dominantly regarding to the level of difficulties in language comprehension. The sample consisted of 119 participants aged between five to ten years, divided into two groups, 69 children with DLD and 50 TD children. Sally-Anne false belief task was used as a measure of ToM ability. The results indicate a significant developmental delay of ToM ability in children with DLD with no significant differences between the two DLD types. This indicates that children with DLD have significant difficulties in understanding that actions of others depend on their beliefs rather than simply the real situation itself, as well as that belief and reality often diverge. The results of the research are discussed from two aspects, by comparison with the results of other studies that investigated ToM in DLD children and through the prism of difficulties in social and academic functioning that these children may have. Practical implications are also given, as well as some of the specific techniques that can facilitate the ToM development in children with DLD within the school environment.
AB  - Теорија ума (ТУ) односи се на сложену социокогнитивну способност, која омогућава закључивање о сопственим менталним стањима, као и менталним стањима других људи. Она омогућава тумачење и предвиђање понашања других на основу разумевања њихових осећања, намера, жеља, ставова, веровања и знања, што имплицира да се веровања, намере и жеље могу разликовати од особе до особе (Preckel et al., 2018). ТУ се постепено развија током детињства, при чему је развој обележен неколиким кључним прекретницама. На раном предшколском узрасту деца почињу да овладавају способношћу заузимања перспективе, што им омогућава да разумеју да друге особе могу видети ствари другачије него они сами. Током раног школског узраста почињу да схватају концепт ума као активног тумача, овладавајући базичним разумевањем менталних процеса (на пример, Barquero et al., 2003). Значајна прекретница у развоју ТУ је разумевање лажних веровања, односно препознавање да веровања других људи могу бити другачија од стварности и различита код појединаца. Типично, до четврте године деца овладавају ТУ првог реда, разумевајући веровања као менталне ентитете одвојене од стварности (Poulin-Dubois, 2020). Око седме године обично овладавају ТУ другог реда, што им омогућава да размишљају о мисаоним процесима других (Miller, 2009). Однос између језика и ТУ током развоја указује на комплексну интеракцију когнитивних и језичких вештина. Сматра се да код деце типичног развоја (ТР) усмереност на намере других људи и интерперсонална преференција, које се јављају веома рано током развоја, претходе и поспешују језички развој (De Villiers, 2007). Узрочна веза између ТУ и језичких способности није у потпуности разјашњена, иако истраживања указују на то да, када је реч о разумевању веровања, развој језика ипак претходи развоју ТУ (на пример, De Villiers & Piers, 2002; Slade & Ruffman, 2005). Овај однос постаје посебно важан када је реч о популацији деце са развојним језичким поремећајем (РЈП), где тешкоће у изражавању или разумевању језика могу утицати на развој ТУ. Код деце са РЈП експресивног типа тешкоће у изражавању могу ометати овладавање вештинама разумевања менталних стања других. С друге стране, деца са РЈП мешовитог типа, који се манифестује тешкоћама у доменима и рецептивних и  експресивних језичких способности, могу имати додатне проблеме у разумевању социјалних интеракција и интерпретирању намера других. Стога је разумевање развоја ТУ кључно за свеобухватно сагледавање развојних изазова са којим се срећу деца са РЈП.Циљ овог истраживања је да се упореди ТУ и њен развојни ток између деце са РЈП и деце ТР, као и да се испитају потенцијалне разлике између два главна подтипа РЈП (експресивни и мешовити), који се разликују претежно по нивоу тешкоћа у разумевању језика. У ту сврху одабран је узорак од 119 испитаника узраста од пет до десет година, подељених у две групе, 69 деце са РЈП и 50 деце ТР. За процену ТУ коришћен је задатак лажног веровања „Сања и Ана” (енг. Sally-Anne test, Baron-Cohen et al., 1985). Резултати истраживања указују на то да деца са тешкоћама у језичком развоју постижу значајно нижи резултат на примењеном задатку у односу на децу ТР (F(1,115) =32,487, p=0,000, парцијални η2=0,22). Наредним анализама је утврђено да су ове разлике присутне и на предшколском и на основношколском узрасту, као и да не зависе од типа РЈП. Додатно, утврђено је да је код деце са РЈП присутно развојно кашњење од две године и више, имајући у виду да ова деца и на школском узрасту имају тешкоће у разумевању ТУ првог реда. Изостанак разлика у нивоу развијености ТУ између деце са различитим типовима РЈП указује на то да ниво језичког разумевања није пресудан чинилац у разумевању лажног веровања. Резултати нашег истраживања који указују на недовољно развијену ТУ код деце са РЈП, уз чињеницу да језичке тешкоће код ове деце могу перзистирати и на школском узрасту (нпр. Del Valle et al., 2018; Drljan & Vuković, 2019) и да често доводе до проблема у савладавању академских вештина (нпр. Harrison et al., 2009; Oliveira et al., 2021), указују на присуство двоструког ризика код ове популације – потенцијално лоша академска постигнућа и проблеми у вези са социјалном укључености у школском контексту. Овакав налаз имплицира потребу за применом додатних дидактичких метода у раду са овом децом које би олакшале савладавање градива и поспешиле формирање позитивних односа са вршњацима и наставницима, што је од посебног значаја имајући у виду да се током школског периода даљи језички развој одвија углавном кроз учење и интензивну комуникацију у школи.
PB  - Учитељски факултет Универзитета у Београду
T2  - Inovacije u nastavi
T1  - Theory of mind in children with developmental language disorder – developmental tendencies
T1  - Теорија ума деце са развојним језичким поремећајем –  развојне тенденције
EP  - 60
IS  - 1
SP  - 43
VL  - 37
DO  - https://doi.org/10.5937/inovacije2401043D
ER  - 

@article{
author = "Drljan, Bojana and Ječmenica, Nevena and Buha, Nataša",
year = "2024",
abstract = "Theory of mind (ToM) refers to the complex cognitive ability allowing attribution of mental states to others and understanding that others may have different beliefs, intentions and desires which are different than our own. Developmental language disorder (DLD) is characterized by persistent deficits in the acquisition, comprehension, production or use of language. These children, in addition to language difficulties, may also have a spectrum of cognitive deficits. Research of ToM in DLD children started relatively recently, and the data so far have been quite inconsistent. The aim of our study is to compare ToM abilities and their developmental pattern between DLD and typically developing (TD) children, as well as to investigate potential differences between two main DLD subtypes (expressive and mixed) which differ dominantly regarding to the level of difficulties in language comprehension. The sample consisted of 119 participants aged between five to ten years, divided into two groups, 69 children with DLD and 50 TD children. Sally-Anne false belief task was used as a measure of ToM ability. The results indicate a significant developmental delay of ToM ability in children with DLD with no significant differences between the two DLD types. This indicates that children with DLD have significant difficulties in understanding that actions of others depend on their beliefs rather than simply the real situation itself, as well as that belief and reality often diverge. The results of the research are discussed from two aspects, by comparison with the results of other studies that investigated ToM in DLD children and through the prism of difficulties in social and academic functioning that these children may have. Practical implications are also given, as well as some of the specific techniques that can facilitate the ToM development in children with DLD within the school environment., Теорија ума (ТУ) односи се на сложену социокогнитивну способност, која омогућава закључивање о сопственим менталним стањима, као и менталним стањима других људи. Она омогућава тумачење и предвиђање понашања других на основу разумевања њихових осећања, намера, жеља, ставова, веровања и знања, што имплицира да се веровања, намере и жеље могу разликовати од особе до особе (Preckel et al., 2018). ТУ се постепено развија током детињства, при чему је развој обележен неколиким кључним прекретницама. На раном предшколском узрасту деца почињу да овладавају способношћу заузимања перспективе, што им омогућава да разумеју да друге особе могу видети ствари другачије него они сами. Током раног школског узраста почињу да схватају концепт ума као активног тумача, овладавајући базичним разумевањем менталних процеса (на пример, Barquero et al., 2003). Значајна прекретница у развоју ТУ је разумевање лажних веровања, односно препознавање да веровања других људи могу бити другачија од стварности и различита код појединаца. Типично, до четврте године деца овладавају ТУ првог реда, разумевајући веровања као менталне ентитете одвојене од стварности (Poulin-Dubois, 2020). Око седме године обично овладавају ТУ другог реда, што им омогућава да размишљају о мисаоним процесима других (Miller, 2009). Однос између језика и ТУ током развоја указује на комплексну интеракцију когнитивних и језичких вештина. Сматра се да код деце типичног развоја (ТР) усмереност на намере других људи и интерперсонална преференција, које се јављају веома рано током развоја, претходе и поспешују језички развој (De Villiers, 2007). Узрочна веза између ТУ и језичких способности није у потпуности разјашњена, иако истраживања указују на то да, када је реч о разумевању веровања, развој језика ипак претходи развоју ТУ (на пример, De Villiers & Piers, 2002; Slade & Ruffman, 2005). Овај однос постаје посебно важан када је реч о популацији деце са развојним језичким поремећајем (РЈП), где тешкоће у изражавању или разумевању језика могу утицати на развој ТУ. Код деце са РЈП експресивног типа тешкоће у изражавању могу ометати овладавање вештинама разумевања менталних стања других. С друге стране, деца са РЈП мешовитог типа, који се манифестује тешкоћама у доменима и рецептивних и  експресивних језичких способности, могу имати додатне проблеме у разумевању социјалних интеракција и интерпретирању намера других. Стога је разумевање развоја ТУ кључно за свеобухватно сагледавање развојних изазова са којим се срећу деца са РЈП.Циљ овог истраживања је да се упореди ТУ и њен развојни ток између деце са РЈП и деце ТР, као и да се испитају потенцијалне разлике између два главна подтипа РЈП (експресивни и мешовити), који се разликују претежно по нивоу тешкоћа у разумевању језика. У ту сврху одабран је узорак од 119 испитаника узраста од пет до десет година, подељених у две групе, 69 деце са РЈП и 50 деце ТР. За процену ТУ коришћен је задатак лажног веровања „Сања и Ана” (енг. Sally-Anne test, Baron-Cohen et al., 1985). Резултати истраживања указују на то да деца са тешкоћама у језичком развоју постижу значајно нижи резултат на примењеном задатку у односу на децу ТР (F(1,115) =32,487, p=0,000, парцијални η2=0,22). Наредним анализама је утврђено да су ове разлике присутне и на предшколском и на основношколском узрасту, као и да не зависе од типа РЈП. Додатно, утврђено је да је код деце са РЈП присутно развојно кашњење од две године и више, имајући у виду да ова деца и на школском узрасту имају тешкоће у разумевању ТУ првог реда. Изостанак разлика у нивоу развијености ТУ између деце са различитим типовима РЈП указује на то да ниво језичког разумевања није пресудан чинилац у разумевању лажног веровања. Резултати нашег истраживања који указују на недовољно развијену ТУ код деце са РЈП, уз чињеницу да језичке тешкоће код ове деце могу перзистирати и на школском узрасту (нпр. Del Valle et al., 2018; Drljan & Vuković, 2019) и да често доводе до проблема у савладавању академских вештина (нпр. Harrison et al., 2009; Oliveira et al., 2021), указују на присуство двоструког ризика код ове популације – потенцијално лоша академска постигнућа и проблеми у вези са социјалном укључености у школском контексту. Овакав налаз имплицира потребу за применом додатних дидактичких метода у раду са овом децом које би олакшале савладавање градива и поспешиле формирање позитивних односа са вршњацима и наставницима, што је од посебног значаја имајући у виду да се током школског периода даљи језички развој одвија углавном кроз учење и интензивну комуникацију у школи.",
publisher = "Учитељски факултет Универзитета у Београду",
journal = "Inovacije u nastavi",
title = "Theory of mind in children with developmental language disorder – developmental tendencies, Теорија ума деце са развојним језичким поремећајем –  развојне тенденције",
pages = "60-43",
number = "1",
volume = "37",
doi = "https://doi.org/10.5937/inovacije2401043D"
}

Drljan, B., Ječmenica, N.,& Buha, N.. (2024). Theory of mind in children with developmental language disorder – developmental tendencies. in Inovacije u nastavi
Учитељски факултет Универзитета у Београду., 37(1), 43-60.
https://doi.org/https://doi.org/10.5937/inovacije2401043D

Drljan B, Ječmenica N, Buha N. Theory of mind in children with developmental language disorder – developmental tendencies. in Inovacije u nastavi. 2024;37(1):43-60.
doi:https://doi.org/10.5937/inovacije2401043D .

Drljan, Bojana, Ječmenica, Nevena, Buha, Nataša, "Theory of mind in children with developmental language disorder – developmental tendencies" in Inovacije u nastavi, 37, no. 1 (2024):43-60,
https://doi.org/https://doi.org/10.5937/inovacije2401043D . .

TY  - CONF
AU  - Šimpraga, Ljiljana
AU  - Potić, Srećko
AU  - Sretenović, Ivana
AU  - Ilić, Milan
PY  - 2024
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5419
AB  - The goal of the research was to determine the impact of disease activity on the quality of life in people with rheumatoid arthritis. The sample consisted of 60 subjects of both sexes with rheumatoid arthritis. To assess the quality of life, the Rheumatoid Arthritis Quality of Life (RAQoL) questionnaire was used, while disease activity was assessed using the Clinical Disease Activity Index (CDAI). The research results show that there is a connection between the activity of diseases and the quality of life in people with rheumatoid arthritis. The application of modern treatment protocols is important in the rehabilitation approach in order to reduce disease activity and the extent of expected damage due to arthritis, which directly affects the maintenance of the quality of life of the affected people.
PB  - Conference of Academies for Applied Studies in Serbia (CAASS)
PB  - University Business Academy in Novi Sad, Faculty of Contemporary Arts
C3  - International Multidisciplinary Conference "Challenges of Contemporary Higher Education" - CCHE 2024
T1  - The quality of life and disease activity in people with rheumatoid arthritis
EP  - 248
SP  - 242
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5419
ER  - 

@conference{
author = "Šimpraga, Ljiljana and Potić, Srećko and Sretenović, Ivana and Ilić, Milan",
year = "2024",
abstract = "The goal of the research was to determine the impact of disease activity on the quality of life in people with rheumatoid arthritis. The sample consisted of 60 subjects of both sexes with rheumatoid arthritis. To assess the quality of life, the Rheumatoid Arthritis Quality of Life (RAQoL) questionnaire was used, while disease activity was assessed using the Clinical Disease Activity Index (CDAI). The research results show that there is a connection between the activity of diseases and the quality of life in people with rheumatoid arthritis. The application of modern treatment protocols is important in the rehabilitation approach in order to reduce disease activity and the extent of expected damage due to arthritis, which directly affects the maintenance of the quality of life of the affected people.",
publisher = "Conference of Academies for Applied Studies in Serbia (CAASS), University Business Academy in Novi Sad, Faculty of Contemporary Arts",
journal = "International Multidisciplinary Conference "Challenges of Contemporary Higher Education" - CCHE 2024",
title = "The quality of life and disease activity in people with rheumatoid arthritis",
pages = "248-242",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5419"
}

Šimpraga, L., Potić, S., Sretenović, I.,& Ilić, M.. (2024). The quality of life and disease activity in people with rheumatoid arthritis. in International Multidisciplinary Conference "Challenges of Contemporary Higher Education" - CCHE 2024
Conference of Academies for Applied Studies in Serbia (CAASS)., 242-248.
https://hdl.handle.net/21.15107/rcub_rfasper_5419

Šimpraga L, Potić S, Sretenović I, Ilić M. The quality of life and disease activity in people with rheumatoid arthritis. in International Multidisciplinary Conference "Challenges of Contemporary Higher Education" - CCHE 2024. 2024;:242-248.
https://hdl.handle.net/21.15107/rcub_rfasper_5419 .

Šimpraga, Ljiljana, Potić, Srećko, Sretenović, Ivana, Ilić, Milan, "The quality of life and disease activity in people with rheumatoid arthritis" in International Multidisciplinary Conference "Challenges of Contemporary Higher Education" - CCHE 2024 (2024):242-248,
https://hdl.handle.net/21.15107/rcub_rfasper_5419 .

TY  - CONF
AU  - Bukvić Branković, Lidija
AU  - Popović-Ćitić, Branislava
AU  - Popović, Vesna
AU  - Bogićević, Dragana
PY  - 2024
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5411
AB  - Participativni pozorišni modeli, u literaturi često prepoznati pod terminom primenjeno pozorište, decenijama se aktivno koriste u osnaživanju različitih osetljivih
grupa i pokazuju svoje pozitivne efekte kako na same učesnike tako i na socijalnu sredinu
u kojoj se predstave stvaraju i izvode. Međutim, potencijali ovih modela nedovoljno su
istraženi u domenu rada na povezivanju i osnaživanju pripadnika raznovrsnih osetljivih
grupa na međunarodnom nivou. Sa ciljem izvođenja zaključaka o potencijalima
metodologije primenjenog pozorišta u kontekstu aktivnog uključivanja i osnaživanja
pripradnika osetljivih grupa kroz proces pripreme međunarodne inkluzivne pozorišne
predstave, pokrenut je, od strane CEPORA – Centra za pozitivan razvoj dece i omladine,
projekat „T.O.U.C.H - Theatre Outreach: Unravelling Connections in Humans“
(„Pozorište van pozorišta: Otkrivanje povezanosti među ljudima“), koji je podržan kroz
EU program Kreativna Evropa. U periodu od septembra 2022. godine do marta 2023.
godine okupljene su tri grupe učesnika – mladi bez roditeljskog staranja iz Srbije, osobe
sa invaliditetom iz Italije i mladi nezaposleni iz Hrvatske, a proces svake grupe vodio je
po jedan dramski pedagog. Svaki tim učestvovao je u 10 pripremnih radionica, nakon
čega su se okupili na intenzivnom osmodnevnom događaju u Vršcu. Kroz seriju od 28
sesija primenjenog pozorišta učesnici su istraživali teme percepcije sebe i drugih i barijere
sa kojima se pripadnici njihove grupe suočavaju. Predstava „(Ne)vidljivi“, nastala na
osnovu sadržaja koji su učesnici iznedrili, sastoji se iz kolaža od tri priče (prateći
specifične izazove tri ciljne grupe uključene u projekat) i prikazuje položaj pripadnika
ovih osetljivih grupa i prepreke sa kojima se suočavaju zbog prisustva predrasuda i
stereotipa u društvu. Sama predstava je interaktivnog karaktera, te nakon izvođenja sledi
diskusija između publike i glumaca koja simbolično omogućava rušenje barijera.
Predstava je izvedena 6 puta na 3 međunarodne turneje u Srbiji, Italiji i Hrvatskoj, kao i
u 31 školi u Beogradu, Palermu i Zagrebu, gde je svaka grupa radila na povezivanju
učesnika sa mladima iz svoje lokalne sredine. Rezultati evaluacije testiranja modela
potvrdili su pozitivne efekte metodologije primenjenog pozorišta na same učesnike, na
međusobno povezivanje i razumevanje učesnika iz sve tri zemlje, kao i na publiku koja je
prisustvovala izvođenjima.
PB  - Društvo defektologa Srbije
C3  - Dani defektologa Srbije, zbornik rezimea
T1  - Potencijali pozorišta za socijalno uključivanje osetljivih grupa: testiranje modela participativnog pozorišnog procesa u međunarodnom kontekstu
EP  - 182
SP  - 182
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5411
ER  - 

@conference{
author = "Bukvić Branković, Lidija and Popović-Ćitić, Branislava and Popović, Vesna and Bogićević, Dragana",
year = "2024",
abstract = "Participativni pozorišni modeli, u literaturi često prepoznati pod terminom primenjeno pozorište, decenijama se aktivno koriste u osnaživanju različitih osetljivih
grupa i pokazuju svoje pozitivne efekte kako na same učesnike tako i na socijalnu sredinu
u kojoj se predstave stvaraju i izvode. Međutim, potencijali ovih modela nedovoljno su
istraženi u domenu rada na povezivanju i osnaživanju pripadnika raznovrsnih osetljivih
grupa na međunarodnom nivou. Sa ciljem izvođenja zaključaka o potencijalima
metodologije primenjenog pozorišta u kontekstu aktivnog uključivanja i osnaživanja
pripradnika osetljivih grupa kroz proces pripreme međunarodne inkluzivne pozorišne
predstave, pokrenut je, od strane CEPORA – Centra za pozitivan razvoj dece i omladine,
projekat „T.O.U.C.H - Theatre Outreach: Unravelling Connections in Humans“
(„Pozorište van pozorišta: Otkrivanje povezanosti među ljudima“), koji je podržan kroz
EU program Kreativna Evropa. U periodu od septembra 2022. godine do marta 2023.
godine okupljene su tri grupe učesnika – mladi bez roditeljskog staranja iz Srbije, osobe
sa invaliditetom iz Italije i mladi nezaposleni iz Hrvatske, a proces svake grupe vodio je
po jedan dramski pedagog. Svaki tim učestvovao je u 10 pripremnih radionica, nakon
čega su se okupili na intenzivnom osmodnevnom događaju u Vršcu. Kroz seriju od 28
sesija primenjenog pozorišta učesnici su istraživali teme percepcije sebe i drugih i barijere
sa kojima se pripadnici njihove grupe suočavaju. Predstava „(Ne)vidljivi“, nastala na
osnovu sadržaja koji su učesnici iznedrili, sastoji se iz kolaža od tri priče (prateći
specifične izazove tri ciljne grupe uključene u projekat) i prikazuje položaj pripadnika
ovih osetljivih grupa i prepreke sa kojima se suočavaju zbog prisustva predrasuda i
stereotipa u društvu. Sama predstava je interaktivnog karaktera, te nakon izvođenja sledi
diskusija između publike i glumaca koja simbolično omogućava rušenje barijera.
Predstava je izvedena 6 puta na 3 međunarodne turneje u Srbiji, Italiji i Hrvatskoj, kao i
u 31 školi u Beogradu, Palermu i Zagrebu, gde je svaka grupa radila na povezivanju
učesnika sa mladima iz svoje lokalne sredine. Rezultati evaluacije testiranja modela
potvrdili su pozitivne efekte metodologije primenjenog pozorišta na same učesnike, na
međusobno povezivanje i razumevanje učesnika iz sve tri zemlje, kao i na publiku koja je
prisustvovala izvođenjima.",
publisher = "Društvo defektologa Srbije",
journal = "Dani defektologa Srbije, zbornik rezimea",
title = "Potencijali pozorišta za socijalno uključivanje osetljivih grupa: testiranje modela participativnog pozorišnog procesa u međunarodnom kontekstu",
pages = "182-182",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5411"
}

Bukvić Branković, L., Popović-Ćitić, B., Popović, V.,& Bogićević, D.. (2024). Potencijali pozorišta za socijalno uključivanje osetljivih grupa: testiranje modela participativnog pozorišnog procesa u međunarodnom kontekstu. in Dani defektologa Srbije, zbornik rezimea
Društvo defektologa Srbije., 182-182.
https://hdl.handle.net/21.15107/rcub_rfasper_5411

Bukvić Branković L, Popović-Ćitić B, Popović V, Bogićević D. Potencijali pozorišta za socijalno uključivanje osetljivih grupa: testiranje modela participativnog pozorišnog procesa u međunarodnom kontekstu. in Dani defektologa Srbije, zbornik rezimea. 2024;:182-182.
https://hdl.handle.net/21.15107/rcub_rfasper_5411 .

Bukvić Branković, Lidija, Popović-Ćitić, Branislava, Popović, Vesna, Bogićević, Dragana, "Potencijali pozorišta za socijalno uključivanje osetljivih grupa: testiranje modela participativnog pozorišnog procesa u međunarodnom kontekstu" in Dani defektologa Srbije, zbornik rezimea (2024):182-182,
https://hdl.handle.net/21.15107/rcub_rfasper_5411 .

TY  - CONF
AU  - Japundza-Milisavljevic, Mirjana
AU  - Milanović-Dobrota, Biljana
AU  - Buha, Nataša
PY  - 2024
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5413
AB  - Matematička kreativnost može da se odredi kao sposobnost da se matematički
zadatak analizira iz drugačije perspektive, da se identifikuju obrasci, razlike i sličnosti kako
bi se odabrale odgovarajuće strategije za njegovo rešavanje. S obzirom na važnost
kreativnog potencijala kod učenika sa teškoćama u mentalnom razvoju s jedne strane i
mogućnost razvoja te veštine s druge, pred defektologe se stavlja izazovan zadatak. U
procesu podučavanja matematike, posebno je bitno razvijati sposobnost fleksibilnosti
mišljenja kako bi učenici mogli da sagledaju matematički problem iz različitih uglova, što
je od posebnog značaja za efikasno rešavanje svakodnevnih životnih situacija. Da bi se
prepoznala, podsticala i razvijala kreativnost kod učenika sa teškoćama u mentalnom
razvoju neophodno je i da defektolog bude kreativan. Defektolozi s matematičkom
kreativnošću imaju tendenciju da koriste različite metode i pristupe tokom nastave, čime
prilagođavaju svoj pristup individualnim sposobnostima učenika što dovodi do
podsticanja kreativnosti, efikasnije nastave i boljeg razumevanja sadržaja matematike. Cilj
rada bio je utvrđivanje matematičke kreativnosti studenata studijskog programa
Specijalna edukacija i rehabilitacija osoba sa teškoćama u mentalnom razvoju. Istraživanje
je sprovedeno na prigodnom uzorku od ukupno 37 studenata starosne dobi od 22 do 28
godina (AS=22,81; SD=1,57). Primenjen je Upitnik samoprocene matematičke
kreativnosti koji se sastoji od 13 pitanja. Analizom dobijenih rezultata istraživanja uočava
se da 43,3% ispitanika pokazuje matematičku kreativnost, dok 56,7% ne pokazuje
matematički kreativno ponašanje. Posmatranjem pojedinačnih ajtema iz Upitnika
primećuje se najbolje postignuće na zadatku koji se odnosi na uočavanje matematičke
pravilnosti u okolini, dok su najlošija postignuća zabeležena na zadatku koji se odnosi na
smišljanje matematičkih simbola. Na osnovu dobijenih rezultata sugerišemo da se
studenti ohrabruju da primenjuju matematiku kako bi rešavali svakodnevne probleme
kao i da se insistira da matematičke sadržaje sagledaju kroz slike, pokret, grafikon ili
jednačinu. Predlažemo da se buduća istraživanja fokusiraju na detaljnom sagledavanju
složenosti matematičke kreativnosti kako bi se razumeli pojedinačni oblici opažajnih
matematičkih ponašanja.
PB  - Drustvo defektologa Srbije
C3  - Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem
T1  - Matematička kreativnost studenata Fakulteta za specijalnu edukaciju i rehabilitaciju
SP  - 173
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5413
ER  - 

@conference{
author = "Japundza-Milisavljevic, Mirjana and Milanović-Dobrota, Biljana and Buha, Nataša",
year = "2024",
abstract = "Matematička kreativnost može da se odredi kao sposobnost da se matematički
zadatak analizira iz drugačije perspektive, da se identifikuju obrasci, razlike i sličnosti kako
bi se odabrale odgovarajuće strategije za njegovo rešavanje. S obzirom na važnost
kreativnog potencijala kod učenika sa teškoćama u mentalnom razvoju s jedne strane i
mogućnost razvoja te veštine s druge, pred defektologe se stavlja izazovan zadatak. U
procesu podučavanja matematike, posebno je bitno razvijati sposobnost fleksibilnosti
mišljenja kako bi učenici mogli da sagledaju matematički problem iz različitih uglova, što
je od posebnog značaja za efikasno rešavanje svakodnevnih životnih situacija. Da bi se
prepoznala, podsticala i razvijala kreativnost kod učenika sa teškoćama u mentalnom
razvoju neophodno je i da defektolog bude kreativan. Defektolozi s matematičkom
kreativnošću imaju tendenciju da koriste različite metode i pristupe tokom nastave, čime
prilagođavaju svoj pristup individualnim sposobnostima učenika što dovodi do
podsticanja kreativnosti, efikasnije nastave i boljeg razumevanja sadržaja matematike. Cilj
rada bio je utvrđivanje matematičke kreativnosti studenata studijskog programa
Specijalna edukacija i rehabilitacija osoba sa teškoćama u mentalnom razvoju. Istraživanje
je sprovedeno na prigodnom uzorku od ukupno 37 studenata starosne dobi od 22 do 28
godina (AS=22,81; SD=1,57). Primenjen je Upitnik samoprocene matematičke
kreativnosti koji se sastoji od 13 pitanja. Analizom dobijenih rezultata istraživanja uočava
se da 43,3% ispitanika pokazuje matematičku kreativnost, dok 56,7% ne pokazuje
matematički kreativno ponašanje. Posmatranjem pojedinačnih ajtema iz Upitnika
primećuje se najbolje postignuće na zadatku koji se odnosi na uočavanje matematičke
pravilnosti u okolini, dok su najlošija postignuća zabeležena na zadatku koji se odnosi na
smišljanje matematičkih simbola. Na osnovu dobijenih rezultata sugerišemo da se
studenti ohrabruju da primenjuju matematiku kako bi rešavali svakodnevne probleme
kao i da se insistira da matematičke sadržaje sagledaju kroz slike, pokret, grafikon ili
jednačinu. Predlažemo da se buduća istraživanja fokusiraju na detaljnom sagledavanju
složenosti matematičke kreativnosti kako bi se razumeli pojedinačni oblici opažajnih
matematičkih ponašanja.",
publisher = "Drustvo defektologa Srbije",
journal = "Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem",
title = "Matematička kreativnost studenata Fakulteta za specijalnu edukaciju i rehabilitaciju",
pages = "173",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5413"
}

Japundza-Milisavljevic, M., Milanović-Dobrota, B.,& Buha, N.. (2024). Matematička kreativnost studenata Fakulteta za specijalnu edukaciju i rehabilitaciju. in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem
Drustvo defektologa Srbije., 173.
https://hdl.handle.net/21.15107/rcub_rfasper_5413

Japundza-Milisavljevic M, Milanović-Dobrota B, Buha N. Matematička kreativnost studenata Fakulteta za specijalnu edukaciju i rehabilitaciju. in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem. 2024;:173.
https://hdl.handle.net/21.15107/rcub_rfasper_5413 .

Japundza-Milisavljevic, Mirjana, Milanović-Dobrota, Biljana, Buha, Nataša, "Matematička kreativnost studenata Fakulteta za specijalnu edukaciju i rehabilitaciju" in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem (2024):173,
https://hdl.handle.net/21.15107/rcub_rfasper_5413 .

TY  - JOUR
AU  - Đorđević, Jelena
AU  - Pavlović, Aleksandra
AU  - Mihajlović, Goran
AU  - Hinić, Darko
AU  - Vojvodić, Jovana
AU  - Živanović, Marko
AU  - Pavlović, Dragan
PY  - 2024
UR  - https://doiserbia.nb.rs/Article.aspx?ID=0048-57052400006D
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5410
AB  - Theory of Mind (ToM) is a social-cognitive ability to understand the mental states of others. ToM functions are compromised in the case of mental disorders characterized by cognitive impairments. The Faux Pas Recognition test (FPRT) is considered a good measure of verbal aspects of ToM as it measures social adaptation through the adequate interpretation of potentially sensitive and awkward social situations. However, data on FPRT psychometric properties is somewhat limited. The aim of the present study is the psychometric evaluation of the FPRT in Serbian population. The adapted version in Serbian has been administered to 268 healthy participants, 30 patients with schizophrenia and 31 with bipolar affective disorder. The results show a high internal consistencies of Faux Pas stories (α = .954), Control stories (α = .929) and overall test (α = .936). Both Horn’s parallel analysis and confirmatory factor analysis indicated that a single-factor solution is optimal, supporting the premise of a general ToM ability underlying performance across test. The Faux Pas test showed good discriminative power in differentiation between individuals from healthy and clinical populations making it a useful clinical instrument.
PB  - Serbian Psychological Society
T2  - Psihologija
T2  - Psihologija
T1  - Assessing theory of mind abilities in schizophrenia and bipolar disorder: A psychometric study of the Faux Pas Recognition test in Serbian
EP  - 6
IS  - 00
SP  - 6
DO  - https://doi.org/10.2298/PSI220824006D
DO  - https://doi.org/10.2298/PSI220824006D
ER  - 

@article{
author = "Đorđević, Jelena and Pavlović, Aleksandra and Mihajlović, Goran and Hinić, Darko and Vojvodić, Jovana and Živanović, Marko and Pavlović, Dragan",
year = "2024",
abstract = "Theory of Mind (ToM) is a social-cognitive ability to understand the mental states of others. ToM functions are compromised in the case of mental disorders characterized by cognitive impairments. The Faux Pas Recognition test (FPRT) is considered a good measure of verbal aspects of ToM as it measures social adaptation through the adequate interpretation of potentially sensitive and awkward social situations. However, data on FPRT psychometric properties is somewhat limited. The aim of the present study is the psychometric evaluation of the FPRT in Serbian population. The adapted version in Serbian has been administered to 268 healthy participants, 30 patients with schizophrenia and 31 with bipolar affective disorder. The results show a high internal consistencies of Faux Pas stories (α = .954), Control stories (α = .929) and overall test (α = .936). Both Horn’s parallel analysis and confirmatory factor analysis indicated that a single-factor solution is optimal, supporting the premise of a general ToM ability underlying performance across test. The Faux Pas test showed good discriminative power in differentiation between individuals from healthy and clinical populations making it a useful clinical instrument.",
publisher = "Serbian Psychological Society",
journal = "Psihologija, Psihologija",
title = "Assessing theory of mind abilities in schizophrenia and bipolar disorder: A psychometric study of the Faux Pas Recognition test in Serbian",
pages = "6-6",
number = "00",
doi = "https://doi.org/10.2298/PSI220824006D, https://doi.org/10.2298/PSI220824006D"
}

Đorđević, J., Pavlović, A., Mihajlović, G., Hinić, D., Vojvodić, J., Živanović, M.,& Pavlović, D.. (2024). Assessing theory of mind abilities in schizophrenia and bipolar disorder: A psychometric study of the Faux Pas Recognition test in Serbian. in Psihologija
Serbian Psychological Society.(00), 6-6.
https://doi.org/https://doi.org/10.2298/PSI220824006D

Đorđević J, Pavlović A, Mihajlović G, Hinić D, Vojvodić J, Živanović M, Pavlović D. Assessing theory of mind abilities in schizophrenia and bipolar disorder: A psychometric study of the Faux Pas Recognition test in Serbian. in Psihologija. 2024;(00):6-6.
doi:https://doi.org/10.2298/PSI220824006D .

Đorđević, Jelena, Pavlović, Aleksandra, Mihajlović, Goran, Hinić, Darko, Vojvodić, Jovana, Živanović, Marko, Pavlović, Dragan, "Assessing theory of mind abilities in schizophrenia and bipolar disorder: A psychometric study of the Faux Pas Recognition test in Serbian" in Psihologija, no. 00 (2024):6-6,
https://doi.org/https://doi.org/10.2298/PSI220824006D . .

TY  - JOUR
AU  - Mijajlovic, Milija
AU  - Bozovic, Ivo
AU  - Pavlović, Aleksandra
AU  - Rakocevic-Stojanovic, Vidosava
AU  - Gluscevic, Sanja
AU  - Stojanovic, Amalija
AU  - Basta, Ivana
AU  - Meola, Giovanni
AU  - Peric, Stojan
PY  - 2024
UR  - https://www.sciencedirect.com/science/article/pii/S2405844024028871
UR  - internal-pdf://2340/S2405844024028871.html
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5409
AB  - IntroductionMyotonic dystrophy type 1 (DM1) and 2 (DM2) are genetically determined progressive muscular disorders with multisystemic affection, including brain involvement. Transcranial sonography (TCS) is a reliable diagnostic tool for the investigation of deep brain structures. We sought to evaluate TCS findings in genetically confirmed DM1 and DM2 patients, and further correlate these results with patients’ clinical features.MethodsThis cross-sectional study included 163 patients (102 DM1, 61 DM2). Echogenicity of the brainstem raphe (BR) and substantia nigra (SN) as well as the diameter of the third ventricle (DTV) were assessed by TCS. Patients were evaluated using the Hamilton Depression Rating Scale, Fatigue Severity Scale and Daytime Sleepiness Scale.ResultsSN hyperechogenicity was observed in 40% of DM1 and 34% of DM2 patients. SN hypoechogenicity was detected in 17% of DM1 and 7% of DM2 patients. BR hypoechogenicity was found in 36% of DM1 and 47% of DM2 subjects. Enlarged DTV was noted in 19% of DM1 and 15% of DM2 patients. Older, weaker, depressive, and fatigued DM1 patients were more likely to have BR hypoechogenicity (p < 0.05). DTV correlated with age and disease duration in DM1 (p < 0.01). In DM2 patients SN hyperechogenicity correlated with fatigue. Excessive daytime sleepiness was associated with hypoechogenic BR (p < 0.05) and enlarged DVT (p < 0.01) in DM2 patients.ConclusionsTCS is an easy applicable and sensitive neuroimaging technique that could offer new information regarding several brainstem structures in DM1 and DM2. This may lead to better understanding of the pathogenesis of the brain involvement in DM with possible clinical implications.
PB  - Elsevier
T2  - Heliyon
T2  - HeliyonHeliyon
T1  - Transcranial brain parenchyma sonographic findings in patients with myotonic dystrophy type 1 and 2
IS  - 5
SP  - e26856
VL  - 10
DO  - 10.1016/j.heliyon.2024.e26856
ER  - 

@article{
author = "Mijajlovic, Milija and Bozovic, Ivo and Pavlović, Aleksandra and Rakocevic-Stojanovic, Vidosava and Gluscevic, Sanja and Stojanovic, Amalija and Basta, Ivana and Meola, Giovanni and Peric, Stojan",
year = "2024",
abstract = "IntroductionMyotonic dystrophy type 1 (DM1) and 2 (DM2) are genetically determined progressive muscular disorders with multisystemic affection, including brain involvement. Transcranial sonography (TCS) is a reliable diagnostic tool for the investigation of deep brain structures. We sought to evaluate TCS findings in genetically confirmed DM1 and DM2 patients, and further correlate these results with patients’ clinical features.MethodsThis cross-sectional study included 163 patients (102 DM1, 61 DM2). Echogenicity of the brainstem raphe (BR) and substantia nigra (SN) as well as the diameter of the third ventricle (DTV) were assessed by TCS. Patients were evaluated using the Hamilton Depression Rating Scale, Fatigue Severity Scale and Daytime Sleepiness Scale.ResultsSN hyperechogenicity was observed in 40% of DM1 and 34% of DM2 patients. SN hypoechogenicity was detected in 17% of DM1 and 7% of DM2 patients. BR hypoechogenicity was found in 36% of DM1 and 47% of DM2 subjects. Enlarged DTV was noted in 19% of DM1 and 15% of DM2 patients. Older, weaker, depressive, and fatigued DM1 patients were more likely to have BR hypoechogenicity (p < 0.05). DTV correlated with age and disease duration in DM1 (p < 0.01). In DM2 patients SN hyperechogenicity correlated with fatigue. Excessive daytime sleepiness was associated with hypoechogenic BR (p < 0.05) and enlarged DVT (p < 0.01) in DM2 patients.ConclusionsTCS is an easy applicable and sensitive neuroimaging technique that could offer new information regarding several brainstem structures in DM1 and DM2. This may lead to better understanding of the pathogenesis of the brain involvement in DM with possible clinical implications.",
publisher = "Elsevier",
journal = "Heliyon, HeliyonHeliyon",
title = "Transcranial brain parenchyma sonographic findings in patients with myotonic dystrophy type 1 and 2",
number = "5",
pages = "e26856",
volume = "10",
doi = "10.1016/j.heliyon.2024.e26856"
}

Mijajlovic, M., Bozovic, I., Pavlović, A., Rakocevic-Stojanovic, V., Gluscevic, S., Stojanovic, A., Basta, I., Meola, G.,& Peric, S.. (2024). Transcranial brain parenchyma sonographic findings in patients with myotonic dystrophy type 1 and 2. in Heliyon
Elsevier., 10(5), e26856.
https://doi.org/10.1016/j.heliyon.2024.e26856

Mijajlovic M, Bozovic I, Pavlović A, Rakocevic-Stojanovic V, Gluscevic S, Stojanovic A, Basta I, Meola G, Peric S. Transcranial brain parenchyma sonographic findings in patients with myotonic dystrophy type 1 and 2. in Heliyon. 2024;10(5):e26856.
doi:10.1016/j.heliyon.2024.e26856 .

Mijajlovic, Milija, Bozovic, Ivo, Pavlović, Aleksandra, Rakocevic-Stojanovic, Vidosava, Gluscevic, Sanja, Stojanovic, Amalija, Basta, Ivana, Meola, Giovanni, Peric, Stojan, "Transcranial brain parenchyma sonographic findings in patients with myotonic dystrophy type 1 and 2" in Heliyon, 10, no. 5 (2024):e26856,
https://doi.org/10.1016/j.heliyon.2024.e26856 . .

TY  - JOUR
AU  - Wardlaw, Joanna M
AU  - Chabriat, Hugues
AU  - de Leeuw, Frank-Erik
AU  - Debette, Stéphanie
AU  - Dichgans, Martin
AU  - Doubal, Fergus
AU  - Jokinen, Hanna
AU  - Katsanos, Aristeidis H
AU  - Ornello, Raffaele
AU  - Pantoni, Leonardo
AU  - Pasi, Marco
AU  - Pavlović, Aleksandra
AU  - Rudilosso, Salvatore
AU  - Schmidt, Reinhold
AU  - Staals, Julie
AU  - Taylor-Rowan, Martin
AU  - Hussain, Salman
AU  - Lindgren, Arne G
PY  - 2024
UR  - https://doi.org/10.1177/23969873231219416
UR  - internal-pdf://2338/Wardlaw et al. - 2024 - European stroke organisation (ESO) guideline on ce.pdf
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5408
AB  - A quarter of ischaemic strokes are lacunar subtype, typically neurologically mild, usually resulting from intrinsic cerebral small vessel pathology, with risk factor profiles and outcome rates differing from other stroke subtypes. This European Stroke Organisation (ESO) guideline provides evidence-based recommendations to assist with clinical decisions about management of lacunar ischaemic stroke to prevent adverse clinical outcomes. The guideline was developed according to ESO standard operating procedures and Grading of Recommendations, Assessment, Development, and Evaluation (GRADE) methodology. We addressed acute treatment (including progressive lacunar stroke) and secondary prevention in lacunar ischaemic stroke, and prioritised the interventions of thrombolysis, antiplatelet drugs, blood pressure lowering, lipid lowering, lifestyle, and other interventions and their potential effects on the clinical outcomes recurrent stroke, dependency, major adverse cardiovascular events, death, cognitive decline, mobility, gait, or mood disorders. We systematically reviewed the literature, assessed the evidence and where feasible formulated evidence-based recommendations, and expert concensus statements. We found little direct evidence, mostly of low quality. We recommend that patients with suspected acute lacunar ischaemic stroke receive intravenous alteplase, antiplatelet drugs and avoid blood pressure lowering according to current acute ischaemic stroke guidelines. For secondary prevention, we recommend single antiplatelet treatment long-term, blood pressure control, and lipid lowering according to current guidelines. We recommend smoking cessation, regular exercise, other healthy lifestyle modifications, and avoid obesity for general health benefits. We cannot make any recommendation concerning progressive stroke or other drugs. Large randomised controlled trials with clinically important endpoints, including cognitive endpoints, are a priority for lacunar ischaemic stroke.
PB  - Sage
T2  - European Stroke Journal
T2  - European Stroke Journal
T1  - European stroke organisation (ESO) guideline on cerebral small vessel disease, part 2, lacunar ischaemic stroke
SP  - 23969873231219416
DO  - 10.1177/23969873231219416
ER  - 

@article{
author = "Wardlaw, Joanna M and Chabriat, Hugues and de Leeuw, Frank-Erik and Debette, Stéphanie and Dichgans, Martin and Doubal, Fergus and Jokinen, Hanna and Katsanos, Aristeidis H and Ornello, Raffaele and Pantoni, Leonardo and Pasi, Marco and Pavlović, Aleksandra and Rudilosso, Salvatore and Schmidt, Reinhold and Staals, Julie and Taylor-Rowan, Martin and Hussain, Salman and Lindgren, Arne G",
year = "2024",
abstract = "A quarter of ischaemic strokes are lacunar subtype, typically neurologically mild, usually resulting from intrinsic cerebral small vessel pathology, with risk factor profiles and outcome rates differing from other stroke subtypes. This European Stroke Organisation (ESO) guideline provides evidence-based recommendations to assist with clinical decisions about management of lacunar ischaemic stroke to prevent adverse clinical outcomes. The guideline was developed according to ESO standard operating procedures and Grading of Recommendations, Assessment, Development, and Evaluation (GRADE) methodology. We addressed acute treatment (including progressive lacunar stroke) and secondary prevention in lacunar ischaemic stroke, and prioritised the interventions of thrombolysis, antiplatelet drugs, blood pressure lowering, lipid lowering, lifestyle, and other interventions and their potential effects on the clinical outcomes recurrent stroke, dependency, major adverse cardiovascular events, death, cognitive decline, mobility, gait, or mood disorders. We systematically reviewed the literature, assessed the evidence and where feasible formulated evidence-based recommendations, and expert concensus statements. We found little direct evidence, mostly of low quality. We recommend that patients with suspected acute lacunar ischaemic stroke receive intravenous alteplase, antiplatelet drugs and avoid blood pressure lowering according to current acute ischaemic stroke guidelines. For secondary prevention, we recommend single antiplatelet treatment long-term, blood pressure control, and lipid lowering according to current guidelines. We recommend smoking cessation, regular exercise, other healthy lifestyle modifications, and avoid obesity for general health benefits. We cannot make any recommendation concerning progressive stroke or other drugs. Large randomised controlled trials with clinically important endpoints, including cognitive endpoints, are a priority for lacunar ischaemic stroke.",
publisher = "Sage",
journal = "European Stroke Journal, European Stroke Journal",
title = "European stroke organisation (ESO) guideline on cerebral small vessel disease, part 2, lacunar ischaemic stroke",
pages = "23969873231219416",
doi = "10.1177/23969873231219416"
}

Wardlaw, J. M., Chabriat, H., de Leeuw, F., Debette, S., Dichgans, M., Doubal, F., Jokinen, H., Katsanos, A. H., Ornello, R., Pantoni, L., Pasi, M., Pavlović, A., Rudilosso, S., Schmidt, R., Staals, J., Taylor-Rowan, M., Hussain, S.,& Lindgren, A. G.. (2024). European stroke organisation (ESO) guideline on cerebral small vessel disease, part 2, lacunar ischaemic stroke. in European Stroke Journal
Sage., 23969873231219416.
https://doi.org/10.1177/23969873231219416

Wardlaw JM, Chabriat H, de Leeuw F, Debette S, Dichgans M, Doubal F, Jokinen H, Katsanos AH, Ornello R, Pantoni L, Pasi M, Pavlović A, Rudilosso S, Schmidt R, Staals J, Taylor-Rowan M, Hussain S, Lindgren AG. European stroke organisation (ESO) guideline on cerebral small vessel disease, part 2, lacunar ischaemic stroke. in European Stroke Journal. 2024;:23969873231219416.
doi:10.1177/23969873231219416 .

Wardlaw, Joanna M, Chabriat, Hugues, de Leeuw, Frank-Erik, Debette, Stéphanie, Dichgans, Martin, Doubal, Fergus, Jokinen, Hanna, Katsanos, Aristeidis H, Ornello, Raffaele, Pantoni, Leonardo, Pasi, Marco, Pavlović, Aleksandra, Rudilosso, Salvatore, Schmidt, Reinhold, Staals, Julie, Taylor-Rowan, Martin, Hussain, Salman, Lindgren, Arne G, "European stroke organisation (ESO) guideline on cerebral small vessel disease, part 2, lacunar ischaemic stroke" in European Stroke Journal (2024):23969873231219416,
https://doi.org/10.1177/23969873231219416 . .

TY  - JOUR
AU  - Vuković, Mile
AU  - Paunović, Verica
AU  - Petrović-Lazić, Mirjana
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5422
AB  - Parkinsonova bolest je progresivno neurodegenerativno
oboljenje, koje se primarno manifestuje oštećenjem motorike
i govora. Iako poremećaji glasa karakterišu govor osoba s
Parkinsonovom bolešću, oni još nisu dovoljno razjašnjeni s
kliničkog aspekta. S obzirom na to, cilj ovog rada bio je da
se na osnovu pregleda dostupne literature prikažu
karakteristike glasa kod Parkinsonove bolesti, kao i metode
procene i tretmana. Pretraga relevantne literature izvršena je
na osnovu baza naučnoistraživačkih radova PubMed,
KoBSON, Science Direct, Google Scolar, kao i radova
dostupnih u papirnoj verziji. Analizirani su radovi objavljeni
od 2000. godine do danas posvećeni poremećajima glasa kod
osoba s Parkinsonovom bolešću. Rezultati pokazuju da se
poremećaji glasa javljaju u okviru kliničke slike
Parkinsonove bolesti i da simptomi progrediraju s
napredovanjem bolesti. Osnovne karakteristike glasa jesu
monotonost, hipofoničnost i hrapavost. Zbog velikog uticaja
poremećaja glasa na razumljivost govora, u tretmanu ovih
pacijenata koriste se različite metode govorne terapije. Li
Silvermanov metod je najpoznatiji i najefikasniji metod
rehabilitacije fonacije i respiracije kod osoba s
Parkinsonovom bolešću. Pregledom i analizom dostupne
literature evidentno je da su poremećaji glasa jedan od
značajnih simptoma ove bolesti, te da su logopedska procena
i tretman glasa bitni elementi rehabilitacije ovih osoba.
PB  - Srpsko lekarsko društvo
T2  - Medicinski časopis
T1  - Poremećaji glasa kod osoba sa Parkinsonovom bolesšću
DO  - doi: 10.5937/mckg57-49190
ER  - 

@article{
author = "Vuković, Mile and Paunović, Verica and Petrović-Lazić, Mirjana",
year = "2023",
abstract = "Parkinsonova bolest je progresivno neurodegenerativno
oboljenje, koje se primarno manifestuje oštećenjem motorike
i govora. Iako poremećaji glasa karakterišu govor osoba s
Parkinsonovom bolešću, oni još nisu dovoljno razjašnjeni s
kliničkog aspekta. S obzirom na to, cilj ovog rada bio je da
se na osnovu pregleda dostupne literature prikažu
karakteristike glasa kod Parkinsonove bolesti, kao i metode
procene i tretmana. Pretraga relevantne literature izvršena je
na osnovu baza naučnoistraživačkih radova PubMed,
KoBSON, Science Direct, Google Scolar, kao i radova
dostupnih u papirnoj verziji. Analizirani su radovi objavljeni
od 2000. godine do danas posvećeni poremećajima glasa kod
osoba s Parkinsonovom bolešću. Rezultati pokazuju da se
poremećaji glasa javljaju u okviru kliničke slike
Parkinsonove bolesti i da simptomi progrediraju s
napredovanjem bolesti. Osnovne karakteristike glasa jesu
monotonost, hipofoničnost i hrapavost. Zbog velikog uticaja
poremećaja glasa na razumljivost govora, u tretmanu ovih
pacijenata koriste se različite metode govorne terapije. Li
Silvermanov metod je najpoznatiji i najefikasniji metod
rehabilitacije fonacije i respiracije kod osoba s
Parkinsonovom bolešću. Pregledom i analizom dostupne
literature evidentno je da su poremećaji glasa jedan od
značajnih simptoma ove bolesti, te da su logopedska procena
i tretman glasa bitni elementi rehabilitacije ovih osoba.",
publisher = "Srpsko lekarsko društvo",
journal = "Medicinski časopis",
title = "Poremećaji glasa kod osoba sa Parkinsonovom bolesšću",
doi = "doi: 10.5937/mckg57-49190"
}

Vuković, M., Paunović, V.,& Petrović-Lazić, M.. (2023). Poremećaji glasa kod osoba sa Parkinsonovom bolesšću. in Medicinski časopis
Srpsko lekarsko društvo..
https://doi.org/doi: 10.5937/mckg57-49190

Vuković M, Paunović V, Petrović-Lazić M. Poremećaji glasa kod osoba sa Parkinsonovom bolesšću. in Medicinski časopis. 2023;.
doi:doi: 10.5937/mckg57-49190 .

Vuković, Mile, Paunović, Verica, Petrović-Lazić, Mirjana, "Poremećaji glasa kod osoba sa Parkinsonovom bolesšću" in Medicinski časopis (2023),
https://doi.org/doi: 10.5937/mckg57-49190 . .

TY  - JOUR
AU  - Ivanćević Otanjac, Maja
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5423
AB  - Abstracts generally summarize key points of research studies, and as such,
their main purpose is to attract the attention of potential readers. Thus, they should be
well-written, concise, clear, and informative. This paper aims to provide basic
guidelines for writing a good abstract in English, focusing mainly on linguistic
aspects. Also, the paper addresses some common abstract-writing mistakes resulting
from Serbian-English language differences that are usually overlooked or
unrecognized by Serbian authors and available proofreading tools. The examples
come from a corpus of 71 abstracts written in English by Serbian authors for the 11th
International Scientific Conference Special Education and Rehabilitation Today in
2021. They illustrate some frequent errors, ways to correct them, and suggestions on
how to achieve greater clarity and coherence in English sentences. Both versions
(before and after the proofreading process) were analyzed. It was observed that
sentences and structures in English abstracts were significantly affected by the rules,
sentence patterns, and flexibility of the Serbian language.
AB  - Ovaj rad je rezultat autorovog dugogodišnjeg iskustva kao lektora i prevodioca naučnih i stručnih radova. Cilj prvog dela rada je da navede kratke smernice za pisanje dobrih apstrakata na engleskom jeziku na osnovu pregleda literature. Uobičajene greške opisane i analizirane u drugom delu rada su one koje se često javljaju bez obzira da li autori koriste neke od dostupnih alata za lekturu ili prevodjenje. Iako ovi alati danas veoma uspešno ispravljaju tipične gramatičke greške (npr. upotrebu članova u engleskom jeziku), nude bolji izbor reči i kolokacija, pa čak i sugerišu kako razdvojiti rečenice i učiniti tekst konciznijim, često ne uspevaju da prepoznaju neadekvatan red reči ili upotrebu glagolskih vremena koji su direktno preuzeti iz drugih jezika. Na primer, alati za lekturu često neće ispraviti tipično srpski red reči u engleskoj rečenici, niti će ispraviti pogrešnu upotrebu sadašnjeg vremena u prikazu rezultata istraživanja. Nemogućnost alata za lekturu i prevođenje da prepoznaju naučni kontekst ili razumeju i analiziraju određenu temu može dovesti do neadekvatne upotrebe skraćenica, znakova interpunkcije i velikih slova. Stoga je ovaj rad usmeren na greške koje proističu iz razlika između srpskog i engleskog jezika, a koje autorima iz Srbije ili alatima za lekturu često promaknu ili ih isti ni ne prepoznaju.
PB  - Alfa BK Univerzitet - Fakultet za strane jezike, Beograd
T2  - REČI Časopis za jezik, književnost i kulturu / Journal of Language, Literature and Culture
T1  - Pisanje apstrakta na engleskom jeziku - smernice za autore iz Srbije
T1  - Writing abstracts in english – guidelines for serbian authors
EP  - 90
IS  - 16
SP  - 79
VL  - 15
DO  - 10.5937/reci2316079I
ER  - 

@article{
author = "Ivanćević Otanjac, Maja",
year = "2023",
abstract = "Abstracts generally summarize key points of research studies, and as such,
their main purpose is to attract the attention of potential readers. Thus, they should be
well-written, concise, clear, and informative. This paper aims to provide basic
guidelines for writing a good abstract in English, focusing mainly on linguistic
aspects. Also, the paper addresses some common abstract-writing mistakes resulting
from Serbian-English language differences that are usually overlooked or
unrecognized by Serbian authors and available proofreading tools. The examples
come from a corpus of 71 abstracts written in English by Serbian authors for the 11th
International Scientific Conference Special Education and Rehabilitation Today in
2021. They illustrate some frequent errors, ways to correct them, and suggestions on
how to achieve greater clarity and coherence in English sentences. Both versions
(before and after the proofreading process) were analyzed. It was observed that
sentences and structures in English abstracts were significantly affected by the rules,
sentence patterns, and flexibility of the Serbian language., Ovaj rad je rezultat autorovog dugogodišnjeg iskustva kao lektora i prevodioca naučnih i stručnih radova. Cilj prvog dela rada je da navede kratke smernice za pisanje dobrih apstrakata na engleskom jeziku na osnovu pregleda literature. Uobičajene greške opisane i analizirane u drugom delu rada su one koje se često javljaju bez obzira da li autori koriste neke od dostupnih alata za lekturu ili prevodjenje. Iako ovi alati danas veoma uspešno ispravljaju tipične gramatičke greške (npr. upotrebu članova u engleskom jeziku), nude bolji izbor reči i kolokacija, pa čak i sugerišu kako razdvojiti rečenice i učiniti tekst konciznijim, često ne uspevaju da prepoznaju neadekvatan red reči ili upotrebu glagolskih vremena koji su direktno preuzeti iz drugih jezika. Na primer, alati za lekturu često neće ispraviti tipično srpski red reči u engleskoj rečenici, niti će ispraviti pogrešnu upotrebu sadašnjeg vremena u prikazu rezultata istraživanja. Nemogućnost alata za lekturu i prevođenje da prepoznaju naučni kontekst ili razumeju i analiziraju određenu temu može dovesti do neadekvatne upotrebe skraćenica, znakova interpunkcije i velikih slova. Stoga je ovaj rad usmeren na greške koje proističu iz razlika između srpskog i engleskog jezika, a koje autorima iz Srbije ili alatima za lekturu često promaknu ili ih isti ni ne prepoznaju.",
publisher = "Alfa BK Univerzitet - Fakultet za strane jezike, Beograd",
journal = "REČI Časopis za jezik, književnost i kulturu / Journal of Language, Literature and Culture",
title = "Pisanje apstrakta na engleskom jeziku - smernice za autore iz Srbije, Writing abstracts in english – guidelines for serbian authors",
pages = "90-79",
number = "16",
volume = "15",
doi = "10.5937/reci2316079I"
}

Ivanćević Otanjac, M.. (2023). Pisanje apstrakta na engleskom jeziku - smernice za autore iz Srbije. in REČI Časopis za jezik, književnost i kulturu / Journal of Language, Literature and Culture
Alfa BK Univerzitet - Fakultet za strane jezike, Beograd., 15(16), 79-90.
https://doi.org/10.5937/reci2316079I

Ivanćević Otanjac M. Pisanje apstrakta na engleskom jeziku - smernice za autore iz Srbije. in REČI Časopis za jezik, književnost i kulturu / Journal of Language, Literature and Culture. 2023;15(16):79-90.
doi:10.5937/reci2316079I .

Ivanćević Otanjac, Maja, "Pisanje apstrakta na engleskom jeziku - smernice za autore iz Srbije" in REČI Časopis za jezik, književnost i kulturu / Journal of Language, Literature and Culture, 15, no. 16 (2023):79-90,
https://doi.org/10.5937/reci2316079I . .

TY  - CONF
AU  - Arsenić, Ivana
AU  - Jovanović Simić, Nadica
AU  - Veljković, Zorica
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5421
AB  - Комуникација је динамичан процес који подразумева реципрочну размену вербалних
и
невербалних
порука
између
учесника.
Употреба
аугментативне
и
алтернативне
комуникације
може
и
негативно
да
се
одрази
на
квалитет
и
квантитет

комуникације,

јер природа комуникационих система понекад представља препреку

у остваривању ефикасне социјалне интеракције. Квалитет интеракције
зависи и од стратегија које користе комуникациони партнери, као и од њихове
комуникационе компетентности. Циљ овог рада је усмерен на анализу и преглед

емпиријских података који указују на карактеристике комуникационе
интеракције између корисника аугментативне и алтернативне комуникације и
њихових комуникационих партнера, као и на стратегије за њено унапређивање.
Резултати истраживања показују да примена аугментативне и алтернативне
комуникације може да утиче на динамичност и реципрочност у комуникацији.
Комуникациони партнери углавном доминирају током интеракције, док корисници
ретко
започињу
разговор
и
заузимају
улогу
саговорника.
Поред
тога,
спорија

брзина

комуникације, отежано и неефикасно привлачење пажње саговорника,

изражавање потреба и давање једноставних одговора као јединих начина
комуникације, као и потешкоће приликом иницирања и промене тема разговора
представљају препреке за ефикасну комуникацију. Како би се остварила успешна
интеракција кроз комуникацију, неопходно је да корисници и комуникациони партнери
разумеју
једни
друге
и
да
буду
свесни
стратегија
које
би
могле
да
унапреде
њихову
комуникацију.
Дакле,
постоји
потреба
да
се
комуникациони
партнери

едукују
о
карактеристикама
аугментативне
и
алтернативне
комуникације,
као

и
да
се
промовише
активна
улога
корисника
током
интеракције.
AB  - Communication is a dynamic process that
implies reciprocal exchange of verbal and
nonverbal messages between participants.
The use of augmentative and alternative
communication can have a negative impact
on the quality and quantity of communication,
because the nature of communication systems
sometimes represents an obstacle in achieving
effective social interaction. The quality of the 
interaction depend upon the strategies that are used by the communication partners, as
well as on their communication competence.
The aim of this paper is focused on the
analysis and review of empirical data that
indicate the characteristics of communication
interaction between augmentative and
alternative communication users and
their communication partners, as well as
strategies for its improvement. The results 
show that the application of augmentative and alternative communication can influence
dynamism and reciprocity in communication.
Communication partners generally dominate
the interaction, while users rarely initiate
the conversation and take the role of the
interlocutor. In addition, slower speed of
communication, difficult and ineffective
attracting the interlocutor’s attention,
expressing needs and giving simple answers
as the only means of communication, as well
as difficulties when initiating and changing
conversation topics are obstacles to effective
communication. In order to achieve successful
interaction through communication, it is
necessary that users and communication
partners understand each other and to be
aware of strategies that could improve their
communication. Therefore, there is a need
to educate communication partners about
the characteristics of augmentative and
alternative communication, as well as to
promote the active role of the user during the
interaction.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова
T1  - Карактеристике аугментативне и алтернативне комуникације и стратегије за њено унапређење
T1  - Characteristics of augmentative and alternative communication and strategies for its improvement
EP  - 19
SP  - 11
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5421
ER  - 

@conference{
author = "Arsenić, Ivana and Jovanović Simić, Nadica and Veljković, Zorica",
year = "2023",
abstract = "Комуникација је динамичан процес који подразумева реципрочну размену вербалних
и
невербалних
порука
између
учесника.
Употреба
аугментативне
и
алтернативне
комуникације
може
и
негативно
да
се
одрази
на
квалитет
и
квантитет

комуникације,

јер природа комуникационих система понекад представља препреку

у остваривању ефикасне социјалне интеракције. Квалитет интеракције
зависи и од стратегија које користе комуникациони партнери, као и од њихове
комуникационе компетентности. Циљ овог рада је усмерен на анализу и преглед

емпиријских података који указују на карактеристике комуникационе
интеракције између корисника аугментативне и алтернативне комуникације и
њихових комуникационих партнера, као и на стратегије за њено унапређивање.
Резултати истраживања показују да примена аугментативне и алтернативне
комуникације може да утиче на динамичност и реципрочност у комуникацији.
Комуникациони партнери углавном доминирају током интеракције, док корисници
ретко
започињу
разговор
и
заузимају
улогу
саговорника.
Поред
тога,
спорија

брзина

комуникације, отежано и неефикасно привлачење пажње саговорника,

изражавање потреба и давање једноставних одговора као јединих начина
комуникације, као и потешкоће приликом иницирања и промене тема разговора
представљају препреке за ефикасну комуникацију. Како би се остварила успешна
интеракција кроз комуникацију, неопходно је да корисници и комуникациони партнери
разумеју
једни
друге
и
да
буду
свесни
стратегија
које
би
могле
да
унапреде
њихову
комуникацију.
Дакле,
постоји
потреба
да
се
комуникациони
партнери

едукују
о
карактеристикама
аугментативне
и
алтернативне
комуникације,
као

и
да
се
промовише
активна
улога
корисника
током
интеракције., Communication is a dynamic process that
implies reciprocal exchange of verbal and
nonverbal messages between participants.
The use of augmentative and alternative
communication can have a negative impact
on the quality and quantity of communication,
because the nature of communication systems
sometimes represents an obstacle in achieving
effective social interaction. The quality of the 
interaction depend upon the strategies that are used by the communication partners, as
well as on their communication competence.
The aim of this paper is focused on the
analysis and review of empirical data that
indicate the characteristics of communication
interaction between augmentative and
alternative communication users and
their communication partners, as well as
strategies for its improvement. The results 
show that the application of augmentative and alternative communication can influence
dynamism and reciprocity in communication.
Communication partners generally dominate
the interaction, while users rarely initiate
the conversation and take the role of the
interlocutor. In addition, slower speed of
communication, difficult and ineffective
attracting the interlocutor’s attention,
expressing needs and giving simple answers
as the only means of communication, as well
as difficulties when initiating and changing
conversation topics are obstacles to effective
communication. In order to achieve successful
interaction through communication, it is
necessary that users and communication
partners understand each other and to be
aware of strategies that could improve their
communication. Therefore, there is a need
to educate communication partners about
the characteristics of augmentative and
alternative communication, as well as to
promote the active role of the user during the
interaction.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова",
title = "Карактеристике аугментативне и алтернативне комуникације и стратегије за њено унапређење, Characteristics of augmentative and alternative communication and strategies for its improvement",
pages = "19-11",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5421"
}

Arsenić, I., Jovanović Simić, N.,& Veljković, Z.. (2023). Карактеристике аугментативне и алтернативне комуникације и стратегије за њено унапређење. in Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation., 11-19.
https://hdl.handle.net/21.15107/rcub_rfasper_5421

Arsenić I, Jovanović Simić N, Veljković Z. Карактеристике аугментативне и алтернативне комуникације и стратегије за њено унапређење. in Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова. 2023;:11-19.
https://hdl.handle.net/21.15107/rcub_rfasper_5421 .

Arsenić, Ivana, Jovanović Simić, Nadica, Veljković, Zorica, "Карактеристике аугментативне и алтернативне комуникације и стратегије за њено унапређење" in Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова (2023):11-19,
https://hdl.handle.net/21.15107/rcub_rfasper_5421 .

TY  - JOUR
AU  - Davidović, Dragomir
AU  - Davidović, Maja
AU  - Sretenović, Ivana
AU  - Veljković, Jasna
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5418
AB  - Uvod: Angažovanje učenika u školi predstavlja stepen do kojeg se učenici ulažu, koliko
su motivisani i voljni da učestvuju u nastavnim i vannastavnim aktivnostima u svojoj
školi, što u velikoj meri ima uticaj na njihov budući akademski i profesionalni uspeh. Cilj:
Cilj ovog istraživanja je da se ispita samoprocena angažovanosti učenika sa smetnjama
u razvoju u školskom kontekstu. Metode: Uzorak istraživanja sastojao se od 148 učenika
sa smetnjama u razvoju, oba pola (61.5% dečaka), prosečnog uzrasta 13.9 godina, koji
pohađaju inkluzivne i osnovne škole za obrazovanje učenika sa smetnjama u razvoju i
invaliditetom. Za utvrđivanje angažovanosti korišćena je Skala angažovanosti učenika.
Rezultati: Dobijeni rezultati pokazuju da su kod većine učenika sa smetnjama u razvoju
bihevioralna i emocionalna angažovanost na višem nivou od kognitivne i da sa uzrastom
raste nivo angažovanosti na bihevioralnoj i kognitivnoj komponenti. Istovremeno,
na domenu kognitivno angažovanje statistički značajno više skorove imali su učenici
koji pohađaju škole za učenike sa smetnjama u razvoju i invaliditetom. Zaključak:
Bihevioralno, emocionalno i kognitivno angažovanje doživljava se kao potencijalno
efikasan odgovor na probleme koji se javljaju kod učenika sa smetnjama u razvoju i
trebalo bi ga uzeti u obzir prilikom prevencije problematičnih obrazaca koji se mogu
javiti u vezi sa školskim kontekstom.
AB  - Introduction. Student engagement in school represents the degree to which students are invested, motivated, and willing to participate in curricular and extracurricular activities at their school, which greatly influences their future academic and professional success. Objective. The aim of our research was to examine the self-assessment of the engagement of students with developmental disabilities in the school context. Methods. The research sample consisted of 148 students with developmental disabilities, of both genders (61.5% boys), with an average age of 13.9 years, attending inclusive and elementary schools for the education of students with developmental disabilities. The School Engagement Scale was used to determine engagement. Results. The main results showed that in the majority of students with developmental disabilities, behavioral and emotional engagement was at a higher level than cognitive engagement and that the level of engagement in the behavioral and cognitive components increased with age. At the same time, students who attended schools for students with developmental disabilities had statistically significantly higher scores on the cognitive engagement domain. Conclusion. Behavioral, emotional, and cognitive engagement is perceived as a potentially effective response to problems that occur in students with developmental disabilities and should be considered when preventing problematic patterns that may arise in the school context.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Samoprocena angažovanja učenika sa smetnjama u razvoju u školskom kontekstu
T1  - Self-assessment of the engagement of students with  disabilities in the school context
EP  - 326
IS  - 4
SP  - 313
VL  - 22
DO  - 10.5937/specedreh22-43497
ER  - 

@article{
author = "Davidović, Dragomir and Davidović, Maja and Sretenović, Ivana and Veljković, Jasna",
year = "2023",
abstract = "Uvod: Angažovanje učenika u školi predstavlja stepen do kojeg se učenici ulažu, koliko
su motivisani i voljni da učestvuju u nastavnim i vannastavnim aktivnostima u svojoj
školi, što u velikoj meri ima uticaj na njihov budući akademski i profesionalni uspeh. Cilj:
Cilj ovog istraživanja je da se ispita samoprocena angažovanosti učenika sa smetnjama
u razvoju u školskom kontekstu. Metode: Uzorak istraživanja sastojao se od 148 učenika
sa smetnjama u razvoju, oba pola (61.5% dečaka), prosečnog uzrasta 13.9 godina, koji
pohađaju inkluzivne i osnovne škole za obrazovanje učenika sa smetnjama u razvoju i
invaliditetom. Za utvrđivanje angažovanosti korišćena je Skala angažovanosti učenika.
Rezultati: Dobijeni rezultati pokazuju da su kod većine učenika sa smetnjama u razvoju
bihevioralna i emocionalna angažovanost na višem nivou od kognitivne i da sa uzrastom
raste nivo angažovanosti na bihevioralnoj i kognitivnoj komponenti. Istovremeno,
na domenu kognitivno angažovanje statistički značajno više skorove imali su učenici
koji pohađaju škole za učenike sa smetnjama u razvoju i invaliditetom. Zaključak:
Bihevioralno, emocionalno i kognitivno angažovanje doživljava se kao potencijalno
efikasan odgovor na probleme koji se javljaju kod učenika sa smetnjama u razvoju i
trebalo bi ga uzeti u obzir prilikom prevencije problematičnih obrazaca koji se mogu
javiti u vezi sa školskim kontekstom., Introduction. Student engagement in school represents the degree to which students are invested, motivated, and willing to participate in curricular and extracurricular activities at their school, which greatly influences their future academic and professional success. Objective. The aim of our research was to examine the self-assessment of the engagement of students with developmental disabilities in the school context. Methods. The research sample consisted of 148 students with developmental disabilities, of both genders (61.5% boys), with an average age of 13.9 years, attending inclusive and elementary schools for the education of students with developmental disabilities. The School Engagement Scale was used to determine engagement. Results. The main results showed that in the majority of students with developmental disabilities, behavioral and emotional engagement was at a higher level than cognitive engagement and that the level of engagement in the behavioral and cognitive components increased with age. At the same time, students who attended schools for students with developmental disabilities had statistically significantly higher scores on the cognitive engagement domain. Conclusion. Behavioral, emotional, and cognitive engagement is perceived as a potentially effective response to problems that occur in students with developmental disabilities and should be considered when preventing problematic patterns that may arise in the school context.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Samoprocena angažovanja učenika sa smetnjama u razvoju u školskom kontekstu, Self-assessment of the engagement of students with  disabilities in the school context",
pages = "326-313",
number = "4",
volume = "22",
doi = "10.5937/specedreh22-43497"
}

Davidović, D., Davidović, M., Sretenović, I.,& Veljković, J.. (2023). Samoprocena angažovanja učenika sa smetnjama u razvoju u školskom kontekstu. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd., 22(4), 313-326.
https://doi.org/10.5937/specedreh22-43497

Davidović D, Davidović M, Sretenović I, Veljković J. Samoprocena angažovanja učenika sa smetnjama u razvoju u školskom kontekstu. in Specijalna edukacija i rehabilitacija. 2023;22(4):313-326.
doi:10.5937/specedreh22-43497 .

Davidović, Dragomir, Davidović, Maja, Sretenović, Ivana, Veljković, Jasna, "Samoprocena angažovanja učenika sa smetnjama u razvoju u školskom kontekstu" in Specijalna edukacija i rehabilitacija, 22, no. 4 (2023):313-326,
https://doi.org/10.5937/specedreh22-43497 . .

TY  - JOUR
AU  - Pap, Timea
AU  - Sretenović, Ivana
AU  - Nedović, Goran
AU  - Ilić-Stošović, Danijela
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5417
AB  - Cilj ovog rada je da se pregledom dostupne literature izdvoje i analiziraju radovi čiji su predmet istraživanja programi podrške i njihovi efekti na siblinge dece sa smetnjama u razvoju. Pri pregledu literature korišćeni su Google Scholar i servis Konzorcijuma biblioteka Srbije za objedinjenu nabavku – KOBSON. Analizirano je 11 radova. Različiti programi podrške siblinzima dece sa smetnjama u razvoju daju pozitivne efekte na njihovo funkcionisanje. Najveći efekti su uočeni u oblasti većeg razumevanja stanja siblinga sa smetnjama u razvoju, povećanja kvaliteta sibling odnosa, unapređenja slike o sebi i strategija suočavanja sa problemima, kao i smanjenja osećaja izolacije i problema u ponašanju. Uočena je težnja za ranu identifikaciji potreba siblinga tipičnog razvoja i kreiranja odgovarajućih programa podrške.
AB  - T he aim of this paper is to review the available literature in order to select and analyze works whose research focuses on support programs and their effects on siblings of children with developmental disabilities. Google Scholar and the service of the Serbian Library Consortium for Coordinated Acquisition - KOBSON were used in the literature review. 11 papers were analyzed. Various support programs for siblings of children with disabilities have a positive impact on their functioning. The greatest effects were observed in the area of better understanding of the situation of siblings with developmental disabilities, improving the quality of sibling relationships, improving self-image and coping strategies, and reducing feelings of isolation and behavioral problems. A tendency toward early identification of the needs of typically developing siblings and the creation of appropriate support programs was noted.
PB  - Društvo defektologa Srbije i Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
T2  - Beogradska defektološka škola
T1  - Programi podrške za siblinge dece sa smetnjama u razvoju: Pregled literature
T1  - Support programs for siblings of children with disabilities: a literature review
EP  - 55
IS  - 3
SP  - 41
VL  - 29
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5417
ER  - 

@article{
author = "Pap, Timea and Sretenović, Ivana and Nedović, Goran and Ilić-Stošović, Danijela",
year = "2023",
abstract = "Cilj ovog rada je da se pregledom dostupne literature izdvoje i analiziraju radovi čiji su predmet istraživanja programi podrške i njihovi efekti na siblinge dece sa smetnjama u razvoju. Pri pregledu literature korišćeni su Google Scholar i servis Konzorcijuma biblioteka Srbije za objedinjenu nabavku – KOBSON. Analizirano je 11 radova. Različiti programi podrške siblinzima dece sa smetnjama u razvoju daju pozitivne efekte na njihovo funkcionisanje. Najveći efekti su uočeni u oblasti većeg razumevanja stanja siblinga sa smetnjama u razvoju, povećanja kvaliteta sibling odnosa, unapređenja slike o sebi i strategija suočavanja sa problemima, kao i smanjenja osećaja izolacije i problema u ponašanju. Uočena je težnja za ranu identifikaciji potreba siblinga tipičnog razvoja i kreiranja odgovarajućih programa podrške., T he aim of this paper is to review the available literature in order to select and analyze works whose research focuses on support programs and their effects on siblings of children with developmental disabilities. Google Scholar and the service of the Serbian Library Consortium for Coordinated Acquisition - KOBSON were used in the literature review. 11 papers were analyzed. Various support programs for siblings of children with disabilities have a positive impact on their functioning. The greatest effects were observed in the area of better understanding of the situation of siblings with developmental disabilities, improving the quality of sibling relationships, improving self-image and coping strategies, and reducing feelings of isolation and behavioral problems. A tendency toward early identification of the needs of typically developing siblings and the creation of appropriate support programs was noted.",
publisher = "Društvo defektologa Srbije i Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Beogradska defektološka škola",
title = "Programi podrške za siblinge dece sa smetnjama u razvoju: Pregled literature, Support programs for siblings of children with disabilities: a literature review",
pages = "55-41",
number = "3",
volume = "29",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5417"
}

Pap, T., Sretenović, I., Nedović, G.,& Ilić-Stošović, D.. (2023). Programi podrške za siblinge dece sa smetnjama u razvoju: Pregled literature. in Beogradska defektološka škola
Društvo defektologa Srbije i Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju., 29(3), 41-55.
https://hdl.handle.net/21.15107/rcub_rfasper_5417

Pap T, Sretenović I, Nedović G, Ilić-Stošović D. Programi podrške za siblinge dece sa smetnjama u razvoju: Pregled literature. in Beogradska defektološka škola. 2023;29(3):41-55.
https://hdl.handle.net/21.15107/rcub_rfasper_5417 .

Pap, Timea, Sretenović, Ivana, Nedović, Goran, Ilić-Stošović, Danijela, "Programi podrške za siblinge dece sa smetnjama u razvoju: Pregled literature" in Beogradska defektološka škola, 29, no. 3 (2023):41-55,
https://hdl.handle.net/21.15107/rcub_rfasper_5417 .

TY  - JOUR
AU  - Bogićević, Dragana
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5415
AB  - Kriminalna karijera opisuje dugoročne obrasce kriminalne aktivnosti duž celokupnog životnog toka prestupnika. Odlikuje je početak, perzistencija, eskalacija i okončanje. Poznavanje kontinuuma kriminalne karijere i njenih dimenzija direkno je u funkciji razumevanja razvoja kriminalnog 
ponašanja, ali i planiranja tretmana hroničnih prestupnika. Istraživanja kriminalne karijere nastoje da daju odgovore na pitanja inicijacije (kada i zašto pojedinci počinju da vrše krivična dela), perzistencije (zašto i kako nastavljaju da vrše krivična dela), eskalacije (zašto i kada kriminalno ponašanje postaje frekventnije, ozbiljnije ili specijalizovanije) i terminacije kriminalne karijere 
(zašto i kada se prestaje sa vršenjem krivičnih dela). Paralelno sa istraživanjima, u okviru paradigme kriminalne karijere modifikovani su postojeći i razvijani novi teorijski modeli kako bi se nalazi o dugoročnom kriminalnom ponašanju prestupnika bolje razumeli. Stoga je cilj ovog rada da, kroz prikaz ključnih istraživanja kriminalne karijere i relevantnih teorijskih modela, ukaže na značaj izučavanja kriminalnog ponašanja tokom celokupnog životnog toka prestupnika.
AB  - A criminal career describes long-term patterns of criminal activity throughout an offenders’ life course. It is characterized by onset, persistence, escalation, and termination. Knowledge of the continuum of a criminal career and its dimensions if of immediate importance for understanding the 
development of criminal behavior, as well as for planning treatment for chronic offenders. Studies of criminal careers attempt to answer the questions of initiation (when and why individuals begin to commit crimes), persistence (why and how they continue to commit crimes), escalation (why and when criminal behavior becomes more frequent, serious, or specialized), and termination of 
criminal careers (why and when they stop committing criminal acts). In parallel with research, the criminal career paradigm has modified existing theoretical models and developed new theoretical models to better understand the evidence on offenders’ long-term criminal behavior. Thus, the aim of this paper is to demonstrate the importance of studying criminal behavior throughout the 
life course of offenders by presenting the main research findings on criminal careers and the relevant theoretical models.
PB  - Društvo defektologa Srbije
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju
T2  - Beogradska defektološka škola − Belgrade School of Special Education and Rehabilitation
T1  - Koncept kriminalne karijere: pregled ključnih istraživačkih studija
T1  - The concept of a criminal career: a review of key research study
IS  - 2
VL  - 29
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5415
ER  - 

@article{
author = "Bogićević, Dragana",
year = "2023",
abstract = "Kriminalna karijera opisuje dugoročne obrasce kriminalne aktivnosti duž celokupnog životnog toka prestupnika. Odlikuje je početak, perzistencija, eskalacija i okončanje. Poznavanje kontinuuma kriminalne karijere i njenih dimenzija direkno je u funkciji razumevanja razvoja kriminalnog 
ponašanja, ali i planiranja tretmana hroničnih prestupnika. Istraživanja kriminalne karijere nastoje da daju odgovore na pitanja inicijacije (kada i zašto pojedinci počinju da vrše krivična dela), perzistencije (zašto i kako nastavljaju da vrše krivična dela), eskalacije (zašto i kada kriminalno ponašanje postaje frekventnije, ozbiljnije ili specijalizovanije) i terminacije kriminalne karijere 
(zašto i kada se prestaje sa vršenjem krivičnih dela). Paralelno sa istraživanjima, u okviru paradigme kriminalne karijere modifikovani su postojeći i razvijani novi teorijski modeli kako bi se nalazi o dugoročnom kriminalnom ponašanju prestupnika bolje razumeli. Stoga je cilj ovog rada da, kroz prikaz ključnih istraživanja kriminalne karijere i relevantnih teorijskih modela, ukaže na značaj izučavanja kriminalnog ponašanja tokom celokupnog životnog toka prestupnika., A criminal career describes long-term patterns of criminal activity throughout an offenders’ life course. It is characterized by onset, persistence, escalation, and termination. Knowledge of the continuum of a criminal career and its dimensions if of immediate importance for understanding the 
development of criminal behavior, as well as for planning treatment for chronic offenders. Studies of criminal careers attempt to answer the questions of initiation (when and why individuals begin to commit crimes), persistence (why and how they continue to commit crimes), escalation (why and when criminal behavior becomes more frequent, serious, or specialized), and termination of 
criminal careers (why and when they stop committing criminal acts). In parallel with research, the criminal career paradigm has modified existing theoretical models and developed new theoretical models to better understand the evidence on offenders’ long-term criminal behavior. Thus, the aim of this paper is to demonstrate the importance of studying criminal behavior throughout the 
life course of offenders by presenting the main research findings on criminal careers and the relevant theoretical models.",
publisher = "Društvo defektologa Srbije, Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Beogradska defektološka škola − Belgrade School of Special Education and Rehabilitation",
title = "Koncept kriminalne karijere: pregled ključnih istraživačkih studija, The concept of a criminal career: a review of key research study",
number = "2",
volume = "29",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5415"
}

Bogićević, D.. (2023). Koncept kriminalne karijere: pregled ključnih istraživačkih studija. in Beogradska defektološka škola − Belgrade School of Special Education and Rehabilitation
Društvo defektologa Srbije., 29(2).
https://hdl.handle.net/21.15107/rcub_rfasper_5415

Bogićević D. Koncept kriminalne karijere: pregled ključnih istraživačkih studija. in Beogradska defektološka škola − Belgrade School of Special Education and Rehabilitation. 2023;29(2).
https://hdl.handle.net/21.15107/rcub_rfasper_5415 .

Bogićević, Dragana, "Koncept kriminalne karijere: pregled ključnih istraživačkih studija" in Beogradska defektološka škola − Belgrade School of Special Education and Rehabilitation, 29, no. 2 (2023),
https://hdl.handle.net/21.15107/rcub_rfasper_5415 .

TY  - CONF
AU  - Bogićević, Dragana
AU  - Popović Ćitić, Branislava
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5397
AB  - Делинквенција деце, изражена кроз вршење кривичних дела у периоду детињства,
представља озбиљан друштвени проблем коме се деценијама уназад посвећује
значајна пажња. Савремена наука обилује доказима да испољавање делинквентног
понашања
током
детињства
представља
један
од
најснажнијих
предиктора
каснијег
озбиљног
и
насилног
малолетничког
преступништва,
укључујући
и

развој

криминалне каријере. Разумевање комплексне етиологије делинквенције
деце и идентификовање претпоставки ефективности раних интервенција
оцењују се кључним елементима превентивног деловања. У раду ће, на основу

систематског прегледа литературе, бити сумирани најзначајнији ризични
фактори делинквенције деце и представљени оквири за планирање и примену
интервенција усмерених на превенцију испољавања делинквентног понашања у
детињству.
AB  - Child delinquency, which manifests itself
in the commission of criminal acts during
childhood, is a serious social problem that
has received considerable attention for
decades. There is ample evidence in modern
science that the manifestation of delinquent
behavior in childhood is one of the strongest
predictors of later serious and violent juvenile
delinquency, including the development of a
criminal career. Understanding the complex
etiology of childhood delinquency and
identifying the conditions for the effectiveness
of early interventions are considered key
elements for prevention efforts. Based on
a systematic review of the literature, this
article summarizes key risk factors for child
delinquency and presents framework for
planning and implementing interventions
aimed at preventing the manifestation of
criminal behavior in childhood.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова
T1  - Превенција делинквенције деце: могући правци деловања
T1  - Prevention of child delinquency: possible directions of action
EP  - 80
SP  - 73
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5397
ER  - 

@conference{
author = "Bogićević, Dragana and Popović Ćitić, Branislava",
year = "2023",
abstract = "Делинквенција деце, изражена кроз вршење кривичних дела у периоду детињства,
представља озбиљан друштвени проблем коме се деценијама уназад посвећује
значајна пажња. Савремена наука обилује доказима да испољавање делинквентног
понашања
током
детињства
представља
један
од
најснажнијих
предиктора
каснијег
озбиљног
и
насилног
малолетничког
преступништва,
укључујући
и

развој

криминалне каријере. Разумевање комплексне етиологије делинквенције
деце и идентификовање претпоставки ефективности раних интервенција
оцењују се кључним елементима превентивног деловања. У раду ће, на основу

систематског прегледа литературе, бити сумирани најзначајнији ризични
фактори делинквенције деце и представљени оквири за планирање и примену
интервенција усмерених на превенцију испољавања делинквентног понашања у
детињству., Child delinquency, which manifests itself
in the commission of criminal acts during
childhood, is a serious social problem that
has received considerable attention for
decades. There is ample evidence in modern
science that the manifestation of delinquent
behavior in childhood is one of the strongest
predictors of later serious and violent juvenile
delinquency, including the development of a
criminal career. Understanding the complex
etiology of childhood delinquency and
identifying the conditions for the effectiveness
of early interventions are considered key
elements for prevention efforts. Based on
a systematic review of the literature, this
article summarizes key risk factors for child
delinquency and presents framework for
planning and implementing interventions
aimed at preventing the manifestation of
criminal behavior in childhood.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова",
title = "Превенција делинквенције деце: могући правци деловања, Prevention of child delinquency: possible directions of action",
pages = "80-73",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5397"
}

Bogićević, D.,& Popović Ćitić, B.. (2023). Превенција делинквенције деце: могући правци деловања. in Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju University of Belgrade – Faculty of Special Education and Rehabilitation., 73-80.
https://hdl.handle.net/21.15107/rcub_rfasper_5397

Bogićević D, Popović Ćitić B. Превенција делинквенције деце: могући правци деловања. in Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова. 2023;:73-80.
https://hdl.handle.net/21.15107/rcub_rfasper_5397 .

Bogićević, Dragana, Popović Ćitić, Branislava, "Превенција делинквенције деце: могући правци деловања" in Национални научни скуп „Интервенције у раном детињству и предшколству” Београд, 22. децембар 2023. Зборник радова (2023):73-80,
https://hdl.handle.net/21.15107/rcub_rfasper_5397 .

TY  - CONF
AU  - Bogićević, Dragana
AU  - Popović-Ćitić, Branislava
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5329
AB  - Uvod: Savremena prevencijska praksa umnogome se oslanja na intervencije
usmerene ka jačanju protektivnih faktora, među kojima se, kada je u pitanju
školski kontekst, sve više ističe značaj angažovanosti učenika u školi. Školska
angažovanost, kao multidimenzionalni konstrukt koji uključuje bihejvioralnu,
emocionalnu i kognitivnu komponentu, neretko se povezuje sa nizom pozitivnih
razvojnih ishoda koji mogu biti u funkciji prevencije različitih vidova problema
ponašanja učenika.
Cilj: Sagledavanje značaja školske angažovanosti za promociju pozitivnog razvoja
i prevenciju problema ponašanja učenika.
Metode: Sistematski pregled relevantnih istraživačkih studija u kojima je ispitivan
uticaj školske angažovanosti na različite aspekte funkcionisanja učenika.
Baze podataka za pretragu studija bile su APA PsycArticles, Springer-Link,
Wiley, MEDLINE, SAGE i ERIC.
Rezultati: Rezultati sprovedene analize dosledno pokazuju da je visok nivo
angažovanosti učenika, naročito na bihejvioralnom i emocionalnom planu,
povezan sa generalno boljim akademskim postignućem, poželjnim socijalnim
prilagođavanjem učenika, ispoljavanjem pozitivnih emocija i korišćenjem
efektivnih strategija rešavanja problema. S druge strane, nizak nivo angažovanosti
učenika izdvaja se kao značajan prediktor različitih oblika problema
ponašanja. Naime, istraživanja ukazuju da je nizak nivo školske angažovanosti
povezan sa učestalim bežanjem učenika iz škole, neizvršavanjem školskih zadataka,
nepoštovanjem školskih pravila i niskim nivoom povezanosti sa školom.
Dodatno, nedovoljna angažovanost učenika u školi povezana je sa različitim
eksternalizovanim i internalizovanim problemima, kao što su delinkventno
ponašanje, zloupotreba psihoaktivnih supstanci i visok nivo depresivnih
i anksioznih simptoma. Na kraju, angažovanost učenika snažno je povezana sa završetkom i/ili nastavkom školovanja. Postoje čvrsti empirijski dokazi koji
sugerišu da je nizak nivo angažovanosti učenika značajan prediktor ranog napuštanja
školovanja.
Zaključak: Nalazi istraživačkih studija nedvosmisleno upućuju na zaključak da
školska angažovanost predstavlja snažan resurs za prevencijsku praksu, te da
je celishodno, tokom celokupnog obrazovno-vaspitnog procesa, primenjivati
intervencije kojima se neposredno podstiče aktivna angažovanost učenika
školi, te posledično unapređuju pozitivni razvojni ishodi i preveniraju različiti
vidovi problema ponašanja
AB  - Introduction: Modern prevention practice relies heavily on interventions aimed at
strengthening protective factors, with increasing emphasis on the importance of student
engagement in the school context. School engagement, as a multidimensional construct that
includes behavioral, emotional, and cognitive components, is often associated with a range
of positive developmental outcomes that can be used to prevent various types of behavioral
problems in students.
Aim: Understanding the importance of school engagement in promoting positive
development and preventing behavior problems in students.
Methods: A systematic review of relevant research studies in which the impact of
school engagement on various aspects of student functioning was examined. Databases for
study searches were APA PsicArticles, Springer-Link, Wiley, MEDLINE, SAGE, and ERIC.
Results: The results of the analysis consistently show that high levels of student
engagement, particularly at the behavioral and emotional levels, are associated with generally
better academic performance, desirable student social adjustment, expression of positive
emotions, and use of effective problem/solving strategies. On the other hand, low student
engagement is a significant predictor of various forms of behavior problems. Namely,
research shows that low school engagement is related to frequent truancy, failure to complete
school assignments, failure to follow school rules, and low attachment to school. In addition,
insufficient student engagement in school is associated with various externalized and
internalized problems, such as delinquent behavior, psychoactive substance abuse, and
high levels of depressive and anxiety symptoms. Finally, student engagement is strongly
associated with graduation and/or the continuing education. There is strong empirical
evidence to suggest that low levels of student engagement are a significant predictor of
early school leaving.
Conclusion: The findings of research studies unequivocally point to the conclusion
that school engagement represents a strong resource for preventive practice and that it is
expedient, during the entire educational process, to apply interventions that directly encourage
the active engagement of students at school and consequently improve positive developmental
outcomes and prevent various types of behavioral problems.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine
T1  - Značaj školske angažovanosti učenika za prevencijsku Praksu
T1  - The importance of student engagement for Prevention practice
EP  - 168
SP  - 161
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5329
ER  - 

@conference{
author = "Bogićević, Dragana and Popović-Ćitić, Branislava",
year = "2023",
abstract = "Uvod: Savremena prevencijska praksa umnogome se oslanja na intervencije
usmerene ka jačanju protektivnih faktora, među kojima se, kada je u pitanju
školski kontekst, sve više ističe značaj angažovanosti učenika u školi. Školska
angažovanost, kao multidimenzionalni konstrukt koji uključuje bihejvioralnu,
emocionalnu i kognitivnu komponentu, neretko se povezuje sa nizom pozitivnih
razvojnih ishoda koji mogu biti u funkciji prevencije različitih vidova problema
ponašanja učenika.
Cilj: Sagledavanje značaja školske angažovanosti za promociju pozitivnog razvoja
i prevenciju problema ponašanja učenika.
Metode: Sistematski pregled relevantnih istraživačkih studija u kojima je ispitivan
uticaj školske angažovanosti na različite aspekte funkcionisanja učenika.
Baze podataka za pretragu studija bile su APA PsycArticles, Springer-Link,
Wiley, MEDLINE, SAGE i ERIC.
Rezultati: Rezultati sprovedene analize dosledno pokazuju da je visok nivo
angažovanosti učenika, naročito na bihejvioralnom i emocionalnom planu,
povezan sa generalno boljim akademskim postignućem, poželjnim socijalnim
prilagođavanjem učenika, ispoljavanjem pozitivnih emocija i korišćenjem
efektivnih strategija rešavanja problema. S druge strane, nizak nivo angažovanosti
učenika izdvaja se kao značajan prediktor različitih oblika problema
ponašanja. Naime, istraživanja ukazuju da je nizak nivo školske angažovanosti
povezan sa učestalim bežanjem učenika iz škole, neizvršavanjem školskih zadataka,
nepoštovanjem školskih pravila i niskim nivoom povezanosti sa školom.
Dodatno, nedovoljna angažovanost učenika u školi povezana je sa različitim
eksternalizovanim i internalizovanim problemima, kao što su delinkventno
ponašanje, zloupotreba psihoaktivnih supstanci i visok nivo depresivnih
i anksioznih simptoma. Na kraju, angažovanost učenika snažno je povezana sa završetkom i/ili nastavkom školovanja. Postoje čvrsti empirijski dokazi koji
sugerišu da je nizak nivo angažovanosti učenika značajan prediktor ranog napuštanja
školovanja.
Zaključak: Nalazi istraživačkih studija nedvosmisleno upućuju na zaključak da
školska angažovanost predstavlja snažan resurs za prevencijsku praksu, te da
je celishodno, tokom celokupnog obrazovno-vaspitnog procesa, primenjivati
intervencije kojima se neposredno podstiče aktivna angažovanost učenika
školi, te posledično unapređuju pozitivni razvojni ishodi i preveniraju različiti
vidovi problema ponašanja, Introduction: Modern prevention practice relies heavily on interventions aimed at
strengthening protective factors, with increasing emphasis on the importance of student
engagement in the school context. School engagement, as a multidimensional construct that
includes behavioral, emotional, and cognitive components, is often associated with a range
of positive developmental outcomes that can be used to prevent various types of behavioral
problems in students.
Aim: Understanding the importance of school engagement in promoting positive
development and preventing behavior problems in students.
Methods: A systematic review of relevant research studies in which the impact of
school engagement on various aspects of student functioning was examined. Databases for
study searches were APA PsicArticles, Springer-Link, Wiley, MEDLINE, SAGE, and ERIC.
Results: The results of the analysis consistently show that high levels of student
engagement, particularly at the behavioral and emotional levels, are associated with generally
better academic performance, desirable student social adjustment, expression of positive
emotions, and use of effective problem/solving strategies. On the other hand, low student
engagement is a significant predictor of various forms of behavior problems. Namely,
research shows that low school engagement is related to frequent truancy, failure to complete
school assignments, failure to follow school rules, and low attachment to school. In addition,
insufficient student engagement in school is associated with various externalized and
internalized problems, such as delinquent behavior, psychoactive substance abuse, and
high levels of depressive and anxiety symptoms. Finally, student engagement is strongly
associated with graduation and/or the continuing education. There is strong empirical
evidence to suggest that low levels of student engagement are a significant predictor of
early school leaving.
Conclusion: The findings of research studies unequivocally point to the conclusion
that school engagement represents a strong resource for preventive practice and that it is
expedient, during the entire educational process, to apply interventions that directly encourage
the active engagement of students at school and consequently improve positive developmental
outcomes and prevent various types of behavioral problems.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine",
title = "Značaj školske angažovanosti učenika za prevencijsku Praksu, The importance of student engagement for Prevention practice",
pages = "168-161",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5329"
}

Bogićević, D.,& Popović-Ćitić, B.. (2023). Značaj školske angažovanosti učenika za prevencijsku Praksu. in Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 161-168.
https://hdl.handle.net/21.15107/rcub_rfasper_5329

Bogićević D, Popović-Ćitić B. Značaj školske angažovanosti učenika za prevencijsku Praksu. in Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine. 2023;:161-168.
https://hdl.handle.net/21.15107/rcub_rfasper_5329 .

Bogićević, Dragana, Popović-Ćitić, Branislava, "Značaj školske angažovanosti učenika za prevencijsku Praksu" in Zbornik radova - 12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. Godine (2023):161-168,
https://hdl.handle.net/21.15107/rcub_rfasper_5329 .

TY  - CONF
AU  - Popović-Ćitić, Branislava
AU  - Trajković, Marija
AU  - Bukvić, Lidija
AU  - Kovačević-Lepojević, Marina
AU  - Paraušić Marinković, Ana
AU  - Kovačević, Milica
AU  - Bogićević, Dragana
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5376
AB  - Introduction: Cultural competencies, as a set of values, knowledge,
attitudes and skills needed for understanding and respecting culturally
different individuals, and establishing positive and constructive relations
with them, are considered an important aspect of the professional
development of teachers in the framework of intercultural education.
Aim: An insight into the level of cultural competencies of high school
teachers – in the domains of cultural awareness, knowledge and skills,
while looking at the influence of gender and age of respondents on the
results of self-assessment.
Method: The sample consisted of 254 teachers (78.7% female), aged 23
to 63 (M = 45.7; SD = 9.11), from eight Belgrade high schools. Data were
collected with the Cultural Competence Self-Assessment Checklist, which
consists of 36 items on a four-point Likert-type scale (α = .95), grouped
into three subscales: cultural awareness (α = .77), cultural knowledge (α =
.91) and cultural skills (α = .92).
Results: High school teachers report a satisfactory level of cultural
competence (M = 3.13; SD = .47), whereby they have the most cultural
knowledge (M = 3.38; SD = .52), followed by cultural skills (M = 3.10; SD
= .59) and, finally, cultural awareness (M = 2.88; SD = .49). Younger and
female teachers estimate their own level of overall cultural competence
higher than older (r = 0.21, p < 0.01) and male teachers (t(214) = -2.26, p
< 0.05). The most significant differences, when it comes to the teacher’s
gender, are recorded at the level of cultural skills (t(240) = -3.24, p < 0.01),
while in relation to age, the differences are most pronounced in the
domain of cultural knowledge (r = 0.23, p < 0.01).
Conclusion: Although teachers rate their cultural competence at a
relatively high level, there is room for improvement. It would be desirable
to implement professional development programs that, through the
strengthening of cultural awareness, knowledge and skills of teachers,
would contribute to democratic culture, intercultural education and
culturally competent practice in educational work.
AB  - Uvod: Kulturalne kompetencije, kao skup vrednosti, znanja, stavova
i veština potrebnih za razumevanje i poštovanje kulturalno različitih
pojedinaca, te uspostavljanje pozitivnih i konstruktivnih odnosa sa
njima, smatraju se važnim aspektom profesionalnog razvoja nastavnika u
okvirima interkulturalnog obrazovanja.
Cilj: Uvid u nivo razvijenosti kulturalnih kompetencija nastavnika srednje
škole – u domenima kulturalne svesnosti, znanja i veština, uz sagledavanje
uticaja pola i starosti ispitanika na rezultate samoprocene.
Metode: Uzorak je činilo 254 nastavnika (78,7% ženskog pola), starosti od
23 do 63 godine (M = 45,7; SD = 9,11), iz osam beogradskih srednjih škola.
Podaci su prikupljeni Kontrolnom listom za samoprocenu kulturalne
kompetencije (Cultural Competence Self-Assessment Checklist), koju čini
36 stavki na četvorostepenoj skali Likertovog tipa (α = .95), grupisanih u
tri podskale: kulturalna svesnost (α = .77), kulturalno znanje (α = .91) i
kulturalne veštine (α = .92).
Rezultati: Nastavnici srednje škole poseduju zadovoljavajući nivo
kulturalnih kompetencija (M = 3,13; SD = .47), pri čemu u najvećoj meri
raspolažu kulturalnim znanjem (M = 3,38; SD = .52), zatim kulturalnim
veštinama (M = 3,10; SD = .59) i, na kraju, kulturalnom svesnošću (M =
2,88; SD = .49). Mlađi i nastavnici ženskog pola procenjuju sopstveni nivo
ukupnih kulturalnih kompetencija višim u odnosu na starije (r = 0,21, p
< 0.01) i nastavnike muškog pola (t(214) = -2,26, p < 0,05). Najznačajnije
razlike, kada je u pitanju pol nastavnika, beleže se na nivou kulturalnih
veština (t(240) = -3,24, p < 0,01), dok su u odnosu na starost, razlike
najizraženije u domenu kulturalnog znanja (r = 0,23, p < 0,01).
Zaključak: Iako nastavnici svoje kulturalne kompetencije ocenjuju na
relativno visokom nivou, prostor za njihovo unapređivanje postoji.
Opravdano bi bilo implementirati programe stručnog usavršavanja
koji bi, kroz jačanje kulturalne svesnosti, znanja i veština nastavnika,
doprineli demokratskoj kulturi, interkulturalnom obrazovanju i kulturalno
kompetentnoj praksi u obrazovnom radu.
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation
C3  - Zbornik apstrakata-  12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. godine
T1  - Cultural competencies in education: Results from self-assessment of high school teachers
T1  - Kulturalne kompetencije u obrazovanju: rezultati samoprocene nastavnika srednje škole
EP  - 134
SP  - 133
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5376
ER  - 

@conference{
author = "Popović-Ćitić, Branislava and Trajković, Marija and Bukvić, Lidija and Kovačević-Lepojević, Marina and Paraušić Marinković, Ana and Kovačević, Milica and Bogićević, Dragana",
year = "2023",
abstract = "Introduction: Cultural competencies, as a set of values, knowledge,
attitudes and skills needed for understanding and respecting culturally
different individuals, and establishing positive and constructive relations
with them, are considered an important aspect of the professional
development of teachers in the framework of intercultural education.
Aim: An insight into the level of cultural competencies of high school
teachers – in the domains of cultural awareness, knowledge and skills,
while looking at the influence of gender and age of respondents on the
results of self-assessment.
Method: The sample consisted of 254 teachers (78.7% female), aged 23
to 63 (M = 45.7; SD = 9.11), from eight Belgrade high schools. Data were
collected with the Cultural Competence Self-Assessment Checklist, which
consists of 36 items on a four-point Likert-type scale (α = .95), grouped
into three subscales: cultural awareness (α = .77), cultural knowledge (α =
.91) and cultural skills (α = .92).
Results: High school teachers report a satisfactory level of cultural
competence (M = 3.13; SD = .47), whereby they have the most cultural
knowledge (M = 3.38; SD = .52), followed by cultural skills (M = 3.10; SD
= .59) and, finally, cultural awareness (M = 2.88; SD = .49). Younger and
female teachers estimate their own level of overall cultural competence
higher than older (r = 0.21, p < 0.01) and male teachers (t(214) = -2.26, p
< 0.05). The most significant differences, when it comes to the teacher’s
gender, are recorded at the level of cultural skills (t(240) = -3.24, p < 0.01),
while in relation to age, the differences are most pronounced in the
domain of cultural knowledge (r = 0.23, p < 0.01).
Conclusion: Although teachers rate their cultural competence at a
relatively high level, there is room for improvement. It would be desirable
to implement professional development programs that, through the
strengthening of cultural awareness, knowledge and skills of teachers,
would contribute to democratic culture, intercultural education and
culturally competent practice in educational work., Uvod: Kulturalne kompetencije, kao skup vrednosti, znanja, stavova
i veština potrebnih za razumevanje i poštovanje kulturalno različitih
pojedinaca, te uspostavljanje pozitivnih i konstruktivnih odnosa sa
njima, smatraju se važnim aspektom profesionalnog razvoja nastavnika u
okvirima interkulturalnog obrazovanja.
Cilj: Uvid u nivo razvijenosti kulturalnih kompetencija nastavnika srednje
škole – u domenima kulturalne svesnosti, znanja i veština, uz sagledavanje
uticaja pola i starosti ispitanika na rezultate samoprocene.
Metode: Uzorak je činilo 254 nastavnika (78,7% ženskog pola), starosti od
23 do 63 godine (M = 45,7; SD = 9,11), iz osam beogradskih srednjih škola.
Podaci su prikupljeni Kontrolnom listom za samoprocenu kulturalne
kompetencije (Cultural Competence Self-Assessment Checklist), koju čini
36 stavki na četvorostepenoj skali Likertovog tipa (α = .95), grupisanih u
tri podskale: kulturalna svesnost (α = .77), kulturalno znanje (α = .91) i
kulturalne veštine (α = .92).
Rezultati: Nastavnici srednje škole poseduju zadovoljavajući nivo
kulturalnih kompetencija (M = 3,13; SD = .47), pri čemu u najvećoj meri
raspolažu kulturalnim znanjem (M = 3,38; SD = .52), zatim kulturalnim
veštinama (M = 3,10; SD = .59) i, na kraju, kulturalnom svesnošću (M =
2,88; SD = .49). Mlađi i nastavnici ženskog pola procenjuju sopstveni nivo
ukupnih kulturalnih kompetencija višim u odnosu na starije (r = 0,21, p
< 0.01) i nastavnike muškog pola (t(214) = -2,26, p < 0,05). Najznačajnije
razlike, kada je u pitanju pol nastavnika, beleže se na nivou kulturalnih
veština (t(240) = -3,24, p < 0,01), dok su u odnosu na starost, razlike
najizraženije u domenu kulturalnog znanja (r = 0,23, p < 0,01).
Zaključak: Iako nastavnici svoje kulturalne kompetencije ocenjuju na
relativno visokom nivou, prostor za njihovo unapređivanje postoji.
Opravdano bi bilo implementirati programe stručnog usavršavanja
koji bi, kroz jačanje kulturalne svesnosti, znanja i veština nastavnika,
doprineli demokratskoj kulturi, interkulturalnom obrazovanju i kulturalno
kompetentnoj praksi u obrazovnom radu.",
publisher = "Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation",
journal = "Zbornik apstrakata-  12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. godine",
title = "Cultural competencies in education: Results from self-assessment of high school teachers, Kulturalne kompetencije u obrazovanju: rezultati samoprocene nastavnika srednje škole",
pages = "134-133",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5376"
}

Popović-Ćitić, B., Trajković, M., Bukvić, L., Kovačević-Lepojević, M., Paraušić Marinković, A., Kovačević, M.,& Bogićević, D.. (2023). Cultural competencies in education: Results from self-assessment of high school teachers. in Zbornik apstrakata-  12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. godine
Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju/ University of Belgrade – Faculty of Special Education and Rehabilitation., 133-134.
https://hdl.handle.net/21.15107/rcub_rfasper_5376

Popović-Ćitić B, Trajković M, Bukvić L, Kovačević-Lepojević M, Paraušić Marinković A, Kovačević M, Bogićević D. Cultural competencies in education: Results from self-assessment of high school teachers. in Zbornik apstrakata-  12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. godine. 2023;:133-134.
https://hdl.handle.net/21.15107/rcub_rfasper_5376 .

Popović-Ćitić, Branislava, Trajković, Marija, Bukvić, Lidija, Kovačević-Lepojević, Marina, Paraušić Marinković, Ana, Kovačević, Milica, Bogićević, Dragana, "Cultural competencies in education: Results from self-assessment of high school teachers" in Zbornik apstrakata-  12. Međunarodni naučni skup Specijalna edukacija i rehabilitacija danas Beograd, 27–28. oktobar 2023. godine (2023):133-134,
https://hdl.handle.net/21.15107/rcub_rfasper_5376 .

TY  - CONF
AU  - Bogićević, Dragana
AU  - Bukvić Branković, Lidija
AU  - Trajković, Marija
AU  - Popović-Ćitić, Branislava
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5310
AB  - School or student engagement is widely recognized as a multidimensional construct
that encompasses three aspects of engagement – cognitive, behavioral, and emotional.
Previous research has linked student engagement to various positive developmental
outcomes such as academic achievement, prosocial behavior, and sense of belonging to
the school. Examining school engagement and its relationship with prosocial behavior
is especially important in high school, when engagement is known to decline. Therefore,
the aim of this study is to examine whether adolescents’ school engagement is
associated with prosocial behavior among high school students.
The research sample consisted of 766 students (61.1% female) from four high schools in
Serbia, age from 15 to 19 (M = 16.36, SD = 1.04). School engagement was assessed by Delaware Student Engagement Scale (four-point Likert-type scale, α = .90). The results
of the confirmatory factor analysis did not yield three separate factors, but instead
showed that the items of the behavioral and cognitive engagement subscales were best
represented by one factor. Thus, the scale consists of only two subscales:
cognitive/behavioral engagement (8 items, α = .89) and emotional engagement (4
items, α = .90). Data on prosocial behavior were collected using the prosocial subscale
of The Strengths and Difficulties Questionnaire (5 items, α = .84).
The results show that school engagement is statistically significantly positively
correlated with students’ prosocial behavior. Students with higher scores on the
engagement scale exhibit more prosocial behaviors (r = .64, p = <.001). In addition, a
stronger relationship is found between students' cognitive-behavioral engagement and
prosocial behaviors (r = .65, p = <.001), compared to emotional engagement (r = .46, p =
<.001). The correlation remains significant even when age and gender of respondents
are taken into account.
The results of this study suggest that school engagement can be a powerful resource
for prevention practice and the promotion of prosocial behavior, and that it would be
useful to plan interventions that promote active engagement of students in school.
PB  - University of Novi Sad, Faculty of Philosophy
C3  - Current Trends in Psychology 2023
T1  - Student engagement and prosocial behavior in high school students
EP  - 116
SP  - 115
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5310
ER  - 

@conference{
author = "Bogićević, Dragana and Bukvić Branković, Lidija and Trajković, Marija and Popović-Ćitić, Branislava",
year = "2023",
abstract = "School or student engagement is widely recognized as a multidimensional construct
that encompasses three aspects of engagement – cognitive, behavioral, and emotional.
Previous research has linked student engagement to various positive developmental
outcomes such as academic achievement, prosocial behavior, and sense of belonging to
the school. Examining school engagement and its relationship with prosocial behavior
is especially important in high school, when engagement is known to decline. Therefore,
the aim of this study is to examine whether adolescents’ school engagement is
associated with prosocial behavior among high school students.
The research sample consisted of 766 students (61.1% female) from four high schools in
Serbia, age from 15 to 19 (M = 16.36, SD = 1.04). School engagement was assessed by Delaware Student Engagement Scale (four-point Likert-type scale, α = .90). The results
of the confirmatory factor analysis did not yield three separate factors, but instead
showed that the items of the behavioral and cognitive engagement subscales were best
represented by one factor. Thus, the scale consists of only two subscales:
cognitive/behavioral engagement (8 items, α = .89) and emotional engagement (4
items, α = .90). Data on prosocial behavior were collected using the prosocial subscale
of The Strengths and Difficulties Questionnaire (5 items, α = .84).
The results show that school engagement is statistically significantly positively
correlated with students’ prosocial behavior. Students with higher scores on the
engagement scale exhibit more prosocial behaviors (r = .64, p = <.001). In addition, a
stronger relationship is found between students' cognitive-behavioral engagement and
prosocial behaviors (r = .65, p = <.001), compared to emotional engagement (r = .46, p =
<.001). The correlation remains significant even when age and gender of respondents
are taken into account.
The results of this study suggest that school engagement can be a powerful resource
for prevention practice and the promotion of prosocial behavior, and that it would be
useful to plan interventions that promote active engagement of students in school.",
publisher = "University of Novi Sad, Faculty of Philosophy",
journal = "Current Trends in Psychology 2023",
title = "Student engagement and prosocial behavior in high school students",
pages = "116-115",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5310"
}

Bogićević, D., Bukvić Branković, L., Trajković, M.,& Popović-Ćitić, B.. (2023). Student engagement and prosocial behavior in high school students. in Current Trends in Psychology 2023
University of Novi Sad, Faculty of Philosophy., 115-116.
https://hdl.handle.net/21.15107/rcub_rfasper_5310

Bogićević D, Bukvić Branković L, Trajković M, Popović-Ćitić B. Student engagement and prosocial behavior in high school students. in Current Trends in Psychology 2023. 2023;:115-116.
https://hdl.handle.net/21.15107/rcub_rfasper_5310 .

Bogićević, Dragana, Bukvić Branković, Lidija, Trajković, Marija, Popović-Ćitić, Branislava, "Student engagement and prosocial behavior in high school students" in Current Trends in Psychology 2023 (2023):115-116,
https://hdl.handle.net/21.15107/rcub_rfasper_5310 .

TY  - CONF
AU  - Bogićević, Dragana
AU  - Bukvić, Lidija
AU  - Popović-Ćitić, Branislava
AU  - Trajković, Marija
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5291
AB  - Disciplinary practices refer to procedures teachers use in school to manage student behavior and promote self-discipline. The aim of this study is to examine the use of positive, punitive, and SEL disciplinary techniques and their effects on students’ prosocial behavior. The research sample consisted of 766 students (61.1% female) aged 15 to 19 years (M = 16.36, SD = 1.04). Teachers’ disciplinary techniques were assessed using the Delaware Positive, Punitive, and SEL Techniques Scale (four-point Likert-type scale, α = .87). The scale consists of three subscales measuring students’ perceptions of the use of positive behavior techniques (6 items, α = .88), punitive/corrective techniques (6 items, α = .74), and social emotional learning techniques (6
items, α = .88). Data on prosocial behavior were collected using the prosocial subscale of the Strengths and Difficulties Questionnaire (5 items, α = .84). The data show that secondary teachers
use all three groups of disciplinary techniques to about the same extent, although SEL and positive
disciplinary techniques are used to a slightly greater extent. Results indicate that teacher techniques are statistically significantly correlated with student prosocial behavior (r(764) = .40, p =
<.001). The strongest positive correlation was found between SEL learning techniques and prosocial behavior (r(764) = .48, p = < .001), then with positive behavior techniques (r(764) = .39, p = <.001), while a very weak negative correlation was found between punitive techniques and
prosocial behavior (r(764) = -.11, p = < .01). This correlation remains even when respondents’ age
and gender are taken into account. The results of this study suggest that in the school context, it
may be useful to plan interventions that promote the use of SEL and positive disciplinary practices
which can be effective for prevention of behavioral problems among students.
PB  - University of Niš, Faculty of Philosophy, Department of Psychology
C3  - 19th international conference Days of Applied Psychology – Transformative processes in society, environment, organization, and mental health practice
T1  - Teachers’ disciplinary practices and prosocial behavior in high school students
EP  - 69
SP  - 69
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5291
ER  - 

@conference{
author = "Bogićević, Dragana and Bukvić, Lidija and Popović-Ćitić, Branislava and Trajković, Marija",
year = "2023",
abstract = "Disciplinary practices refer to procedures teachers use in school to manage student behavior and promote self-discipline. The aim of this study is to examine the use of positive, punitive, and SEL disciplinary techniques and their effects on students’ prosocial behavior. The research sample consisted of 766 students (61.1% female) aged 15 to 19 years (M = 16.36, SD = 1.04). Teachers’ disciplinary techniques were assessed using the Delaware Positive, Punitive, and SEL Techniques Scale (four-point Likert-type scale, α = .87). The scale consists of three subscales measuring students’ perceptions of the use of positive behavior techniques (6 items, α = .88), punitive/corrective techniques (6 items, α = .74), and social emotional learning techniques (6
items, α = .88). Data on prosocial behavior were collected using the prosocial subscale of the Strengths and Difficulties Questionnaire (5 items, α = .84). The data show that secondary teachers
use all three groups of disciplinary techniques to about the same extent, although SEL and positive
disciplinary techniques are used to a slightly greater extent. Results indicate that teacher techniques are statistically significantly correlated with student prosocial behavior (r(764) = .40, p =
<.001). The strongest positive correlation was found between SEL learning techniques and prosocial behavior (r(764) = .48, p = < .001), then with positive behavior techniques (r(764) = .39, p = <.001), while a very weak negative correlation was found between punitive techniques and
prosocial behavior (r(764) = -.11, p = < .01). This correlation remains even when respondents’ age
and gender are taken into account. The results of this study suggest that in the school context, it
may be useful to plan interventions that promote the use of SEL and positive disciplinary practices
which can be effective for prevention of behavioral problems among students.",
publisher = "University of Niš, Faculty of Philosophy, Department of Psychology",
journal = "19th international conference Days of Applied Psychology – Transformative processes in society, environment, organization, and mental health practice",
title = "Teachers’ disciplinary practices and prosocial behavior in high school students",
pages = "69-69",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5291"
}

Bogićević, D., Bukvić, L., Popović-Ćitić, B.,& Trajković, M.. (2023). Teachers’ disciplinary practices and prosocial behavior in high school students. in 19th international conference Days of Applied Psychology – Transformative processes in society, environment, organization, and mental health practice
University of Niš, Faculty of Philosophy, Department of Psychology., 69-69.
https://hdl.handle.net/21.15107/rcub_rfasper_5291

Bogićević D, Bukvić L, Popović-Ćitić B, Trajković M. Teachers’ disciplinary practices and prosocial behavior in high school students. in 19th international conference Days of Applied Psychology – Transformative processes in society, environment, organization, and mental health practice. 2023;:69-69.
https://hdl.handle.net/21.15107/rcub_rfasper_5291 .

Bogićević, Dragana, Bukvić, Lidija, Popović-Ćitić, Branislava, Trajković, Marija, "Teachers’ disciplinary practices and prosocial behavior in high school students" in 19th international conference Days of Applied Psychology – Transformative processes in society, environment, organization, and mental health practice (2023):69-69,
https://hdl.handle.net/21.15107/rcub_rfasper_5291 .

TY  - CONF
AU  - Bogićević, Dragana
AU  - Popović-Ćitić, Branislava
AU  - Bukvić Branković, Lidija
AU  - Trajković, Marija
AU  - Kovačević-Lepojević, Marina
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5135
AB  - School or student engagement is widely recognized as a multidimensional construct that encompasses three aspects of engagement – cognitive, behavioral and emotional. Research suggests that school engagement is associated with multiple students outcomes, including academic achievement, school completion, and social-emotional adjustment. Therefore, the aim of this study is to assess the engagement of high school students and to examine differences in the level of engagement by gender and age so that we can determine which students are at greater risk for various negative outcomes. Data on students’ engagement were collected using the Delaware Student Engagement Scale (four-point Likert-type scale). The results of the confirmatory factor analysis did not yield three separate factors, but instead showed that the items of the behavioral and cognitive engagement subscales were best represented by one factor. Thus, the scale consists of only two subscales: cognitive/behavioral engagement (8 items) and emotional engagement (4 items). The sample consisted of 860 students (59.6% female) from Belgrade secondary schools, aged from 15 to 19 (M =16.38, SD = 1.05). The results show that students are engaged to a considerable extent at the cognitive/behavioral level (M = 3.22, SD = 0.66) and to a lesser extent at the emotional level (M = 2.85, SD = 0.91). When looking at the total scores on the cognitive/behavioral engagement subscale, statistically significant difference in the level of engagement by gender were found, t(786) = 2.29, p = < 0.05, d = 0.17, indicating a slightly higher engagement of female students, while no such differences were found on the emotional engagement subscale, t(798) = 1.67, p = .10, d = 0.12. In addition, a weak negative correlation was found between student age and level of engagement on the cognitive/behavioral (r = -.15, p < .001) and emotional engagement subscales (r = -.22, p < .001). In summary, the results of this study showed that high school students’ engagement is at middle level, with girls being slightly more engaged in cognitive/behavioral aspects and younger students generally more engaged compared to older ones. This knowledge is is important from the perspective of prevention science and strengthening protective factors in the school environment, such as student engagement, that can contribute to positive developmental outcomes of students.
PB  - Faculty of Philosophy, University of Belgrade
C3  - XXIX scientific conference: Empirical studies in psychology
T1  - School engagement of high school students: Gender and age differences
EP  - 118
SP  - 118
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5135
ER  - 

@conference{
author = "Bogićević, Dragana and Popović-Ćitić, Branislava and Bukvić Branković, Lidija and Trajković, Marija and Kovačević-Lepojević, Marina",
year = "2023",
abstract = "School or student engagement is widely recognized as a multidimensional construct that encompasses three aspects of engagement – cognitive, behavioral and emotional. Research suggests that school engagement is associated with multiple students outcomes, including academic achievement, school completion, and social-emotional adjustment. Therefore, the aim of this study is to assess the engagement of high school students and to examine differences in the level of engagement by gender and age so that we can determine which students are at greater risk for various negative outcomes. Data on students’ engagement were collected using the Delaware Student Engagement Scale (four-point Likert-type scale). The results of the confirmatory factor analysis did not yield three separate factors, but instead showed that the items of the behavioral and cognitive engagement subscales were best represented by one factor. Thus, the scale consists of only two subscales: cognitive/behavioral engagement (8 items) and emotional engagement (4 items). The sample consisted of 860 students (59.6% female) from Belgrade secondary schools, aged from 15 to 19 (M =16.38, SD = 1.05). The results show that students are engaged to a considerable extent at the cognitive/behavioral level (M = 3.22, SD = 0.66) and to a lesser extent at the emotional level (M = 2.85, SD = 0.91). When looking at the total scores on the cognitive/behavioral engagement subscale, statistically significant difference in the level of engagement by gender were found, t(786) = 2.29, p = < 0.05, d = 0.17, indicating a slightly higher engagement of female students, while no such differences were found on the emotional engagement subscale, t(798) = 1.67, p = .10, d = 0.12. In addition, a weak negative correlation was found between student age and level of engagement on the cognitive/behavioral (r = -.15, p < .001) and emotional engagement subscales (r = -.22, p < .001). In summary, the results of this study showed that high school students’ engagement is at middle level, with girls being slightly more engaged in cognitive/behavioral aspects and younger students generally more engaged compared to older ones. This knowledge is is important from the perspective of prevention science and strengthening protective factors in the school environment, such as student engagement, that can contribute to positive developmental outcomes of students.",
publisher = "Faculty of Philosophy, University of Belgrade",
journal = "XXIX scientific conference: Empirical studies in psychology",
title = "School engagement of high school students: Gender and age differences",
pages = "118-118",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5135"
}

Bogićević, D., Popović-Ćitić, B., Bukvić Branković, L., Trajković, M.,& Kovačević-Lepojević, M.. (2023). School engagement of high school students: Gender and age differences. in XXIX scientific conference: Empirical studies in psychology
Faculty of Philosophy, University of Belgrade., 118-118.
https://hdl.handle.net/21.15107/rcub_rfasper_5135

Bogićević D, Popović-Ćitić B, Bukvić Branković L, Trajković M, Kovačević-Lepojević M. School engagement of high school students: Gender and age differences. in XXIX scientific conference: Empirical studies in psychology. 2023;:118-118.
https://hdl.handle.net/21.15107/rcub_rfasper_5135 .

Bogićević, Dragana, Popović-Ćitić, Branislava, Bukvić Branković, Lidija, Trajković, Marija, Kovačević-Lepojević, Marina, "School engagement of high school students: Gender and age differences" in XXIX scientific conference: Empirical studies in psychology (2023):118-118,
https://hdl.handle.net/21.15107/rcub_rfasper_5135 .

TY  - CONF
AU  - Bogićević, Dragana
AU  - Popović Ćitić, Branislava
PY  - 2023
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/5052
AB  - Školska angažovanost učenika široko je prepoznata kao multidimenzionalni konstrukt koji meri učešće, posvećenost i pažnju učenika u školi. Prepoznaju se različiti tipovi školske angažovanosti, a najučestalije se pravi distinkcija na kognitivnu, emocionalnu i bihejvioralnu angažovanost. Kognitivna angažovanost se odnosi na nivo investiranja učenika ili motivaciju za učenje, dok bihejvioralna angažovanost podrazumeva učešće učenika u školskim aktivnostima. Emocionalna angažovanost podrazumeva odnos učenika prema nastavnicima, vršnjacima i školom u celini. Dokazi o značaju školske angažovanosti učenika dolaze iz opsežne literature koja povezuje školsku angažovanost učenika sa različitim poželjnim razvojnim ishodima. Stoga je cilj ovog rada da kroz pregled, analizu i sumiranje istraživačkih rezultata o školskoj angažovanosti učenika ukaže na značaj ovog konstrukta za prevenciju problema ponašanja. Rezultati sprovedenog pregleda sugerišu da je nivo školske angažovanosti učenika povezan sa širokim spektrom akademskih i razvojnih ishoda, poput akademskog postignuća i motivacije, nastavkom školovanja, prosocijalnog ponašanja, pozitivnog identiteta, socioemocionalnog funkcionisanja itd. Drugim rečima, dosadašnja istraživanja upućuju da se u zavisnosti od nivoa školske angažovanosti učenika njeni efekti mogu tumačiti u kontekstu rizičnih i protektivnih faktora za bihejvioralne probleme učenika. Navedeno implicira da akteri vaspitnoobrazovnog sistema ne smeju da izgube iz vida značaj školske angažovanosti za dostizanje punih potencijala učenika. Dodatno, uvažavajući nastojanja prevencijske nauke u pravcu identifikovanja i osnaživanja činilaca koji stoje osnovi protektivnih procesa neophodno je dodatnu pažnju usmeriti na istraživanja faktora i mehanizama koji doprinose višim nivoima školske angažovanosti kod učenika.
PB  - Društvo defektologa Srbije
PB  - Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju
C3  - Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023
T1  - Značaj školske angažovanosti učenika za prevenciju problema ponašanja
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_5052
ER  - 

@conference{
author = "Bogićević, Dragana and Popović Ćitić, Branislava",
year = "2023",
abstract = "Školska angažovanost učenika široko je prepoznata kao multidimenzionalni konstrukt koji meri učešće, posvećenost i pažnju učenika u školi. Prepoznaju se različiti tipovi školske angažovanosti, a najučestalije se pravi distinkcija na kognitivnu, emocionalnu i bihejvioralnu angažovanost. Kognitivna angažovanost se odnosi na nivo investiranja učenika ili motivaciju za učenje, dok bihejvioralna angažovanost podrazumeva učešće učenika u školskim aktivnostima. Emocionalna angažovanost podrazumeva odnos učenika prema nastavnicima, vršnjacima i školom u celini. Dokazi o značaju školske angažovanosti učenika dolaze iz opsežne literature koja povezuje školsku angažovanost učenika sa različitim poželjnim razvojnim ishodima. Stoga je cilj ovog rada da kroz pregled, analizu i sumiranje istraživačkih rezultata o školskoj angažovanosti učenika ukaže na značaj ovog konstrukta za prevenciju problema ponašanja. Rezultati sprovedenog pregleda sugerišu da je nivo školske angažovanosti učenika povezan sa širokim spektrom akademskih i razvojnih ishoda, poput akademskog postignuća i motivacije, nastavkom školovanja, prosocijalnog ponašanja, pozitivnog identiteta, socioemocionalnog funkcionisanja itd. Drugim rečima, dosadašnja istraživanja upućuju da se u zavisnosti od nivoa školske angažovanosti učenika njeni efekti mogu tumačiti u kontekstu rizičnih i protektivnih faktora za bihejvioralne probleme učenika. Navedeno implicira da akteri vaspitnoobrazovnog sistema ne smeju da izgube iz vida značaj školske angažovanosti za dostizanje punih potencijala učenika. Dodatno, uvažavajući nastojanja prevencijske nauke u pravcu identifikovanja i osnaživanja činilaca koji stoje osnovi protektivnih procesa neophodno je dodatnu pažnju usmeriti na istraživanja faktora i mehanizama koji doprinose višim nivoima školske angažovanosti kod učenika.",
publisher = "Društvo defektologa Srbije, Univerzitet u Beogradu – Fakultet za specijalnu edukaciju i rehabilitaciju",
journal = "Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023",
title = "Značaj školske angažovanosti učenika za prevenciju problema ponašanja",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_5052"
}

Bogićević, D.,& Popović Ćitić, B.. (2023). Značaj školske angažovanosti učenika za prevenciju problema ponašanja. in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023
Društvo defektologa Srbije..
https://hdl.handle.net/21.15107/rcub_rfasper_5052

Bogićević D, Popović Ćitić B. Značaj školske angažovanosti učenika za prevenciju problema ponašanja. in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023. 2023;.
https://hdl.handle.net/21.15107/rcub_rfasper_5052 .

Bogićević, Dragana, Popović Ćitić, Branislava, "Značaj školske angažovanosti učenika za prevenciju problema ponašanja" in Dani defektologa Srbije, stručno-naučna кonferencija sa međunarodnim učešćem; Zlatibor 16-19. februar 2023 (2023),
https://hdl.handle.net/21.15107/rcub_rfasper_5052 .