Growing up in digital age provides children with a number of positive opportunities, but in the same time the dangers for their healthy development and well-being. Internet and especially the social ...media (Facebook, Instagram, etc.) have strongly transformed the world of childhood. In addition, they have made the upbringing more challenging, and it seems that it has also experienced a „digital revolution”. The aim of this paper is to demonstrate based on the recent literature how modern media influence upbringing and shape the different dimensions of child and adolescent lives, their identity and relationships with their parents and peers. Introductory it is indicated a new trend of parents who publish on social networks details of their child’s prenatal life (ultrasound imaging) and after their birth create profiles and child’s digital identity, and try to gain popularity (micromicrocelebrity), but also achieve material benefit or manipulate. Parents use the media to calm, entertain, reward or punish children, but also to control them. Media is also the main source of upbringing information, though they are often suspected („Google tutor“). Research suggests that the overuse of the media negatively affects family interactions, dynamics and parent-child relationships. Over the time, the use of media becomes the dominant activity of children, with the primary purpose of communicating with peers, who play an increasingly important role in their lives. Therefore, the influence of the media on the quality of relationships with peers is considered, and it also points to negative phenomena (rejection, cyberbullying). In addition to relations, other identity-related constructs such as self-discover and self-presentation, social comparison, and feedback that affect the creation of self-image are analyzed. Digital life can support and interfere with the development of identity. Concludingly, it is discussed how to use the benefits offered by the media and how to reduce the negative upbringing impacts, and how pedagogues can help parents and children to deal more successfully with the challenges of digital age.
Obesity is one of the leading public health issues in the world whose significance lies, not only in its prevalence, but also in its consequences i.e. diseases that gradually develop in obese people. ...The aim of the study was to determine obesity prevalence among school children and the influence of health education on its prevalence. Study included pupils of 19 first grades in 8 primary schools of Osijek-Baranja County, Croatia. Body weight and height, waist and hip circumference were measured. Parameters for assessing obesity: body mass index (BMI, according to Croatian referral values), waist circumference (WC), waist and hip circumference ratio (WHR) and waist circumference and height ratio (WHtR) were measured. In order to determine whether the health education of pupils and their parents influences children's anthropometric indexes, health education regarding correct diet, obesity and its consequences and the need for life style changes in terms of daily physical activity was conducted in four primary schools. Pupils of other four primary schools were measured as a control group. Prevalence of overweight children according to BMI before education was 8.9% (6.5% of overweight and 2.4% of obese children). In intervention group of children, according to BMI, there was no decrease in proportion of obese after the health education was conducted and prevalence was 2% before and after the education. On the second measurement, pupils in control group showed increase in proportion of obese from 2.9% to 3.5%. According to weight circumference and height ratio before education there were 10.2% of obese children. After six months, there was an increase in proportion of obese to 11.3%. According to this index there was an increase in proportion of obese in all groups of pupils regardless of gender and conducted education. This study shows that in school-based obesity programs it is necessary to apply more intense interventions with another type of methodology; program should be conducted continuously during longer period, otherwise this condition will continue to rise.
The era of pediatric HIV-infection in Croatia began in 1987 when the first child from an HIV-infected mother was born. The authors present some medical data of children diagnosed as HIV-infected or ...observed because of maternal HIV-infection in Croatia until the end of 2005. Although the number of HN-infected children in Croatia is still relatively small, in the last two decades the Croatian society was confronted with many ethical and social issues regarding HIV-infection and discrimination. There were many obstacles in providing proper care and integrating HIV-infected children in the Croatian society. Stigmatisation, fear and lack of knowledge were major contributors. For the first time, the integration of an HIV-infected child with revealed HIV-status into school was described. Changes in attitudes towards HIV-infected people can only be achieved through planned permanent educational programs.
CILJ ISTRAŽIVANJA. Ispitati prehrambene navike školske djece, njihovih roditelja i razlike prema mjestu stanovanja te promjene istih nakon edukacije. Utvrditi stanje uhranjenosti djece na početku i ...kraju istraživanja te usporediti različite antropometrijske indekse. USTROJ STUDIJE. Prospektivna studija. ISPITANICI I METODE. Istraživanjem je obuhvaćeno 332 ispitanika (191 učenik i 141 roditelj) u dvije gradske i dvije seoske škole. Kontrolnu skupinu čini 181 učenik koji nije obuhvaćen edukacijom. U obje skupine tim školske medicine proveo je mjerenje tjelesne visine, težine, opseg struka i bokova na početku, nakon 6 i 12 mjeseci. Ispitivanje prehrambenih navika djece i roditelja istraženo je anketnim upitnikom. Za skupinu ispitanika osmišljene su intervencije tima usmjerene na razvoj pravilnih navika kroz predavanja za djecu i roditelje, radionice za djecu i roditelje, edukacija roditelj - roditeljima. REZULTATI. Nikad ne doručkuje 3,6 % djece. Tri glavna i jedan kuhani obrok na dan ima 55.3 % djece. Voće ne jede 5,8 %, a povrće 9,1 % dok slatka pića pije 23,1 % djece. Polovina djece zna kako nastaje debljina i smatraju je bolešću. Roditelji značajno češće navode da učenici provede dnevno 2 i više sati pred računalom ili TV. Nakon edukacije kod djece značajno se povećala količina i unos voća na dan (s 41 % na 63,4 %), a smanjila svakodnevna konzumacija slatkiša (sa 46 % na 17,9 %). Povećao se broj učenika koji znaju kako i zašto se debljamo. Značajno više djece u gradu ne jede povrće i ne hrani se u školskoj kuhinji, dok seoska djeca više znaju o debljini. Stanje uhranjenosti djece je sljedeće: 4,1 % pothranjenih, 80.4 % normalno, prekomjerno teških je 10,5 %, a pretilih 5 %. Uspoređujući antropometrijske indekse značajno je više ispitanika prekomjerne tjelesne težine prema ITM u odnosu na opseg struka dok su prema omjeru struka i visine ispitanici više pothranjeni, a manje pretili. ZAKLJUČAK. Intervencije su se pokazale kao uspješan model kojim se može utjecati na promjenu stavova i prehrambenih navika djece i roditelja. Njihovom kontinuiranom primjenom u djece školske dobi značajno bi se promijenile prehram bene navike, a time i utjecalo na razvoj budućih zdravijih generacija.
OBJECTIVES. To determine dietary habits of school children, their parents and the differences according to place of residence, and also changes in dietary habits after education. To determine nutritional status of school children at the beginning and in the end of the research, and to compare different anthropometric indexes. STUDY DESIGN. Prospective study. PARTICIPANTS AND METHODS. Research was conducted in two urban and two rural primary schools with the total of 332 participants (191 pupils and 141 parents). Control group had 181 pupils that were not educated. School medicine team conducted measurements of body height and body weight, waist and hip circumferences in both groups at the beginning of the research and after 6 and 12 months. School medicine team conducted interventions aimed to improve dietary habits in the form of lectures for children and parents, workshops for children and parents and parent-to-parents education for the intervention group. RESULTS. 3,6 % of children never eats breakfast. Three main meals and one cooked meal per day had 55,5 % of children. Fruits does not eat 3,6 % of children, vegetables does not eat 9,1 % of children and sweet drinks consume 23,1 % of children. Half of children knew causes of obesity and consider it to be a disease. Parents significantly more often reported more than 2 hours of screen time for their children. Fruit amount and consumption was increased (41 % vs. 63,4 %) and sweets consumption was reduced (46 % vs. 17,9 %) in children after education. Proportion of pupils with knowledge on obesity was increased. Urban children more often do not eat vegetables and do not eat in the school kitchen, while rural children know more on obesity. Nutritional status of children was determined as 4,1 % of underweight, 80,4 % with normal weight, 10,5 % of overweight and 5 % of obese. Comparison of anthropometric indexes showed that there were more overweight children when using body mass index than waist circumference, while there were more underweight and less obese children when using waist circumference-height ratio. CONCLUSION. Interventions showed to be a successful model that influences change in dietary habits of children and parents. Their continuous use could change dietary habits and therefore development of healthier generations.
CILJ ISTRAŽIVANJA. Ispitati prehrambene navike školske djece, njihovih roditelja i razlike prema mjestu stanovanja te promjene istih nakon edukacije. Utvrditi stanje uhranjenosti djece na početku i kraju istraživanja te usporediti različite antropometrijske indekse. USTROJ STUDIJE. Prospektivna studija. ISPITANICI I METODE. Istraživanjem je obuhvaćeno 332 ispitanika (191 učenik i 141 roditelj) u dvije gradske i dvije seoske škole. Kontrolnu skupinu čini 181 učenik koji nije obuhvaćen edukacijom. U obje skupine tim školske medicine proveo je mjerenje tjelesne visine, težine, opseg struka i bokova na početku, nakon 6 i 12 mjeseci. Ispitivanje prehrambenih navika djece i roditelja istraženo je anketnim upitnikom. Za skupinu ispitanika osmišljene su intervencije tima usmjerene na razvoj pravilnih navika kroz predavanja za djecu i roditelje, radionice za djecu i roditelje, edukacija roditelj - roditeljima. REZULTATI. Nikad ne doručkuje 3,6 % djece. Tri glavna i jedan kuhani obrok na dan ima 55.3 % djece. Voće ne jede 5,8 %, a povrće 9,1 % dok slatka pića pije 23,1 % djece. Polovina djece zna kako nastaje debljina i smatraju je bolešću. Roditelji značajno češće navode da učenici provede dnevno 2 i više sati pred računalom ili TV. Nakon edukacije kod djece značajno se povećala količina i unos voća na dan (s 41 % na 63,4 %), a smanjila svakodnevna konzumacija slatkiša (sa 46 % na 17,9 %). Povećao se broj učenika koji znaju kako i zašto se debljamo. Značajno više djece u gradu ne jede povrće i ne hrani se u školskoj kuhinji, dok seoska djeca više znaju o debljini. Stanje uhranjenosti djece je sljedeće: 4,1 % pothranjenih, 80.4 % normalno, prekomjerno teških je 10,5 %, a pretilih 5 %. Uspoređujući antropometrijske indekse značajno je više ispitanika prekomjerne tjelesne težine prema ITM u odnosu na opseg struka dok su prema omjeru struka i visine ispitanici više pothranjeni, a manje pretili. ZAKLJUČAK. Intervencije su se pokazale kao uspješan model kojim se može utjecati na promjenu stavova i prehrambenih navika djece i roditelja. Njihovom kontinuiranom primjenom u djece školske dobi značajno bi se promijenile prehram bene navike, a time i utjecalo na razvoj budućih zdravijih generacija.
Cilj je ovog rada produbljivanje spoznaja o fenomenu nasilja nad djecom s teškoćama u realnom i virtualnom svijetu.
U istraživanju su sudjelovala djeca i mladi s različitim teškoćama (N=20) i njihovi ...roditelji (N=40).
Podatci su prikupljeni u fokus grupama s djecom i mladima te polustrukturiranim intervjuima s roditeljima.
Prema iskazima sudionika djeca s teškoćama izložena su verbalnom (uvrede i ponižavanja na temelju njihove teškoće), relacijskom (odbacivanje, izoliranje) i fizičkom nasilju (povlačenje, guranje, izbacivanja iz kolica), kao i seksualnom uznemiravanju. Isto tako doživljavaju i elektroničko nasilje. Utvrđeno je da su dominantni osjećaji
žrtava: tuga, ljutnja, strah, bespomoćnost.
Svi sudionici smatraju da je vršnjačko nasilje za djecu s teškoćama bolno iskustvo i ozbiljan problem, pa traže primjerenu zaštitu i kvalitetnije preventivne aktivnosti.
The aim of this study was to examine students' attitudes towards modern methods of learning via the Internet, as compared to traditional methods (books and textbooks), and to analyze the relationship ...between attitudes and perseverance, the need for knowledge, self-efficacy, and the characteristics of the students that might be influenced by situational factors. The study included 286 students (58.7% females; 41.3% males), whose average age was 13.8 years, and who were enrolled in primary and secondary schools in Croatia. The results showed that no difference in attitudes existed among the students with regard to whether they preferred to learn via the Internet or via the traditional methods of books and textbooks. The results were consistent across type of school, place of residence, and school performance. However, differences were found according to gender. The boys preferred to learn via the Internet significantly more than did the girls, who were equally happy to learn from textbooks and the Internet. Pupils who generally use the Internet on a daily basis, and those who use it to search for information unrelated to school or to socialize in a virtual space, have a more positive attitude towards learning via the Internet. Moreover, students who prefer learning from books and textbooks showed a statistically significant greater persistence and a strong need for knowledge, as well as greater academic and emotional self-efficacy than did their peers who prefer learning via the Internet. PUBLICATION ABSTRACT
This paper examines the prediction of experiencing and committing cyberbullying on the basis of perception of injustice and care received from the environment. The study involved 481 (51.1% female ...and 48.9% male) seventh and eighth grade students from Croatian elementary schools. The average age of the respondents was 13.8 years. The questionnaires applied were General information questionnaire; Scale of exposure to peer bullying in virtual world; Scale of frequency of bullying in virtual world; The presence of caring- a protective factor for the individual and the Questionnaire on perception of social injustice. The respondents reported they were more often victims than perpetrators of cyberbullying, and that they perceived care of the adults, but also social injustice, as being in a relatively high level. When it comes to dimensions of social injustice, they perceive inequality before the law, not accepting social norms, and general injustice as being higher than injustice in school and family. The results have shown that students who perceive less care from the environment and greater general injustice are more often perpetrators of cyberbullying. Therefore, a greater perception of social injustice and lack of support from the environment were found to be statistically significant predictors for cyberbullying and cybervictimization.
U ovom radu analizira se odnos između realnih i virtualnih adolescentskih prijateljstva i nekih njihovih individualnih osobina (sramežljivost, usamljenost, samopoštovanje) i percipirane kvalitete ...odnosa s roditeljima, prijateljima i nastavnicima, te osjećaja pripadnosti školi i školskog uspjeha. U istraživanju je sudjelovao 481 (48,9% M i 51.1% Ž) učenik sedmog i osmog razreda (prosječna dob 13,84; SD=0,68). Korelacijskom analizom je utvrđena pozitivna povezanost između socijalne podrške obitelji, prijatelja i nastavnika, osjećaja pripadnosti školi, boljeg školskog uspjeha i odnosa sa stvarnim prijateljima. No, što su učenici usamljeniji i što im je samopoštovanje niže, podrška obitelji slabija, a školski uspjeh lošiji oni imaju intenzivnije interakcija s virtualnim prijateljima. Višestruke regresijske analize pokazuju da pozitivne interakcije sa stvarnim prijateljima imaju djevojke te učenici koji osjećaju veću pripadnost školi, a negativne interakcije imaju učenici nižeg samopoštovanja i oni koji osjećaju manju pripadnost školi. S virtualnim prijateljima pozitivne interakcije imaju učenici koji imaju podršku od stvarnih prijatelja, a o većem intenzitetu negativnih interakcija izvještavaju dječaci, te učenici koji su usamljeni i imaju niže samopoštovanje. Dobiveni rezultati doprinose proširivanju spoznaja o stvarnim i virtualnim adolescentskim prijateljstvima, a mogu biti korisni za praktično postupanje roditeljima i učiteljima te služiti kao poticaj za nova istraživanja ovog fenomena.
U ovom se radu raspravlja o ulogama angažiranih, neangažiranih i indiferentnih svjedoka viktimizacije u realnom i virtualnom svijetu te čimbenicima koji ih potiču na različite reakcije u situacijama ...nasilja.
Branitelji žrtava ponašaju se prosocijalno, žele razriješiti sukob, umanjiti ili zaustaviti nasilje, a pokazuju visoku razinu empatije, samoučinkovitosti, osobne odgovornosti, manje od ostalih vršnjaka ignoriraju moralna pitanja, skloni su toleriranju različitosti te imaju negativne stavovi prema nasilju.
Među razlozima pružanja aktivne (pomoćnici i pristaše) ili pasivne podrške počiniteljima nasilja analizira se odnos prema žrtvi i počinitelju, vršnjački pritisak i interakcije (zaslijepljenost, vršnjačka zaraza, deindividualizacija, gubitak osobne i socijalne kontrole), moralno distanciranje i pozitivni stavovi prema nasilju.
Neangažirani promatrači najbrojnija su skupina djece koja sa sigurne fizičke ili digitalne udaljenosti promatraju nasilje i prema njemu se odnose ravnodušno, najčešće zbog egoističnih motiva, pluralističkog neznanja, straha od vrednovanja, difuzije odgovornosti ili pomicanja odgovornosti na višu razinu.
U zaključku se predlaže da se školski preventivni programi usredotoče na očevidce te posvete pozornost podizanju svijesti o ulozi koju oni imaju u podržavanju ili smanjivanju nasilja, njihovoj edukaciji i osnaživanju kako bi od promatrača postali konstruktivni branitelji .
Polazeći od teza da je ponašanje rezultat interakcije između pojedinca i njegove okoline, cilj je ovog rada ispitati u kojoj mjeri percipirana nepravda u društvu predviđa status počinitelja i status ...žrtve izravnih oblika (fizičkog i verbalnog) nasilja među vršnjacima, te može li percipirana brižnost biti zaštitni čimbenik za takva ponašanja. U istraživanju je sudjelovao 481 (51,1% djevojčica i 48,9% dječaka) učenik, prosječne dobi 13,8 godina. Utvrđeno je da su učenici češće žrtve i počinitelji verbalnog, nego fizičkog nasilja. Rezultati višestrukih regresijskih analiza pokazuju da su značajni prediktori viktimizacije muški spol (za fizičko) te slabiji školski uspjeh (za fizičko i verbalno nasilje). Dječaci su češće i počinitelji verbalnog i fizičkog nasilja, a o počinjenom fizičkom nasilju češće izvještavaju i stariji učenici višeg socioekonomskog statusa. Iako ispitanici u relativno visokom stupnju percipiraju prisutnost brižnosti odraslih osoba, ova varijabla nije utvrđena kao statistički značajan zaštitni čimbenik. Sudionici istraživanja procjenjuju da je nepravda u našem društvu relativno visoka, a oni koji percipiraju veću opću nepravdu u društvu češće su žrtve fizičkog i verbalnog nasilja svojih vršnjaka, dok su oni koji percipiraju veću nepravdu u školi češće žrtve verbalnog nasilja. Doživljena opća nepravda u društvu češće je povezana s počinjenim fizičkim, a doživljena nepravda u obitelji s fizičkim i verbalnim nasiljem prema vršnjacima. Zaključno je prezentiran teorijski model utjecaja percepcije nepravde na nasilno ponašanje i viktimizaciju.
