Naslov
The Integral Method - The program that enhance pro-social behavior

Autori
Bašić, Josipa ; Kranželić-Tavra, Valentina ; Ferić, Martina

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
11th Annual Meeting "Research to Policy" / - Washington (MD) : Society for Prevention Research, 2003, 141-142

Skup
11th Society for Prevention Research Annual Meeting "Research to Policy"

Mjesto i datum
Sjedinjene Američke Države, 12.06.2003. - 14.06.2003

Vrsta sudjelovanja
Poster

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
children; pre-school; Integral method

Sažetak
This paper is a part of two scientific projects carried out by members of the Department of Behavior Disorders on the Faculty of Education and Rehabilitation Sciences, University of Zagreb, The Republic of Croatia. Intentions of the researchers involved in the projects have been: first project (1994/95) - to detect different patterns of behavior in pre-school children and develop the Integral method of the work with preschool children, their parents and pre-school teachers, and second project (1998/99) - to get insight in manifestation of pro-social and aggressive behavior in pre-school children. Although intent of the researchers in the second project wasn't direct evaluation of Integral method, the collected data could refer to the possible correlations. In the random-stratificated sample there were 318 pre-school children aged 2-6 from 4 pre-school institutions in 3 towns of the Republic of Croatia. The data were collected by questionnaire Pro-social and aggressive behavior (Zuzul, Vlahovic-Stetic, 1992, University of Zagreb). Statistical methods were factor analysis and discriminative analysis. By factor analysis 3 factors have been extracted: (1) aggressive behavior, (2) empathy, and (3) sharing. Regarding the differences between the samples (sub-sample one was children from pre-school institutions that practice Integral method (N=149), and sub-sample two were children from other pre-schools (N=169)) discriminative analysis has shown the statistically significant difference between two sub-samples. Pre-school teachers report about more involvement in pro-social behavior in children that attend pre-schools in which teachers were educated in Integral method. The results indicated that practice of Integral method by preschool teachers and other professionals who work in preschool institutions enhance recognition and practicing social skills and techniques (of individual and group work) that influence social and emotional development of children. The said infer that implementing Integral method in pre-schools can be important contribution to prevention of behavior disorder.

Izvorni jezik
Engleski

Znanstvena područja
Demografija

POVEZANOST RADA