The principles of rehabilitation are based on holistic medicine considering physical, mental and social aspects of the patient. In recent decades, we have witnessed intensive changes through the entire medical profession, that are caused by the tremendous advances in science and technology. The communication process between therapist -patient, and between all members of the medical team requires sensitivity to the problems of the patient. It includs honesty, empathy, active listening, patience and also represent the guidelines for successful communication that are necessary for the creation of mutual trust. The state of disease and disability changes every man and reinforces a sense of personal weakness. The patient that is faced with the weakness, needs words of comfort and accepts the help of another person. For a better understanding of the patient's suffering and fears in a therapeutic procedure, it is necessary to activate the empathic power primarily achieve high quality communication with the patient. Communication in medicine is considered as a core skill. Knowledge and good communication skills are a prerequisite for quality work for many professions, especially medicine. According to numerous studies, physiotherapists are primary candidates for combustion at work because of close contact with customers in the work of physiotherapy. Physical therapists, who experience burning, feel helpless in their ability to help others, and can not create a quality relationship with their patients. The resulting changes are loss of empathy and ethical values that were most important features of health services for many decades.Key words: stress, psychological; physical therapy modalities; psychology, social. APSTRAKTRehabilitacioni principi se temelјe na holističkoj medicini te sagledavaju pacijenta s fizičkog, mentalnog i socijalnog aspekta. Poslednjih decenija svedoci smo intenzivnih promena, koje su uzrokovane strahovitim napretkom nauke i tehnologije kroz koje prolazi celokupna medicinska struka a samim tim i fizioterapeutska struka. Komunikacijski proces na relaciji fizioterapeut -pacijent, kao i između svih članova medicinskog tima zahteva osetlјivost za probleme pacijenta, iskrenost, empatiju, aktivno slušanje i strplјivost. Navedene osobine ujedno predstavlјaju i smernice uspešne komunikacije koje su nužne za stvaranje međusobnog poverenja sa bolesnikom. Bolest menja svakog čoveka i pojačava osećaj lične slabosti. Bolesnik suočen sa slabošću traži reči utehe i prihvata pomoć druge osobe. Za bolјe razumevanje pacijentovih patnji i strahova u fizioterapijskom postupku nužno je aktivirati empatijske snage koje prvenstveno ostvarujemo kvalitetnom komunikacijom sa bolesnikom. Komunikacija u medicini smatra se osnovnom veštinom. Znanje i veštine kvalitetne komunikacije preduslov su kvalitetnog rada za mnoge profesije, posebno u medicini. Prema brojnim studijama fizioterapeuti su primarni kandidati za sagorevanje na poslu zbog bliskog kontakta u radu s korisnicima fizioterapije. Fizioterapeuti, koji iskuse s...

Building professional identities of student teachers at the beginning of their vocational education and professional training provides opportunities to explore diversity of practice and provide external support. In the available literature, there is only a small number of studies that explore the professional identity of pre-service and student teachers. The main problem of this research is to examine self-reported attitudes toward student teachers' professional identity dimensions. The second aim of the presented study was examining the reliability and concurrent validity of the Student Teachers Professional Identity Scale (Fisherman & Abbot, 1998), which was used for the first time in Serbia. The initial sample of respondents consisted of 158 students from the Faculty of Pedagogical Sciences. Results indicate that university students perceive teaching roles more as a specific job and not as a profession. They are goal-directed towards their job as teachers and perceive their practice as a part of their studies and not as a result of their professional identity development as teachers. The mentioned scale (for one-factor solution with the satisfactory criterion of confirmatory factor analysis) obtained very good reliability (α = .935) and concurrent validity indicators and values. Researching professional identity at early career stages can help educators to emphasize the multidimensionality and complexity of the teaching profession.

Cilj ovog istraživanja je bio da se ispita mogućnost podsticanja razvoja analitičko-sintetičkog mišljenja učenika, primenom sistema didaktičkih igara. Istraživački dizajn je podrazumevao primenu eksperimenta sa paralelnim grupama na uzorku 163 učenika prvog razreda osnovne škole (6,5-7,5 godina). Primenjeni instrument je Kosov test sastavljanja kocki, koji meri analitičko-sintetičku sposobnost mišljenja. Rezultati istraživanja pokazali su da sistem didaktičkih igara nije značajno uticao na sposobnost analitičko-sintetičkog mišljenja učenika na datom uzorku, jer se između učenika kontrolne i eksperimentalne grupe u finalnom ispitivanju nije pojavila statistički značajna razlika. S obzirom da su zabeleženi i pozitivni efekti primenjenog postupka kod učenika eksperimentalne grupe, kao što su ukupna atmosfera na času, zadovoljstvo učenika, visoka motivacija za rad, bogatija komunikacija i dr., potrebno je razmotriti primenu igre u realizaciji nastavnih sadržaja, posebno u mlađim razredima osnovne škole.

The aim of this research was to examine whether the development of cognitive abilities of students can be encouraged under the influence of didactic games. The research was conducted on a sample of 163 first grade primary school pupils and an experiment with parallel groups was applied. The results obtained have shown that there is a statistically significant difference (r=0.000 < 0.05) between the achievements of the experimental and control groups in recognizing, naming, abstracting, forming and defining geometric shapes. Hence, this proved that the possibility of applying this approach at the beginning of schooling should be considered.

Since the project model of teaching was introduced as a compulsory way of working in elementary schools in Serbia, the question of teachers' competence for its implementation has been raised. The aim of this research was to examine the attitudes of primary school teachers towards the competencies for applying the project model of teaching, to confirm the psychometric characteristics of a constructed competence assessment tool, and to determine the basic factors and dimensions of competence. In addition to the descriptive method, elementary procedures of nonparametric and inferential statistics were used. The sample consisted of 619 elementary school teachers from the territory of eight municipalities in Serbia (M = 67,40, SD = 10,68). For the needs of the research, Self-assessment of teacher competency for project model of teaching scale (STC-PMT), a five-step Likert type scale of 18 positively formulated items in the preliminary phase of the study and 9 items of the final form of the scale were constructed. Satisfactory internal consistency indices (α = 0.907) were obtained. In the preliminary examination of the psychometric characteristics of the scale, explanatory factor analysis, parallel analysis, and confirmatory factor analysis were used. A unique factor of competence was obtained which explains 57.53% of the total competency variance. On the basis of the obtained results it can be concluded that in order to increase teachers' competence for the implementation of the project model of teaching, theoretical education is necessary, but, above all, practical experience is crucial.