| Abstract | PATHS (hrv. Promoviranje Alternativnih Strategija Mišljenja) je univerzalni program prevencije utemeljen na konstruktima socijalnog i emocionalnog učenja. Iako prvo namijenjen djeci s oštećenjima sluha, od svoga se nastanka 1980-ih godina proširio se na razne populacije djece i pokazao višestruku učinkovitost. Za hrvatske potrebe, prevedeno je i kulturološki prilagođeno prvih 56 lekcija te je poznat pod imenom PATHS – RASTEM program. Kako je za kvalitetnu implementaciju nužno kontinuirano praćenje programa i njegovih ishoda, cilj ovog rada jest ispitati socijalne i emocionalne kompetencije kod učenika 8. razreda osnovnih škola četiri godine nakon provedbe PATHS – RASTEM programa u koji su bili uključeni od 1. do 4. razreda osnovne škole, od 2007/2008. do 2010/2011. godine. Istraživanje se provodilo 2014/2015. godine u suradnji Edukacijsko-rehabilitacijskog fakulteta te Istarske županije koja je podržavala projekt Zajednice koje brinu. Uzorak ispitanika sačinjava 108 učenika 8. razreda Osnovne škole Poreč u Poreču, Osnovne škole Ivo Lola Ribar u Labinu te Osnovne škole Matija Vlačić u Labinu, a svi su ispitanici u prosjeku imali 13 godina. Instrument koji je u svrhu ovog istraživanja preveden i prilagođen hrvatskoj populaciji jest Middle Years Development Instrument (MDI), korišten pod nazivom „Razumijevanje naših života“ te se sastoji od 86 čestica podijeljenih u četiri dimenzije: socijalni i emocionalni razvoj (15 subskala), povezanost s odraslima (4 subskale), povezanost s prijateljima (2 subskale), te školska iskustva (7 subskala). Ispitivale su se socijalne i emocionalne kompetencije, rodne razlike na procjenjivanim subskalama te razlike na procjenjivanim subskalama s obzirom na sudjelovanje u provođenju PATHS – RASTEM programa. Rezultati pokazuju kako se učenici na većini procjenjivanih subskala procjenjuju socijalno i emocionalno kompetentnima, s izuzetkom subskala Prosocijalno ponašanje i Ustrajnost, te je većina sudionika izjavila postojanje visoke povezanosti s odraslom osobom u obitelji, školi i susjedstvu/zajednici te postojanje bliskog prijatelja. Školska je klima procijenjena lošom, a ispitanici dobivanje dobrih ocjena u prosjeku označuju najvažnijima tijekom školovanja. Ispitujući rodne razlike, djevojke na većini subskala ostvaruju statistički značajan rezultat. S obzirom na sudjelovanje u provođenju PATHS – RASTEM programa, statistički je značajan rezultat ostvaren na sljedećim subskalama: Sreća, Povezanost s odraslima kod kuće, Privrženost školi, Ciljevi u budućnosti i Viktimizacija. |
| Abstract (english) | PATHS (Promoting Alternative THinking Strategies) is a universal prevention program based on the constructs of social and emotional learning. Although it was originaly designed for children with hearing impairments, since its inception in the 1980s, it have been implemented on various populations of children and has shown multiple effectiveness. For Croatian needs, the first 56 lessons were translated and culturally adapted, and the program is known under the name PATHS - RASTEM program. Since continuous monitoring of the program and its outcomes is necessary for quality implementation, the aim of this work is to examine the social and emotional competences of 8th grade elementary school students four years after the implementation of the PATHS - RASTEM program, in which they were involved from 1st to 4th grade, from the year 2007/2008 until 2010/2011. The research was carried out in 2014/2015 in cooperation with the Faculty of Education and Rehabilitation and the County of Istria, which supported the project "Zajednice koje brinu". The sample included 108 8th-grade students from Poreč Elementary School in Poreč, Ivo Lola Ribar Elementary School in Labin, and Matija Vlačić Elementary School in Labin, and all respondents were 13 years old on average. The instrument that was translated and adapted for the Croatian population for this research is the Middle Years Development Instrument (MDI), used under the name "Razumijevanje naših života" and consists of 86 items divided into four dimensions: social and emotional development (15 subscales), connectedness with adults (4 subscales), connection with friends (2 subscales), and school experiences (7 subscales). Social and emotional competencies, gender differences on the assessed subscales, and differences on the assessed subscales concerning participation in the implementation of the PATHS - RASTEM program were examined. The results show that students are assessed as socially and emotionally competent on most of the assessed subscales, except for the Prosocial Behavior and Perseverance subscales, and the majority of participants stated the existence of a high connectedness with an adult in the family, school, and neighborhood/community and the existence of a close friend. The school climate was assessed as bad, and the respondents, on average, indicated that getting good grades was the most important thing during schooling. Examining gender differences, girls achieve statistically significant results on most subscales. Concerning participation in the implementation of the PATHS - RASTEM program, a statistically significant result was achieved on the following subscales: Happiness, Connectedness with adults at home, School belonging, Future goals, and Victimization. |
