Socijalne i emocionalne kompetencije djece s intelektualnim teškoćama i samostalnost

master's thesis

• Title (english): Social and emotional competence and independence of children with intellectual disability
• Author: Lucija Tomičić
• Mentor: Anamarija Žic Ralić (mentor)
• Committee member: Anamarija Žic Ralić (predsjednik povjerenstva)
• Committee member: Daniela Bratković (član povjerenstva)
• Committee member: Sonja Alimović (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2023-06-30, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences

Abstract

Cilj diplomskog rada je ispitati povezanost socijalnih i emocionalnih kompetencija djece s intelektualnim teškoćama i roditeljskog ponašanja sa samostalnosti djece s intelektualnim teškoćama.
U istraživanju je sudjelovalo 127 roditelja koji imaju djecu s intelektualnim teškoćama u dobi od 7 do 14 godina. Roditelji su procijenili socijalne i emocionalne kompetencije djece s intelektualnim teškoćama instrumentom The Deveraux Student Strengths Assessment (DESSA, Le Buffe, Shapiro i Naglieri, 2009/2014); svoje ponašanje Upitnikom roditeljskog ponašanja (URP-29, Keresteš i sur., 2012), a samostalnost djece posebno osmišljenim upitnikom koji se sastojao od ukupno 7 čestica koje su se mogle grupirati u tri područja: briga o sebi, socijalne interakcije i školski rad.
Rezultati prikazuju kako je viša razina roditeljske podrške povezana s višom razinom socijalnih i emocionalnih kompetencija djece s intelektualnim teškoćama, kao i sa njihovom većom samostalnošću ukupno, ali i na područjima brige o sebi i socijalnih interakcija. Popustljivost roditelja povezana je sa slabijim vještinama samokontrole kod djece s intelektualnim teškoćama, kao i sa slabijom samostalnošću u brizi o sebi. Rezultati su pokazali kako restriktivna kontrola nije povezana sa socijalnim i emocionalnim kompetencijama djece s intelektualnim teškoćama, niti s njihovom samostalnošću.
Rezultati su pokazali povezanost socijalnih i emocionalnih kompetencija mjerenih DESSA-om i samostalnosti, viša razina socijalnih i emocionalnih kompetencija, bila je povezana s višom razinom samostalnosti. Sva područja socijalnih i emocionalnih kompetencija (osim područja vještine djeteta u odnosnu s drugima) bila su povezana sa svim područjima samostalnosti. Vještine djeteta u odnosu s drugima su se pokazale povezanima sa ukupnom samostalnošću, područjem brige o sebi i socijalnih interakcija, dok sa školskim radom povezanost ne postoji.
Možemo zaključiti kako je roditeljska podrška u okviru roditeljskog ponašanja značajno povezana s razvijenosti socijalnih i emocionalnih kompetencija i samostalnosti kod djece s intelektualnim teškoćama. Uz navedeno, utvrđeno je kako djeca koja imaju višu razinu socijalnih i emocionalnih kompetencija pokazuju veći stupanj samostalnosti.
Istraživanje je nastalo suradnjom Edukacijsko-rehabilitacijskog fakulteta te Saveza udruga osoba s invaliditetom Hrvatske SOIH. Provedeno je u sklopu projekta Platforma 50+ koji je usmjeren na „Poboljšanje kvalitete življenja osoba s invaliditetom“.

Abstract (english)

The goal of the thesis is to examine the connection between the social and emotional competence of children with intellectual disabilities and parental behaviour with the independence of children with intellectual disabilities.
127 parents who have children with intellectual disabilities between the ages of 7 and 14 participated in the research. Parents assessed the social and emotional competence of children with intellectual disabilities using The Deveraux Student Strengths Assessment (DESSA, Le Buffe, Shapiro and Naglieri, 2009/2014); parental behaviour with the Parental Behavior Questionnaire (URP29, Keresteš et al., 2012), and children's independence with a specially designed questionnaire consisting of a total of 7 items that could be grouped into three areas: self-care, social interactions and school work.
The results show that a higher level of parental support is associated with a higher level of social and emotional competence of children with intellectual disabilities, as well as with their greater independence in general, but also in the areas of self-care and social interactions. Permissiveness of parents is associated with weaker self-control skills in children with intellectual disabilities, as well as with weaker independence in self-care. The results showed that restrictive control is not related to the social and emotional competences of children with intellectual disabilities, nor to their independence.
The results showed a connection between social and emotional competencies measured by DESSA and independence, a higher level of social and emotional competencies was associated with a higher level of independence. All areas of social and emotional competence (except the area of the child's skills in relation to others) were related to all areas of independence. The child's skills in relation to others have been shown to be related to overall independence, the area of self-care and social interactions, while there is no connection with school work.
We can conclude that parental support within parental behavior is significantly related to the development of social and emotional competences and independence in children with intellectual disabilities. In addition to the above, it was established that children who have a higher level of social and emotional competences show a higher degree of independence.
The research was a collaboration between the Faculty of Education and Rehabilitation Sciences and the Croatian Union of Associations of Persons with Disabilities (SOIH). It was carried out as part of the Platform 50+ project, which is aimed at "Improving the quality of life of people with disabilities".

• Keywords: socijalne i emocionalne kompetencije; samostalnost; djeca s intelektualnim teškoćama; ponašanje roditelja
• Keywords (english): social and emotional competence; independence; children with intellectual disability; parents behaviour
• Language: croatian
• URN:NBN: urn:nbn:hr:158:368251
• Study programme: Title: University graduate study of Educational Rehabilitation; Study programme type: university; Study level: graduate; Academic / professional title: sveučilišni magistar/magistra edukacijske rehabilitacije (sveučilišni magistar/magistra edukacijske rehabilitacije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2023-07-11 07:53:44