Docentas socialinių mokslų (edukologijos) daktarasŠiaulių universitetoSocialinės gerovės ir negalės studijų fakultetasP. Višinskio g. 25, LT-76285 ŠiauliaiTel. (8-41) 595 732El. paštas: sppkatedra@cr.su.lt Individualiam ir socialiniam asmenybės funkcionavimui užtikrinti reikšminga sąlyga yra pirmiausia įvairios mokomosios informacijos kaupimas ir tikslingas bei laiku jos atgaminimas. Empirinių tyrimų konstatuota, kad tai sudėtinga veikla įvairaus psichofizinio išsivystymo lygio moksleiviams, ypač turintiems protinės raidos sutrikimų todėl mneminės veiklos aktyvinimo būdų paieška yra aktuali problema. Straipsnyje pateikiamas eksperimentinis trijų dalyių tyrimas, kuris parodė, kai raidos sutrikimų neturintys moksleiviai, tiek ir protinės raidos sutrikimų turintys moksleiviai susiduria su daugeliu sudėtingø problemų, jiems būna lengviau įsiminti atliktą veiksmą, taip pat gerėja ir abiejų tiriamųjų grupių veiksmo rezultato prisiminimo produktyvumas.Gautų duomenų analizė leidžia teigti, kad pedagoginėje praktikoje taikomi prisiminimo procesų aktyvinimo būdai lemia moksleivių, taip pat ir sutrikusios protinės raidos, aukštesnį informacijos įvaldymo ir išsaugojimo lygį.

The article presents the problem of paradoxicality of the activity of juvenile institutional education (i.e., socialisation centres operating in Lithuania). Several important variables have not been considered in the interaction of the activities of the socialisation centre, simultaneously of pedagogical and other staff and learners, their families/foster parents, and this resulted in inconsistency of the implementation of the complex resocialisation process. The article calls for the scientific discussion, actualising essential principles of resocialisation observed in socialisation centres, grounded on empirical data of children’s subjective experience (N= 97) and assessment of specialists of the child socialisation centre (N=94).

After the experience of alienation, insecurity, distrust and dismay in the family, getting into institutional care teenager is forced to feel it once more, on the other hand, new environment and intermittent situation in the care institution leads teenager to look for new ways for social interaction and often these ways are limited due to the peculiarities of teenager’s psychosocial development. It is complicated for youngster to master new and unusual forms of social interactions that are based on common activities and result planning, social activity and responsibility, because stereotypes of teenagers’ behaviour and reactions in the different situations cannot change so fast. The lack of social skills disturbs optimal development of social networks, determines low level of self control, decreases ability to solve conflict situations constructively, so usually they are forced to use known behavioural strategies (to behave aggressively and provocative in order to get advantage). In such situation the demonstration of advantage gets a specific attribution and transforms to the manifestations of concurrent aggression that are evident more and more often. Concurrent aggression determines complicated and difficult relationships between teenagers, institutional staff as well and with environment in general. The paper presents research which aim is to define concurrent behaviour among teenagers who are placed in the institutional care. With the authors’ permission approbated check list of self evaluation YSR 11/18 (Youth self report, Achenbach, Rescoria, 2001) was used and 14 – 17 years old 126 teenagers from different care institutions of Lithuania took place in the research. Approbated check list YSR 11/18 (Žukauskienė, Malinauskienė, 2008) consists of 20 statements that reveal social and behaviour (activeness) competences and 122 statements that let for the researcher to assess problems in behavioural and emotional performance. Six scales were used: anxiety/depression, withdrawal/depression, rules breaking, aggressive behaviour and scale of attention and social problems. The data of quantitative research point out those statistically significant correlate results of behaviour and emotional problems; the strongest ties among the teenagers group were set up between aggressive behaviour and breaking of the rules. The results of correlation analysis proved that anxiety/depression scale of teenagers placed into the institutional care closely correlates with social problems, and social problems are in tight relations with aggressive behaviour and lack of attention and lack of attention correlates with aggressive behaviour, as well. In qualitative research 6 interviewers were involved. Applying method of narrative research the subjective point of view of teenagers on striving for domination, manifestations of aggression signs and factors that determine such their behaviour was done. Key words: behavioural norm, concurrent aggression, institutional care.

Problem of long life learning talking about educational and integration processes of mild mentally retarded adults in present economical situation face with new and unsolved problems. Changing labor market appreciates creativity and innovations and employers look for employees who can easily deal with difficult situations. It concerns certain mild mentally retarded adults, who have great problems in finding and then keeping their post. The aim of this research is to identify and define main characteristics and possibilities of long life education of mild mentally retarded adults and role of educator in these long term process.

An article tries to reveal presumptive relationships of mental health of special educators and emotional stage of infants. In this context we discuss mental health of teachers (reasons and signs of it) and emotional reactions of infants. In specific educational environment mental health of teachers is an important factor of successful pedagogical process and infant development, as well. Pedagogue in Infant home acts as a creator of the stimulating environment for child’s space of development. The analysis of expression of emotional status of infants let us draw a conclusion, that optimal psychological health of caregivers impresses emotional condition of deprived infants. The boys are more influenced by psychological condition of caregivers then girls.