ࡱ>  gi^_`abcdefq`bjbjqPqPy::?A  $fffPg<RhL@PiHj@2k2k2kWm n4=n=======$ChjE^#>Iol^Wmoo#>&&2k2kl@o\ &2k2k=o=&{$2ki if  +d 9@0@pE E$$JEI%Yn0n"nnYnYnYn#>#>YnYnYn@oooo*<*<&&&&&&  PROGRAMI ZA POTICANJE EMOCIONALNE I SOCIJALNE KOMPETENTNOSTI KOD DJECE I ADOLESCENATA Radenka Munjas Samarin1 Vladimir Takai2 1 Biometrika Healthcare Research, Stara Kne~ija 6, Zagreb  HYPERLINK "mailto:radenka.munjas@ri.t-com.hr" radenka.munjas@ri.t-com.hr 2 Filozofski fakultet u Rijeci  HYPERLINK "mailto:vtaksic@ffri.hr" vtaksic@ffri.hr Klju ne rije i: emocionalna inteligencija, emocionalna kompetentnost, socijalno i emocionalno u enje, program, kurikulum, akola SA}ETAK Posljednjih godina raste broj stru njaka na polju akolske psihologije koji, uz akademsko postignue, naglaaavaju va~nost razvoja djetetovih socijalnih i emocionalnih vjeatina kroz akolovanje. Rezultati istra~ivanja idu u prilog tvrdnjama da se socijalne i emocionalne kompetencije mogu nau iti kroz programe integrirane u akolski kurikulum (tzv. socijalno i emocionalno u enje, SEU). Takvi programi ine se u inkovitim na inom za smanjenje problemati nih ponaaanja u enika i emocionalnih teakoa, dok istovremeno poveavaju socijalnu prilagodbu i poti u akademski uspjeh u enika. Rad donosi opse~an pregled postojeih programa i nekoliko aspekata klasifikacije programa za socijalno i emocionalno u enje (SEU) nastalih i primjenjivanih u svijetu (primarno u ameri kim akolama) u posljednjih 10-ak godina. Obzirom da je cilj privui interes i poveati razumijevanje stru njaka s podru ja obrazovanja i psihologije u svrhu primjene sli nih programa u Hrvatskoj, u radu se kriti ki razmatraju uvjeti razvoja, primjene i evaluacije efekata SEU programa. ABSTRACT During the last decade there are growing number of educational psychology experts who, along with academic performance, stress the importance of developing child's social and emotional skills through schooling. Research indicates that social and emotional competencies can be learned trough school-based curriculum activities (Social and Emotional Learning, SEL). Such programs seem to be an effective approach to reducing problem behaviors and emotional distress, while at the same time promote positive social adjustment, and enhancing academic performance of students. This paper brings a broad overview of existing programs and represents an attempt to classify SEL programs implemented in different countries (primarily in American schools) in the last 10 years. Since the primary goal is to raise interest and to increase understanding in experts from education and psychology, in order to encourage implementation of such programs in Croatia, the paper gives critical insight concerning the conditions in which SEL programs are developed, implemented and evaluated. Razvoj emocionalne inteligencije (EI) Iako je podru je EI zapo elo tek studijama u okviru akademske psihologije objavljenima u lancima ranih 1990-ih, a pojam EI globalno populariziran tek 1995. Golemanovom knjigom istoimenog naziva, danas viae nisu upitni nalazi istra~ivanja prema kojima je kod djece akolskog uzrasta mogue postii pozitivan utjecaj na emocionalne kompetencije. Istra~ivanja pokazuju da je mogue unaprijediti akolski uspjeh, prosocijalno ponaaanje te smanjiti izostanke iz akole, koriatenje psihoaktivnih supstanci i agresivno ponaaanje, ako se na pravilan i sustavan na in poti u u enikove socijalne i emocionalne kompetencije (Durlak i Weissberg, 2005; Taylor i Dymnicki, 2007). I primjeri iz prakse i istra~ivanja pokazuju istu pravilnost: kad se u akolama provode aktivnosti usmjerene na emocionalne i socijalne potrebe u enika, djeca postaju viae anga~irana u u enje, pokazuju manje problemati nih ponaaanja te se poboljaava njihovo akolsko postignue (Elias i Zins, 2006). Na temelju nalaza o razvojnim i socijalizacijskim efektima na emocionalnu inteligenciju, meu stru njacima iz ovog podru ja vlada uvjerenje da se EI mo~e uvje~bati i unaprijediti u razli itim druatvenim kontekstima (obrazovnom, organizacijskom, interpersonalnom), (Matthews, Zeidner i Roberts, 2002). Zbog te specifi ne pretpostavke da se, za razliku od IQ, emocionalna inteligencija mo~e razviti, mnogi autori umjesto termina inteligencije pribjegavaju koriatenju drugih termina kad govore o zapravo istom sklopu vjeatina i sposobnosti pa se tako u literaturi susreu pojmovi poput emocionalnog kvocijenta (npr. Goleman, 1995), emocionalne pismenosti (npr. Goleman, 1995; Dulewic i Higgs, 2000), emocionalne kompetentnosti (npr. Dulewic i Higgs, 2000; Takai, 1998; Takai, Mohori i Munjas, 2006). U Velikoj Britaniji se meu stru njacima u obrazovanju preferira termin emocionalne pismenosti (Qualter, Gardner i Whiteley, 2007) kad se razmatra podru je EI i upotreba u obrazovnoj praksi. Mayer i Cobb (2000) smatraju kako nema puno smisla govoriti o u enju inteligencije budui da se inteligencija odnosi na kapacitet za u enje, no mialjenja su da je mala promjena u pristupu - kakvu nudi socijalno-emocionalno u enje (SEU, engl. Social and Emotional Learnig, SEL)  potpuno prihvatljiva. Socijalno-emocionalno u enje je proces stjecanja znanja, stavova i vjeatina koje se odnose na prepoznavanje i upravljanje emocijama, snala~enje u socijalnom svijetu, uspostavljanje i odr~avanje odnosa s drugima, u inkovito donoaenje odluka (Payton i sur., 2008). Drugim rije ima, socijalno i emocionalno u enje je proces razvitka temeljnih socijalnih i emocionalnih kompetencija kod djece. Teoreti ari socijalnog i emocionalnog u enja identificirali su duga ku listu razvojnih vrijednosti na kojoj temelje svoje programe. Udru~enje za akademsko, socijalno i emocionalno u enje (The Collaborative for Academic, Social, and Emotional Learning, CASEL) 2005. godine identificiralo je 5 skupina temeljnih, meusobno povezanih, socijalnih i emocionalnih kompetencija: samosvijest (self-awareness, to na procjena vlastitih osjeaja, interesa, vrijednosti i osjeaj samopouzdanja); upravljanje sobom (self-management, izra~avanje i regulacija vlastitih emocija); socijalna svijest (mogunost zauzimanja perspektive drugih i empatiziranje s drugima); socijalne vjeatine (uspostavljanje i odr~avanje zdravih odnosa s drugima, odupiranje ne~eljenom socijalnom pritisku, konstruktivno rjeaavanje konflikata); odgovorno donoaenje odluka (razmatrajui eti ke standarde i primjerene druatvene norme, doprinosei dobrobiti cijele zajednice). Zbog velikog naglaska kojeg neki istra~iva i stavljaju na razvojni potencijal emocionalne inteligencije, raste interes za kreiranje razli itih intervencija u obliku programa za socijalno i emocionalno u enje, s ciljem poveanja emocionalne kompetentnosti u raznim kontekstima (Mayer, Caruso i Salovey, 2000b). Stru njaci razli itih profesija objedinjuju znanja s podru ja inteligencije, razvojne psihologije, neurologije te odgoja i obrazovanja kako bi osmislili strategije primarne prevencije kroz programe kojima djeci poma~u razviti socijalne i emocionalne kompetencije. Programi ove vrste imaju za cilj u initi djecu otpornijima na razne psihopatoloake probleme poput depresivnosti, delinkvencije, nasilja, zlouporabe droga itd., na na in da se kod djece poti u vjeatine prepoznavanja i upravljanja emocijama kod sebe i drugih, kontrole vlastitih reakcija, empatije i prosocijalnog ponaaanja i sli no (Kuterovac Jagodi, 2003). Mogunost razvoja emocionalne inteligencije (EI) bit e razmotrena u kontekstu programa za poticanje socijalnog i emocionalnog u enja (SEU). Rad u suatini predstavlja pregled i pokuaaj klasifikacije airokog spektra postojeih programa, za koje postoje dokazi o pozitivnim utjecajima na socijalni, emocionalni i akademski uspjeh djece i adolescenata. Glavni cilj ovog rada jest zainteresiranim stru njacima stvoriti osnovu za informiranu odluku prilikom izbora programa ovisno o ~eljenim rezultatima, obzirom da danas postoje stotine preventivnih programa koji se neselektivno i agresivno promoviraju, a upitne su teorijske utemeljenosti i u inkovitosti. Srediate rada ine programi za poticanje pozitivnog razvoja mladih, posebice programi osmialjeni za provoenje u akolama, koji su najraaireniji i za veinu je proveden neki oblik evaluacije efekata. Podrobnije e biti prikazane vrste takvih programa i njihova znanstvena utemeljenost. Kriti ki su sagledane potrebe i mogunosti za airu primjenu programa u obrazovnoj praksi, uz konkretne smjernice za njihovu implementaciju. Pregled programa za poticanje socioemocionalnih kompetencija kod djece Osim psihologa, sve vei interes za EI pokazuju i stru njaci s drugih podru ja (psihijatri, edukatori, specijalisti za ljudske potencijale) pa je podru je vrlo brzo popularizirano i proaireno. Vezu emocionalne inteligencije i prakse njenog pou avanja poti e Fetzer Institute, inicirajui suradnju istra~iva a emocionalne inteligencije i stru njaka s podru ja obrazovanja koji su radili na razvoju kurikuluma (Mayer i Cobb, 2000). Po inje se govoriti o poticanju (fostering) ili poveanju (enhancement) emocionalne inteligencije, na koju se gleda kao na integrativni koncept u podlozi socioemocionalnog u enja. Tijekom posljednjeg desetljea vidljiv je poveani interes za sustavno poticanje i poveanje socioemocionalnih kompetencija u akolama. Programi za socijalno i emocionalno u enje kod djece izgrauju vjeatine prepoznavanja i upravljanja vlastitim emocijama, uspostavljanja pozitivnih ciljeva, donoaenja odgovornih odluka, efikasnog noaenja s interpersonalnim odnosima, a ujedno utje u na akademski razvoj stvarajui pozitivnu i poticajnu akolsku okolinu. Joa 2000. godine Salovey, Mayer i Caruso naveli su podatak o postojanju 300 programa o socijalnom i emocionalnom u enju u ameri kim akolama, te oko 150 programa emocionalne pismenosti. Osim ove mnogobrojnosti programa, glavni problem u procjeni efikasnosti tih EI intervencija jest injenica da je vrlo mali broj njih osmialjen specifi no za poticanje i razvoj emocionalnih vjeatina. Veina ih je kreirana za druge svrhe (rjeaavanje konflikata, smanjenje zloupotrebe druga i sl.). S druge strane, i kad program jest usmjeren na socioemocionalne kompetencije, opet se u razli itim dobnim skupinama ciljaju razli iti aspekti EI, npr. EI programi za mlau djecu usmjereni su na izgraivanje emocionalnog rje nika i prepoznavanje emocionalnih izraza, dok se u srednjim akolama usmjeravaju na kontrolu impulsa i regulaciju emocija (Matthews, Zeidner i Roberts, 2002). Ostali ograni avajui imbenici odnose se nedovoljno kontrolirane uvjete provoenja i vrednovanja programa. Stoga je u nebrojenom mnoatvu populariziranih intervencija potreban oprez pri odabiru programa i jasna ideja vezana uz konkretnu potrebu i konkretnu populaciju od interesa. Manjak konceptualne jasnoe u definiranju EI zna i da razli iti programi pod okriljem socioemocionalnog u enja mogu biti usmjereni na potpuno razli ite psihologijske aspekte. Slika 1 shematski prikazuje razli ite klasifikacije programa koje e biti objaanjene i potkrijepljene primjerima u predstojeem tekstu. Dijagram je rezultat sustavnog pregleda literature o postojeim programima za socijalno i emocionalno u enje u airem smislu (Durlak i sur., 2007; Greenberg i suradnici, 2003; Catalano i sur., 2002; Udru~enje za akademsko, socijalno i emocionalno u enje, CASEL, 2005.). Slika  SEQ Slika \* ARABIC 1. Shematski prikaz klasifikacija programa za razvoj vjeatina i kompetencija kod djece  Opse~an i strukturiran pregled postojeih programa u Americi donosi Udru~enje za akademsko, socijalno i emocionalno u enje (Publikacija Udru~enja za akademsko, socijalno i emocionalno u enje, 2005), zajedno s opisom podru ja interesa i ocjenom u inkovitosti svake skupine programa (Tablica 1). Uzevai u obzir samo SEU programe, lanovi Udru~enja ispitali su 242 zdravstvena, preventivna i programa za pozitivan razvoj mladih. Usmjerivai se na viaegodianje programe, kao i one koji ciljaju opu u eni ku populaciju, izdvojili su 80 programa, od kojih su 22 ocijenili kao izuzetno u inkovite i jasne, dobro dokumentiranih efekata. Greenberg i suradnici (2003) smatraju kako sistematiziran sa~etak istra~ivanja efikasnosti ovakvih programa daje informativniji pregled nego ato je to opis pojedina nih programa i njihovih evaluacija, pa e ta sinteza biti usvojena predstojeem pregledu: f& Programi za promociju metalnog zdravlja Greenberg, Domitrovich i Bumbarger, (2000) analizirali su preko 130 preventivnih programa za djecu 5  18 godina kako bi identificirali strogo evaluirane intervencije za koje se pokazalo da smanjuju simptome agresije, depresivnosti, anksioznosti i sli no, ili da pozitivno utje u na faktore koji su povezani s rizikom obolijevanja od mentalnih bolesti kod djece. Autori su izabrali 34 programa koji su zadovoljili kriterije evaluacije, nakon ega je 14 efikasnih klasificirano u etiri kategorije: programi za izgradnju opih socijalno-emocionalnih vjeatina; programi za prevenciju nasilja; programi za promjenu akolske klime; te viaekomponentni programi koji su usmjereni na viae domena. f& Programi za prevenciju koriatenja psihoaktivnih supstanci Pregled 207 univerzalnih preventivnih programa objavljenih 1978.  1998. (Tobler i sur., 2000) rezultirao je podjelom u dva odvojena klastera  jedan ine neinteraktivni programi, tj. pristupi usmjereni samo na znanje, ili samo na afekt, ili samo na odluke/vrijednosti/stavove, ili znanje+afekt. Drugi klaster ine interaktivni pristupi koji uklju uju socijalne utjecaje, ~ivotne vjeatine i modele promjene cjelovitih sistema. Autori nalaze kako intervencije neinteraktivnog pristupa, orijentirane na predavanja imaju minimalan utjecaj, dok interaktivni programi poveavaju interpersonalne vjeatine i time posti~u vei efekt, posebice ako uklju uju vjeatine postavljanja ciljeva, Tablica  SEQ Tablica \* ARABIC 1. Usporedba ameri kih intervencijskih programa za akademsko, socijalno-emocionalno i zdravstveno u enje i ponaaanje (prema CASEL, 2005) Naziv programa i web stranicaPodru je interesaOcjena programaNacrti/Blue Prints  HYPERLINK "http://www.colorado.edu/cspv/blueprints/" http://www.colorado.edu/cspv/blueprints/ Prevencija delinkventnog ponaaanja - akola, obitelj, zajednica600 razmotrenih programa: 11 efikasnih i obeavajuih; dokazi o sna~nim efektima prevencije nasiljaMatrica za usporedbu preventivnih programa temeljenih na dokazima  HYPERLINK "http://www.modelprograms.samhsa.gov/" http://www.modelprograms.samhsa.gov/ Prevencija koriatenja psihoaktivnih supstanci i drugih problemati nih ponaaanjamatrica od 150 programa; veina ima proveden neki oblik evaluacijeSinteza istra~ivanja o prevenciji HIV/AIDS-a  HYPERLINK "http://www.cdc.gov/hiv/topics/prev_prog/rep/resources/initiatives/compendium.htm" http://www.cdc.gov/hiv/topics/prev_prog/rep/resources/initiatives/compendium.htm Bihevioralne i socijalne intervencije vezane uz HIV/AIDS prevenciju24 izabrane, vrhunske, znanstveno utemeljene intervencijeProi razred/Making the Grade  HYPERLINK "http://www.drugstrategies.org/pubs.html" http://www.drugstrategies.org/pubs.html Nacionalno dostupni programi prevencije zlouporabe droga, na razini kola50 programa opisanih na pet stupnjeva, od vrlo dobrih do vrlo loih SAMHSA Programi za zlouporabu droga i mentalno zdravlje  HYPERLINK "http://www.modelprograms.samhsa.gov/effective.htm" http://www.modelprograms.samhsa.gov/effective.htm Prevencija koriatenja supstanci i drugih problemati nih ponaaanja kod mladih153 programa: 44 programa kao modeli za pozitivne efekte zlouporabe droga (utjecaj rizi nih/protektivnih imbenika)Prevencija upotrebe droga meu djecom i adolescentima  HYPERLINK "http://www.nida.nih.gov/Prevention/Prevopen.html" http://www.nida.nih.gov/Prevention/Prevopen.html Programi prevencije koriatenja droga koji obuhvaaju 14 principa prevencije zloupotrebe droga10 programa temeljenih na istra~ivanju, koji uklju uju 14 principa prevencijeObeavajua praksa  HYPERLINK "http://www.promisingpractices.net/programs.asp" http://www.promisingpractices.net/programs.asp `irok spektar prevencije: zdravlje i sigurnost, spremnost za akolu, zloupotreba droga. Nasilje, trudnoa kod adolescentica, obiteljske inicijative44 obeavajua programa i 20 provjereno efikasnihProgrami za sigurne akole i akole bez druge  HYPERLINK "http://www.ed.gov/offices/OERI/ORAD/KAD/expert_panel/drug-free.html" http://www.ed.gov/offices/OERI/ORAD/KAD/expert_panel/drug-free.html Programi prevencije koriatenja droga i nasilja na razini akola i zajednice33 obeavajua i 9 efikasnih programaZdravi i sigurni (Udru~enje za akademsko, socijalno i emocionalno u enje/CASEL-Collaborative for Academic, Social, and Emotional Learning)  HYPERLINK "http://www.casel.org/" http://www.casel.org/ Viaegodianji programi za poboljaanje socijalne i emocionalne kompetentnosti kod u enika kroz instrukcije temeljene na vjeatinama i suportivna akolska okru~enja 80 programa, uklju ujui 22  selekcionirana obzirom na dokaze o efikasnosti, dostupnosti profesionalnog razvoja, 5 klju nih SEU vjeatina. Takoer dostupne procjene u enika, podraka od strane akole, obitelji, zajedniceSigurne akole, sigurni u enici  HYPERLINK "http://www.drugstrategies.org/pubs.html" http://www.drugstrategies.org/pubs.html Nacionalno dostupni programi prevencije nasilja na razini akola88 programa, opisanih na pet stupnjeva, od vrlo dobrih do vrlo loaihNasilje meu mladima  HYPERLINK "http://www.surgeongeneral.gov/library/youthviolence/report.html" http://www.surgeongeneral.gov/library/youthviolence/report.html Programi za sprje avanje ili smanjenje nasilja ili rizi nih faktora kod mladih28 programa opisanih kao efikasni ili obeavajui, obzirom na utjecaj nasilja ili rizi nih faktora odbijanja nepo~eljnog ponaaanja, asertivnosti, noaenja sa stresnim dogaajima. Najvei efekti pokazali su se uklju ivanjem aire zajednice, medija i obitelji. Takoer, interaktivni programi veeg intenziteta (16 ili viae lekcija) pokazali su vee efekte u usporedbi s intervencijama manjeg intenziteta (u prosjeku 6 sati lekcija). f& Programi za prevenciju asocijalnog ponaaanja, izostajanja iz akole i koriatenja droga Meta-analiza koji su proveli Wilson, Gottfredson i Najaka (2001) na 165 studija preventivnih intervencija ukazuje na sedam tipova individualno usmjerenih intervencija (poput savjetovanja, mentorstva, samokontrole, instrukcija socijalne kompetentnosti) i etiri tipa intervencija usmjerenih na okolinu (uspostavljanje normi ponaanja, upravljanje disciplinom). Programi samokontrole i socijalne kompetencije temeljene na kognitivno-bihevioralnim metodama pokazali su se dosljedno efikasnim u smanjivanju stupnja naputanja kole i izostanaka, koritenja droga i problema u ponaanju. Intervencije usmjerene na okolinu posebno su bile efikasne u smanjivanju delinkventnog ponaanja i koriatenja supstanci. Takoer, sve su intervencije imale ja e efekte na rizi nim populacijama. f& Programi za promicanje akademskog uspjeha i u enja Analizom literature i 91 istra~ivanja vezanog uz imbenike koji utje u na u enje, pokazalo se da od 11 kategorija utjecaja vezanih uz proces u enja, njih 8 uklju uje socijalno-emocionalne imbenike (poput klime u razredu, motiviranja sebe za rad, upravljanja stresom i emocijama, rjeaavanja problema, donoaenja odluka i sli no), (Wang, Haertel i Walberg, 1997). Autori su pronaali povezanost izmeu SEU intervencija i pozitivnijih stavova, ponaaanja i izvedbe vezanih uz akolu. Zins, Bloodworth, Weissberg, i Walberg (2004) navode razli ite strategije SEU intervencija, npr. neke poti u u enike da koriste SEU vjeatine za postavljanje ciljeva i unaprjeenje navika u enja, neke poti u nove metode pou avanja, poput kooperativnog u enja, i sl., i opisuju pozitivne efekte takvih sustavnih intervencija: vei standardizirani rezultati na testovima, bolji prosjek ocjena, vee stope zavraavanja srednjih akola; bolji uspjeh u matematici, bolje vjeatine itanja i pisanja; manje suspenzija i dopunske nastave. f& Programi za pozitivan razvoj mladih U novije vrijeme, znanstvenici i stru njaci u praksi, uo avaju da modeli zdravog razvoja imaju klju nu ulogu i u promociji zdravlja i u prevenciji socijalno neprihvatljivog ponaaanja. Catalano i suradnici (2002) na sveu iliatu Washington proveli su opse~nu studiju postojeih evaluacija programa za pozitivan razvoj djece i mladih, s glavnim ciljem da se utvrde empirijske i teorijske definicije pozitivnog razvoja mladih i s time povezanih koncepata te da se sumiraju rezultati evaluacija takvih razvojnih intervencija. Obzirom da pozitivan razvoj mladih nije do kraja definiran, istra~iva i su programe prou avali identificiravai skup njima zajedni kih obilje~ja. Utvrdili su kako su programi za pozitivan razvoj mladih openito usmjereni na: " uspostavljanje bliskih odnosa " poticanje otpornosti (na negativne utjecaje) " promicanje socijalne, emocionalne, kognitivne i moralne kompetencije " poticanje samo-odreenja i jasnog identiteta " poticanje samoefikasnosti " promicanje prosocijalnih normi (zdravih standarda ponaaanja) Programi koji su definirani kao oni koji promi u kompetencije, usmjereni su na izgradnju specifi nih vjeatina na podru ju emocija, kognicija te na socijalni, ponaaajni i moralni razvoj. Pri tom je emocionalna kompetentnost zapravo konceptualno izjedna ena sa sposobnoau da se identificiraju osjeaji i emocionalne reakcije, kako svoje, tako i one drugih ljudi te da se na njih reagira na primjeren na in. Stoga i programi pozitivnog razvoja djece u ovoj kategoriji nastoje razviti sposobnost prepoznavanja osjeaja kod sebe i drugih, empatiju, sposobnost upravljanja emocionalnim reakcijama ili strategije upravljanja sobom, ubla~avanja vlastitih neugodnih do~ivljaja i tolerancije na frustraciju. Programi koje su istra~iva i uklju ili u studiju morali su obuhvaati jedan ili viae konstrukata vezanih za pozitivan razvoj mladih, odnositi se na mlade od 6 do 20 godina starosti, biti usmjereni na opu ili rizi nu populaciju, a ne pojedince koji trebaju klini ki tretman, kao i obuhvatiti viae domena socijalizacije (obitelj, akola, zajednica) ili viae razvojnih konstrukata. Uz to, presudan je bio kvalitetno razraen nacrt za evaluaciju efikasnosti svakog programa. Na taj je na in iz baze od 161 programa izdvojeno njih 77 koji su evaluirani, no samo njih 25 je sadr~avalo podatke o efikasnosti programa za razvojne ishode djece i mladih temeljene na metodoloaki korektno provedenoj evaluaciji i naposljetku su samo oni uklju eni u studiju. Rezultati su sa~eti u Tablici 2, iz koje je vidljivo da ishodi intervencija dovode do unaprijeenja interpersonalnih vjeatina, kvalitete odnosa s vranjacima, boljeg akolskog postignua te smanjenja agresivnih i neprimjerenih ponaaanja u akoli. Uzevai u obzir sva dostupna okru~enja u kojima su dobro evaluirani i efikasni programi za pozitivan razvoj mladih provedeni, najaire je zastupljena domena akole (22 od 25 programa temelji barem neke od svojih komponenata na tom okru~enju). Svi efikasni programi obuhvaali su barem pet konstrukata vezanih za pozitivan razvoj mladih, pri emu su tri zastupljena u svih 25 programa: kompetencije, samoefikasnost i prosocijalne norme. Takoer, efikasne programe karakteriziraju dva istaknuta obilje~ja: koriatenje strukturiranih programskih vodi a ili priru nika, tj. kurikuluma te dovoljno dugo vrijeme provoenja kako bi se dogodila promjena u ponaaanju (20 programa osiguravalo je odvijanje programa devet mjeseci ili du~e). Tablica  SEQ Tablica \* ARABIC 2. Broj druatvenih domena i konteksti djelovanja u inkovitih programa za pozitivan razvoj mladih Broj domena u inkovitih programaKontekst djelovanjaPrimjeri metodoloaki korektno provjerenih programa1 druatvena domena:Zajednica (2)Velika braa, velike sestre/Big Brothers, Big Sisters Dvokulturalne vjeatine/Bicultural Competence Skills`kola (6)Zdravo odrastanje/Growing Healthy, Upoznaj vlastito tijelo/Know Your Body Djeca razvoda/Children of Divorce Trening ~ivotnih vjeatina/Life Skills Training, Projekt promoviranja alternativnih strategija mialjenja /PATHS - Promoting Alternative Thinking Strategies Pristupa nost u okolini u enja i vezane tehnologije/ALERT Project  Accessability in Learning Environment and Related TechnologiesZajedni ki pozitivni ishodi za mlade uklju ivali su veu samokontrolu i asertivnost, adaptivno suo avanje sa pritiskom vranjaka, veu redovitosti u akoli, poboljaanje u roditeljskim odnosima i     T v   " & ` b Ǡyrjjdj hO Y0JjhO YU h h:dhh:d0Jjh:dU h:dh:djh:dUh:d 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CJaJh61h~CJaJ(46^zL22$ ($1$7$8$H$Ifa$gdEkd1$$IflF0\ #p        t0&6    44 lapzNPRfY??$ ($1$7$8$H$Ifa$gdEkdk2$$Ifl4F0\ #p    t0&6    44 la ($1$7$8$H$IfgdEf>v|~Ikd3$$Ifl4F0\ #p t0&6    44 la ($1$7$8$H$IfgdEd($IfgdEz|~6f Z\z8}sj`WWMhTuhwC6CJhTuhwCCJhTuh.6CJhTuh.CJh']hj6CJh']h.CJ h']CJhTuhjCJhTuhj6CJhTuh87CJhjhjCJ he CCJhe Chj5CJ hjCJUhTuhY 6CJ\hhY 6>*CJhTuhY 6CJhY hTuhY CJ h]6CJakademskom uspjehu, a smanjena su ne~eljena ponaaanja (laganje, agresija, koriatenje sredstava ovisnosti). 2 druatvene domene: Obitelj i akola (7)Projekt razvoja djeteta/The Child Development Project Brzi kolsijek/Fast Track Studija djece u u Metropolitan regiji/Metropolitan Area Child Study Smanjiti rizik/Reducing the Risk Projekt socijalnog razvoja u Seattleu/The Seattle Social Development Project Program promoviranja socijalne kompetencije za mlade adolescente/The Social Competence Promotion Program for Young Adolescents Uspjeh za sve/Success for All`kola i zajednica (1) Doseg tinejd~era/Teen OutreachPoboljaanja ishoda za mlade uklju ivala su: vee socijalno prihvaanje i suradnju s vranjacima, poboljaanu komunikaciju s roditeljima, vee postignue i pozitivne osjeaje prema akoli, rjeaavanje problema i kreativna rjeaenja, kognitivnu kompetentnost i ovladavanje akolskim gradivom, bolje prihvaanje autoriteta, primjereno izra~avanje osjeaja te smanjenu razinu problemati nih ponaaanja (koriatenje cigareta i alkohola) 3 druatvene domene: Obitelj, akola i zajednica (7)Kroz sve generacije /Across Ages Projekt adolescentskog prijelaza /Adolescent Transition Project Northland projekt/Project Northland Reagiranje/Responding Mirni i pozitivni na ini/Peaceful and Positive Ways Vrednovani partnerski odnosi mladih/Valued Youth Partnership Woodrock projekt razvoja mladih /Woodrock Youth Development ProjectObitelj, crkva i zajednica (1)Stvaranje dugotrajnih veza /Creating Lasting Connections `kola, radno mjesto i zajednica (1)Mnoatvo prilika /Quantum Opportunities Napredak u ishodima donosi: pozitivnije stavove mladih prema starijima i veu razinu uklju enosti u aktivnosti zajednice, veu samoefikasnost u vezi s odbijanjem sredstava ovisnosti, smanjenje problemati nog ponaaanja, uklju ujui agresivna i nasilna ponaaanja i/ili stavove i koriatenje cigareta, alkohola i marihuane, bolju kognitivnu kompetentnost i vjeatine itanja, smanjenu razinu obiteljskih konflikata, bolje odnose meu rasama, smanjen broj suspenzija i napuatanja akole.Programi temeljeni na akolskom kurikulumu Istra~iva i i stru njaci u obrazovanju odnedavna prepoznaju va~nost promicanja zdravlja te socijalnih i emocionalnih kompetencija, posebno kod mlaih adolescenata, putem programa u akoli (Maurer, Brackett i Plain, 2004). Obzirom da veina djece ide u akolu, usmjeravanje na unaprijeenje socijalne kompetentnosti i prevenciju druatveno nepo~eljnih ponaaanja u akolama ima smisla. Elias, Hunter i Kress (2001) vide akole kao primarno mjesto za promoviranje emocionalne inteligencije, budui da se emocionalne vjeatine kao i veina drugih vjeatina mogu nau iti i unaprijediti kroz edukaciju. Autori identificiraju aest tipova programa namijenjenih osnovnoakolskom uzrastu i adolescentima koji su prikazani u Tablici 3. Mnogi programi integrirani su u akolski kurikulum i usmjereni su na to da omoguavaju u enicima intenzivna i trajna iskustva izgradnje vjeatina emocionalne inteligencije tijekom godina. Zins, Bloodworth, Weissberg, i Walberg (2004) donose novije izvijeae o programima koji udovoljavaju ovim uvjetima. Neki od njih identificirani su kao modeli (uzori), nakon ato su ispitani obzirom na faktore rizika i protektivne faktore vezane uz akolsko postignue. Ishodi su vezani uz pozitivni pomak na podru ju stavova prema akoli, ponaaanja u akoli, akolskog postignua. Najnoviji pregled programa za socijalno i emocionalno u enje temeljenih na akolskom kurikulumu donose Payton i suradnici (2008), sumirajui rezultate 317 istra~ivanja utjecaja SEU na u enike svih uzrasta, od osnovnih do srednjih akola, u kojima je sudjelovalo ukupno 324.303 u enika. Autori su, obzirom na sadr~aje i ciljeve programa, podijelili meta-analizu u tri segmenta: univerzalni SEU programi temeljeni na akolskom kurikulumu namijenjeni u enicima bez identificiranih emocionalnih ili ponaaajnih problema; intervencije kod u enika kod kojih su identificirani rani znaci emocionalnih i ponaaajnih poteakoa; i programi provoeni u izvanastavnim aktivnostima (after-school programs). Tablica  SEQ Tablica \* ARABIC 3. Programi namijenjeni osnovnoakolskom uzrastu i adolescentima (prema Ellias, Hunter, Kress, 2001). Tipovi programaCilj i kratki opisPrimjeri organizacijske strategije na razini akolecilj im je pomoi pri izgradnji produktivnih odnosa izmeu lokalne i akolske zajednice, kako bi akola efikasnije koordinirala prevenciju i stvorila klimu koja ce promovirali u enje i mentalno zdravlje- James Comerov program razvoja u akoli/James Comer's School Development Program - Pozitivna akcija kroz holisti ko obrazovanje/PATHE - Positive Action trough Holistic Education  struktura i klima u u ionicinastoje poveati mogunosti za aktivno sudjelovanje u u enju i razvoj odnosa podrake s odraslima i vranjacima- Uspjeh za svih/Success for All - Projekt razvoja djece/Child Development Project - Projekt socijalnog razvoja u Seattlu/Seattle Social Development Project - Projekt prijelaznog akolskog okru~enja/School Transitional Environment Project programi poveanja socijalne kompetentnostidijele zajedni ko usmjerenje na razvoj i unaprijeenje djetetovih vjeatina samokontrole, upravljanja stresom, rjeaavanja problema, i donoaenja odluka, kao i na njihovu afektivnu osvijeatenost i kapacitete za refleksiju- Promoviranje alternativnih strategija miajenja/PATHS - Promoting Alternative Thinking Strategies - Projekt donoaenja socijalnih odluka i rjeaavanja socijalnih problema/Social Decision Making and Social Problem Solving Project ciljani programi prevencijeimaju u~i fokus i svrha im je prevencija identificiranog problemati nog ponaaanja, poput koriatenja droga, visoko rizi nog seksualnog ponaaanja ili nasilja- Nacrti/Blue Prints programi zdravstvene edukacijeosmialjeni s ciljem promoviranja mentalnog i fizi kog zdravlja kod u enika- Projekt kurikuluma zdravlja u akoli/School Health Curiculum Project - Moduli pou avanja o adolescenciji i zdravlju/The Teenage i Health Teaching Modules, - Minnesota Program zdravlja srca/Minnesota Heart Health Program multikomponentne strategije prevencijeciljaju na nekoliko domena funkcioniranja (npr. akademska, socijalna i zdravstvena ponaaanja) i obi no se provode na razini akolskog okruga, razini zajednice ili oboje- Projekt razvoja u New Haven akoli/New Haven School Development Project - Zajednice kojima je stalo/Communitites That Care Openito gledajui, autori nalaze pozitivne efekte SEU kod u enika bez i sa emocionalnim i ponaaajnim teakoama, kod rasno i etni ki razli itih u eni kih sredina, a takoer i u urbanim, suburbanim i ruralnim sredinama te razli itim dobnim skupinama. Zaklju uju da SEU programi pospjeauju socio-emocionalne vjeatine, poboljaavaju stavove u enika o sebi i drugima, poveavaju osjeaj povezanosti prema akoli (obrazovanju), poti u prosocijalno ponaaanje i akademsku izvedbu te smanjuju emocionalne teakoe i problemati na ponaaanja. Osim toga, izgleda da se efekti zadr~avaju u periodima praenja, iako su neato slabiji nego neposredno nakon provoenja programa. Sukladni rezultati dobiveni su i provedbom jednog SEU programa za emocionalno opismenjivanje u hrvatskim akolama. Kurikulumom za emocionalno opismenjivanje (Maurer, Brackctt, Plain, 2004), djeca stje u rje nik tzv. feeling words, odnosno u e rije i za imenovanje osjeaja, kroz seriju zadataka kojima se posveuju u razredu i kod kue. Djeca u e imenovati, usporeivati, vrednovati vlastita te mialjenja, osjeaje, ponaaanje drugih; artikulirano raspravljaju i piau o osobnim iskustvima. Kvazi-ekeperimentalni nacrt za evaluaciju efekata programa na dva tretmanska i dva komparabilna razreda iz dviju razli itih akola pokazuje da nakon tretmana emocionalnog opismenjavanja dolazi do poveanja rezultata na testu emocionalnog znanja i razumijevanja emocija, kao i do smanjenja procjene u estalosti agresivnih ponaaanja opa~enih od strane vranjaka te do poveanja samoprocjene altruisti nih ponaaanja kod u enika u tretmanskoj skupini, u zadr~avanje efekata i nakon tri mjeseca praenog perioda (Munjas Samarin, 2007). Metodoloaka ograni enja dosadaanjih programa  kako odabrati optimalan program? Brojne EI intervencije nemaju jasno razraen model i teorijski okvir od kojeg polaze. Takoer, mnogi programi u literaturi ak imaju isti naziv (npr. programi za razvoj vjeatina donoaenja odluka, ili rjeaavanja problema), no u praksi su zapravo sasvim razli iti u sadr~aju i pristupu. U slu aju da i postoje evaluacije tih raznovrsnih programa, teako ih je usporediti jer imaju definirane razli ite ciljeve, razli ite ciljne populacije, razli ita sociokulturna okru~enja, razli itu razinu kvalitete u primjeni i praenju programa te razli ite mjere u inka (Matthews, Zeidner i Roberts, 2002). A postoji i problem usmjerenosti na razli ite aspekte EI u razli itim dobnim skupinama. `to se ti e konkretnih ishoda i primjerenih instrumenata za njihovo mjerenje, potrebno je nai objektivne, valjane mjere. esto umjesto valjanih i pouzdanih mjera efikasnosti programa postoje jedino samoprocjene sudionika o subjektivnim dobrobitima tako da nedostaju empirijski podaci, a vrlo esto nacrti istra~ivanja u svrhu evaluacije intervencija nemaju komparabilnu skupinu, ili ona nije ekvivalentna skupini u kojoj se intervencija provodi, ato onda onemoguuje jasne zaklju ke o tome emu se mogu pripisati promjene u funkcioniranju skupine koja je sudjelovala u nekom od takvih programa. Cilj navedenih problema i metodoloakih poteakoa nije navesti na zaklju ak kako su ti programi upitne vrijednosti ili neefikasni ili neisplativi, ve osvijestiti potrebu da se njihovom izboru i primjeni treba pristupiti oprezno, imajui u vidu interes djece. Treba temeljito ispitati opcije i ne dati se zavesti privla nim nazivima programa ili dokazima o njihovoj udotvornoj djelotvornosti. ini se razumnim izbrati program/programe koji su osmialjeni od strane stru njaka u podru ju emocionalne kompetentnosti, ali u suradnji s prakti arima i stru njacima za akolske programe, te su provjereno u inkoviti. Smjernice za razvoj, provedbu i evaluaciju intervencijskih programa emocionalne inteligencije Mnoge akole i dalje emocionalnu inteligenciju nastoje promovirati provodei kratkotrajne programe (u trajanju od nekoliko tjedana ili mjeseci) usmjerene na neko ciljno ponaaanje: promociju zdravlja, prevenciju nasilja ili delinkvencije i sli no. No, iako u enici mogu imati kratkoro nih dobiti u vidu socijalnih i emocionalnih aspekata, efekti su obi no prolazni. Kako bi se istinski unaprijedio socioemocionalni ~ivot djece i intenzivno iskoristili kapaciteti za u enje, akole moraju postati zajednice gdje je socioemocionalno u enje integrirano s akademskim u enjem (Elias, Hunter i Kress, 2001). Zeidner, Matthews i Roberts (2002) uo avaju kako je veina postojeih programa socijalnog i emocionalnog u enja preairoko definirana da bi njihovo prou avanje razjasnilo koncept emocionalne inteligencije. Stoga autori odreuju temeljne pretpostavke za efikasan razvoj i implementaciju programa emocionalne inteligencije: Intervencijski programi za razvoj emocionalne inteligencije trebali bi biti temeljeni na vrstom teoretskom okviru, dozvoljavajui jasnu definiciju emocionalne inteligencije i smislenu logiku za definiranje ciljeva i metoda za njihovu realizaciju. Prvi korak u procesu je valjana definicija emocionalne inteligencije i njenih kriti nih sposobnosti. O ito da bi razli ite konceptualizacije emocionalne inteligencije dovele do razli itih intervencijskih programa i tehnika, varirajui u operacionalizacijskim mjerama i mo~da u ishodima evaluacije. Potrebno je odrediti specifi ne ciljeve programa za ciljanu populaciju. Ciljevi bi trebali biti usmjereni na ja anje onih klju nih komponenti emocionalne inteligencije definiranih na osnovu konceptualnog okvira u podlozi programa. }eljeni ishodi trebaju biti izra~eni u terminima specifi nih vjeatina koje e dijete nau iti. Moraju biti identificirani specifi ni edukacijski, socijalni i kulturalni konteksti u kojima e intervencijski programi biti primijenjeni. Potrebno je voditi ra una o dobi u enika i kulturalnoj grupi, akolskoj okolini i kulturi, karakteristikama nastavnika i osoblja te airoj zajednici. Programi bi trebali biti osjetljivi, relevantni i uva~avajui obzirom na etni ku pripadnost, spol i socioekonomsku strukturu u enika. Programi ne bi smjeli biti u eni kao dodaci redovnom kurikulumu, ve moraju biti potpuno integrirani u sveukupni akademski program akole kako bi se akademski predmeti nadopunjavali, povezujui lekcije o emocijama s drugim predmetima (knji~evnosti, umjetnosti, znanosti). Trebalo bi ulo~iti poseban trud kako bi se omoguila generalizacija ste enih emocionalnih vjeatina na kontekste izvan u ionice. Nu~no je uvje~bavati nau eno kao i dobivati povratne informacije o svojoj izvedbi od okoline. Bitno je adekvatno pripremiti nastavnike i drugo osoblje uklju eno u program emocionalne inteligencije. Osoblju koje e provoditi ili nadgledati program treba osigurati zadovoljavajuu razinu znanja, vjeatina i stru nosti. Stoga je nu~no trenirati nastavnike prije i za vrijeme implementacije programa. Kad god je mogue, budue studije trebale bi koristiti prave eksperimentalne nacrte za evaluaciju efikasnosti programa. Takoer treba mjeriti kvalitetu implementacije programa. U procesu evaluacije va~no je procijeniti tko je sudjelovao u provoenju programa, u kojoj mjeri (uzimajui u obzir estinu i trajanje) je osiguran trening implementatorima, kakav je bio kontekst treninga, kakvi su postojei mehanizmi za nadgledanje provoenja programa prema planu, tehni ku podraku, kvalitetu intervencije i afektivne reakcije u enika na program. Kako bi se procijenili ishodi programa, nu~no je koristiti pouzdane i valjane mjere emocionalne inteligencije, pri emu postoji hitna potreba za razvojem primjerenih kriterijskih mjera za procjenu utjecaja emocionalne inteligencije na djecu i mlade. Zaklju ak Na obrazovanje o emocijama esto se gleda sa skepticizmom, a nastavnici i organizatori obrazovne politike uglavnom smatraju da ovakvi programi nadilaze doseg rada akole i da zapravo oduzimaju dragocjeno vrijeme za akolsko postignue te dodatno optereuju nastavnike. Zato je klju no naglasiti da programi usmjereni na razvoj emocionalnih kompetencija zapravo unaprjeuju razrednu klimu i poboljaavaju akolski uspjeh na na in da svrhovito kod djece razvijaju vjeatine sluaanja i usmjeravanja pa~nje, odgovornosti i predanosti u radu, na ine kontrole impulsa i noaenja s dogaajima koji ih uznemiravaju. Mnogi nastavnici se boje da e na ovaj na in izgubiti kontrolu u razredu, ili misle da se nee snai ako u enici po nu iskazivati jake emocije pa je nu~no da edukacija nastavnika sruai bilo kakve predrasude i strahove, osvijesti kod njih kapacitet za dijeljenje emocija i uputi ih kakva ponaaanja i reakcije trebaju izbjegavati. Dodatna nepo~eljna posljedica ovakvih programa mo~e biti ta da u enici dobiju dojam kao da postoji neki normativ kako se treba osjeati i reagirati u nekim situacijama, stoga je nu~no da osobe koje provode takve programe budu educirane na na in da pravilno razumiju svrhu programa, da dozvole u enicima slobodu emocionalnih iskustava i da poatuju sva iju individualnost. Meutim, injenica je da istra~ivanja u posljednjih 10-15 godina pokazuju kako programi socijalnog i emocionalnog u enja predstavljaju konkretan pristup za smanjenje problemati nih ponaaanja kod djece i mladih, promovirajui istovremeno njihovu socijalnu prilagodbu i akademski uspjeh. Stoga treba i kod nas razmotriti uklju ivanje SEU kurikuluma u postojei akolski sustav ako isklju ivom usmjerenoau na akademski uspjeh ne ~elimo zanemariti i socijalni i emocionalni napredak u enika. Ipak, prije nego se mo~e govoriti o sveobuhvatnom pristupu emocionalnoj pismenosti i integraciji u akolski sustav, nu~no je doi do jasnijih spoznaja i u operacionalizaciji samog konstrukta emocionalne inteligencije i emocionalne pismenosti, i u evaluaciji efekata programa konstruiranih u svrhu poticanja tih sposobnosti. Budua istra~ivanja trebala bi dodatno razjasniti koje kombinacije socio-emocionalnih vjeatina daju najsna~nije efekte na odreene ishode, koji na in implementacije je najpouzdaniji, kako najprimjerenije educirati provoditelje programa te kojim postupcima produ~iti efekte SEU programa. Literatura: Catalano, R.F., Berglund, M.L., Ryan, J.A.M., Lonczak, H.S., Hawkins, J.D. (2002). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. Prevention & Treatment, 5, lanak 15. Naeno u sije nju, 2004, na http://journals.apa.org/volume5/pre0050015a.html Dulewic, V., Higgs, M. (2000). Emotional intelligence. 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Journal of Quantitatiue Criminology, 17(3), 247-272. Zeidner, M., Matthews, G., Roberts, R.D. (2002). Can emotional intlligence be schooled? A critical review. Educational Psychologist, 37, 215  231. Zins, J.E., Bloodworth, M.R., Weissberg, R.P., Walberg, H.J. (2004). The Scientific Base Linking Social and Emotional Learning to School Success. Pronaeno sije nju 2009. na  HYPERLINK "http://www.casel.org/downloads/T3053c01.pdf" www.casel.org/downloads/T3053c01.pdf   Objavljeno u Suvremena psihologija, (2009), 12, 2, 355-372.     PAGE  PAGE 8 PAGE  PAGE 21 ~u[[[[[$ ($1$7$8$H$Ifa$gdEwkd3$$Ifl0#&   t 0&644 lap $d($Ifa$gdE  6\86r ($1$7$8$H$IfgdE 86Rprtrv 246>bfl֞}ysicZhTuhTuCJ he CCJhe Chj5CJ hjCJhQOhTuhQOCJhTuhQO6CJ\hhQO6>*CJhTuhQO6CJhTuh!`<CJhTuhj6CJ\hTuhwC6CJ h{CJhjhjCJhjhTuhjCJhTuhwCCJ\hTuhj6CJhTuhwCCJ rtvpV?? 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