Regulacija emocija - zašto je važna u prevenciji problema u ponašanju kod djece osnovnoškolske dobi?

master's thesis

• Title (english): Emotion regulation - why is it important in preventing behavioral problems of school-age children?
• Author: Iva Sambolek
• Mentor: Josipa Mihić (mentor)
• Mentor: Miranda Novak (mentor)
• Committee member: Josipa Mihić (predsjednik povjerenstva)
• Committee member: Miranda Novak (član povjerenstva)
• Committee member: Martina Ferić (član povjerenstva)
• Granter: University of Zagreb; Faculty of Education and Rehabilitation Sciences; Zagreb
• Defense date and country: 2017-09-26, Croatia
• Scientific / art field, discipline and subdiscipline: SOCIAL SCIENCES; Education/Rehabilitation Sciences

Abstract

Regulacija emocija je značajno područje istraživanja koje je važno za postizanje razvojnih zadataka djece osnovnoškolske dobi, a Udruženje za akademsko, socijalno i emocionalno učenje (CASEL, SAD) je tu kompetenciju uvrstilo u pet temeljnih socijalnih i emocionalnih kompetencija 2005. godine. Rezultati raznih istraživanja potvrđuju kako se socijalne i emocionalne vještine mogu naučiti kroz programe integrirane u školski kurikulum, a da takvi programi preventivno djeluju na eksternalizirane probleme u ponašanju kao što su fizička agresija, opozicijsko/agresivno ponašanje, hiperaktivnost i impulzivnost, te internalizirane probleme poput povučenosti, depresivnih simptoma, psihosomatskih problema, zabrinutosti, strahova, koji kod djece uzrokuju mnoge probleme u njihovom razvoju. U ovom diplomskom radu naglasak će biti na razumijevanju važnosti vještine regulacije emocija u prevenciji problema u ponašanju kod djece osnovnoškolske dobi. U tu svrhu će biti korišteni podaci prikupljeni u okviru projekta „European Assessment Protocol for Children’s SEL Skills“ (ERF, partner na projektu) tijekom 2013. i 2014. godine u prvim i drugim razredima osnovnih škola u gradu Zagrebu (N=200). Istraživački problemi će biti usmjereni na ispitivanje razlika u regulaciji emocija kod djece s obzirom na spol, na ispitivanje povezanosti vještine regulacije emocija i pojedinih eksternaliziranih te internaliziranih problema u ponašanju (hiperaktivno – impulzivno ponašanje, problemi s vršnjacima, opozicijsko ponašanje, agresivno ponašanje/fizička agresivnost te emocionalni problemi) te na utvrđivanje razlika u razini regulacije emocija i prisutnosti pojedinih problema u ponašanju u svrhu unaprjeđenja prevencijske znanosti i prakse.

Abstract (english)

Emotion regulation is significantly area of studies which is important for achievement development tasks of elementary school children, and The Collaborative for Academic, Social and Emotional Learning” (CASEL, SAD) have been identified that competency in five fundamental social and emotional competencies, 2005. The results of various studies confirm that social and emotional skills can be learned through programs integrated into the school curriculum, and that programs preventively affect externalized behavioral problems such as physical aggression, oppositional /aggressive behavior, hyperactivity and impulsiveness, and internalized problems such as withdrawal, depressive symptoms, psychosomatic problems, concerns, fears, which may cause many problems in children development. In this graduate thesis, emphasis will be on understanding the importance of emotion regulation skills in preventing behavioral problems in elementary school children. For this purpose, will be used the data collected in the project „European Assessment Protocol for Children’s SEL Skills“ (ERF, partner on the project), during 2013 and 2014 in first and second grades of elementary schools in Zagreb (N=200). Research problems will be focused on examining the differences in emotion regulation in children with regard to gender, on examining the relationships between emotion regulation skills and some externalized and internalized behavioral problems (hyperactive and impulsive behavior, peer problems, oppositional behavior, aggressive behavior/physical aggression and emotional problems) and on the differences in the level of emotion regulation and the presence of some behavioral problems in order to improve preventive science and practice.

• Keywords: regulacija emocija; eksternalizirani problemi; internalizirani problemi; prevencija problema u ponašanju; socijalno-emocionalne vještine
• Keywords (english): emotion regulation; externalized problems; internalized problems; behavioral problems prevention; social – emotional skills
• Language: croatian
• URN:NBN: urn:nbn:hr:158:824743
• Study programme: Title: Social Pedagogy; Study programme type: university; Study level: graduate; Academic / professional title: magistar/magistra socijalne pedagogije (magistar/magistra socijalne pedagogije)
• Type of resource: Text
• File origin: Born digital
• Access conditions: Open access
• Created on: 2018-08-20 06:59:48