In the paper the results of an epidemiological study conducted in 2010-2011 as a part of the regional project Balkan Epidemiological Study on Child Abuse and Neglect (BECAN) are presented. The goal of the research was to estimate the prevalence of physical, psychological and sexual violence against children in the family as well as prevalence of feeling of neglect in children. Gender and age differences in the prevalence of violence, as well as differences with respect to geographic region and urbanicity of place of the children’s’ residence were also examined. The stratified cluster sample consisted of 4027 children attending the fifth and seventh grades of the primary school and the second grade of the high school. Data was collected by an adapted version of the questionnaire ICAST-C (ISPCAN Child Abuse Screening Tool-Chidren Version - ICAST-C). At least one experience of psychological violence in the lifetime was reported by 68,4% of children, whereas at least one experience of physical violence was reported by 69,2% of children. Feeling of neglect was experienced by 28.8% of children at least once in their lifetime. At least one experience of sexual violence was reported by 8.5% children, whereas 3,7% of them reported the experience of contact sexual violence in the past year. The results indicate that girls are more exposed to psychological violence and report more feeling of neglect. Conversely, boys report more exposure to sexual violence. The rate of severe forms of physical, psychological and sexual violence is about 0.5 to 1%. [Projekat je realizovan kroz Sedmi okvirni program Evropske Komisije(FP7), pod oznakom HEALTH-F2-2009-223478

No abstract

Stress affects various aspects of human life and may also affect professional functioning of teachers. Research on attitudes towards digital/online teaching and learning has shown that the success of any online education depends upon the attitude of teachers towards online learning. Some studies before the pandemic showed that teachers, in comparison to other high-stress occupations, were reported as being the most stressed in regard to physical and psychological wellbeing. The aim of this pilot study is to investigate teachers' perceived stress and its relationship with attitudes towards online teaching and subjective online teaching overload during the early phase of COVID-19 pandemic. The online survey was performed during and immediately after the enforcement of lockdown measures in Vojvodina in spring 2020. The total sample included 64 teachers from primary and secondary schools (12.5% were class teachers), between 26 and 63 years of age. The subjective stress perception was measured using the Perceived Stress Scale, and a 19-item questionnaire was constructed for the assessment of attitudes towards online teaching. The perceived stress level was increased compared to the norms suggested by the scale author. Subjective overload with online teaching was significantly positively correlated with the perceived stress (r = .385, p <.01). Teachers did not report extremely positive or negative attitudes towards online teaching. Still, the attitude towards online teaching was significantly negatively correlated with the subjective overload with online teaching (r = - .294, p <.05). Results showed no significant correlation between the perceived stress and attitudes towards online teaching.

No abstract

Given that the focus of educational policy is aimed at creating real learning opportunities in the function of achieving educational results that prepare students for life, it is necessary to overcome the traditional approach and change the learning paradigm, aimed at a more dynamic and engaged process of knowledge construction in real life environment. Project teaching/learning is an approach that belongs to a new paradigm and involves students' research orientation in teaching and learning, during which already acquired knowledge is used, new ones are acquired and creativity, self-regulation and teamwork in students are developed. Such an approach should, in theory, enable the achievement of the outcomes and subject standards, as well as the development of subject and interdisciplinary competencies. In that sense, the aim of the paper is to, through the analysis of existing examples of several realized teaching projects, investigate and point out the potentials of project teaching for the development of interdisciplinary competencies and to offer an instrument for planning project teaching. After analyzing the flow of learning within the project approach, as well as examples of project teaching from our schools, it can be concluded that this model significantly contributes to the development of interdisciplinary competencies, defined by the Law on Fundamentals of Education (2017).