Procena razvojnih prednosti učenika koji imaju teškoće u emocionalnom i socijalnom razvoju
Evaluating the Developmental Benefits of Pupils with Social and Emotional Disabilities
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Branislava Popović-Ćitić and Lidija Bukvić’s paper Evaluating the Developmental
Benefits of Pupils with Social and Emotional Disabilities presents research whose
goal was to evaluate the internal and external developmental benefits of pupils
with social and emotional disabilities. The basic findings show that pupils with social
and emotional developmental disabilities gain fewer developmental benefits than their peers who do not demonstrate the symptoms of emotional and behavioural
problems. The authors emphasise that priority action should be directed towards
external developmental benefits, particularly those connected to the support
and validation of pupils, i.e. the creation of a school environment which supports,
encourage and values the progress of all pupils, models positive behaviour, provides
a feeling of safety and develops a climate of tolerance, approval and acceptance.
Also, it would be important to initiate interventions making it possible to work on
aspects of... pupils’ positive identity, in the sense of strengthening self-respect, selfefficacy
and beliefs in the future.
Keywords:
social disabilities / emotional disabilities / pupils / school environment / positive behaviourSource:
Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih, 2018, 122-142Publisher:
- Beograd : Institut za pedagoška istraživanja
Funding / projects:
- Improving the quality and accessibility of education in modernization processes in Serbia (RS-47008)
Note:
- Naziv zbirke: Biblioteka „Pedagoška teorija i praksa” 46
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IPITY - CHAP AU - Popović-Ćitić, Branislava AU - Bukvić, Lidija PY - 2018 UR - http://ipir.ipisr.org.rs/handle/123456789/602 AB - Branislava Popović-Ćitić and Lidija Bukvić’s paper Evaluating the Developmental Benefits of Pupils with Social and Emotional Disabilities presents research whose goal was to evaluate the internal and external developmental benefits of pupils with social and emotional disabilities. The basic findings show that pupils with social and emotional developmental disabilities gain fewer developmental benefits than their peers who do not demonstrate the symptoms of emotional and behavioural problems. The authors emphasise that priority action should be directed towards external developmental benefits, particularly those connected to the support and validation of pupils, i.e. the creation of a school environment which supports, encourage and values the progress of all pupils, models positive behaviour, provides a feeling of safety and develops a climate of tolerance, approval and acceptance. Also, it would be important to initiate interventions making it possible to work on aspects of pupils’ positive identity, in the sense of strengthening self-respect, selfefficacy and beliefs in the future. PB - Beograd : Institut za pedagoška istraživanja T2 - Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih T1 - Procena razvojnih prednosti učenika koji imaju teškoće u emocionalnom i socijalnom razvoju T1 - Evaluating the Developmental Benefits of Pupils with Social and Emotional Disabilities EP - 142 SP - 122 UR - https://hdl.handle.net/21.15107/rcub_ipir_602 ER -
@inbook{ author = "Popović-Ćitić, Branislava and Bukvić, Lidija", year = "2018", abstract = "Branislava Popović-Ćitić and Lidija Bukvić’s paper Evaluating the Developmental Benefits of Pupils with Social and Emotional Disabilities presents research whose goal was to evaluate the internal and external developmental benefits of pupils with social and emotional disabilities. The basic findings show that pupils with social and emotional developmental disabilities gain fewer developmental benefits than their peers who do not demonstrate the symptoms of emotional and behavioural problems. The authors emphasise that priority action should be directed towards external developmental benefits, particularly those connected to the support and validation of pupils, i.e. the creation of a school environment which supports, encourage and values the progress of all pupils, models positive behaviour, provides a feeling of safety and develops a climate of tolerance, approval and acceptance. Also, it would be important to initiate interventions making it possible to work on aspects of pupils’ positive identity, in the sense of strengthening self-respect, selfefficacy and beliefs in the future.", publisher = "Beograd : Institut za pedagoška istraživanja", journal = "Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih", booktitle = "Procena razvojnih prednosti učenika koji imaju teškoće u emocionalnom i socijalnom razvoju, Evaluating the Developmental Benefits of Pupils with Social and Emotional Disabilities", pages = "142-122", url = "https://hdl.handle.net/21.15107/rcub_ipir_602" }
Popović-Ćitić, B.,& Bukvić, L.. (2018). Procena razvojnih prednosti učenika koji imaju teškoće u emocionalnom i socijalnom razvoju. in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih Beograd : Institut za pedagoška istraživanja., 122-142. https://hdl.handle.net/21.15107/rcub_ipir_602
Popović-Ćitić B, Bukvić L. Procena razvojnih prednosti učenika koji imaju teškoće u emocionalnom i socijalnom razvoju. in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih. 2018;:122-142. https://hdl.handle.net/21.15107/rcub_ipir_602 .
Popović-Ćitić, Branislava, Bukvić, Lidija, "Procena razvojnih prednosti učenika koji imaju teškoće u emocionalnom i socijalnom razvoju" in Uvažavanje različitosti u funkciji pozitivnog razvoja dece i mladih (2018):122-142, https://hdl.handle.net/21.15107/rcub_ipir_602 .