Background Insomnia is a widespread disease in adults and has a high prevalence rate. As sleep disturbances are a risk factor concerning mental and physical health, prevention and early intervention are necessary. Thus, the aim of this study was to implement a self-learning prevention and early intervention training for university staff members. We adapted an established cognitive behavioral therapy for insomnia (CBT-I) intervention as an online version for use during the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) crisis. Methods Development and adaptation procedure of the internet-based CBT‑I (iCBT-I) prevention and early intervention training is described. Sessions and topics are shown in detail. The Online Sleep Prevention and Treatment Acceptance questionnaire (OSTA) and the Online Sleep Prevention and Treatment Feedback questionnaire (OSTF) were used to assess acceptance. Sleep problems of university staff members were assessed using the Pittsburgh Sleep Questionnaire (PSQI). Results The online-adapted version consisted of seven modules. Contents of sessions and topics were implemented based on video clips. Drawings were added to information regarding sleep and sleep hygiene as well as addressing stress and cognitions. In all, 15 individuals participated in this pilot study. The new iCBT‑I self-learning prevention training was well accepted. In addition, participants scored the online version as helpful based on the OSTA. Prior to online training, 89% of the participants reported impaired sleep quality or insomnia symptoms, and 56% had a PSQI score over 10. After training 78% of participants showed reduced sleep problems according to PSQI and 56% reached clinically significant enhancement. In addition, after training 44% were healthy sleepers. Discussion This is the first iCBT‑I prevention and early intervention training for university staff members. The training by participants was very well accepted and they scored the videos as very helpful. Sleep problems decreased after online training. However, further studies with larger samples and more sleep-related assessment strategies, e.g., actigraphy and sleep log, are necessary.

The goal of this research was to examine the contribution of traditional games to the quality of relations and to the frequency of students' socialization in primary education. A modified version of the School Violence Questionnaire was implemented on a sample of 232 students in the second, third and fourth grades in four primary schools in Karlovac. The first testing determined the quality of students' relations and the frequency of their socialization. After applying the traditional games, in June 2010, a final test was implemented. Two hypotheses assumed the existence of a statistically significant difference in the quality of relations and the frequency of students' socializations before and after the implementation of traditional games. The research results have shown an improvement of human relations between students in class, and an increase of students' socialization outside classes, after implementing traditional games in school.Key words: students` association, human relation, primary education, traditional play---SažetakCilj ovog istraživanja bio je ispitati doprinos tradicijskih igara kvaliteti međuljudskih odnosa i učestalosti druženja učenika primarnog obrazovanja. Modificirana verzija Upitnika o školskom nasilju (Buljan Flander, Karlović, Štimac, 2003) primijenjena je na uzorku od 232 učenika drugih, trećih i četvrtih razreda u četiri karlovačke osnovne škole. Prvim je ispitivanjem utvrđena kvaliteta međuljudskih odnosa i učestalost druženja učenika, a nakon primjene deset tradicijskih igara, u lipnju 2010. godine, provedeno je finalno ispitivanje. Dvjema hipotezama pretpostavljeno je postojanje statistički značajne razlike u kvaliteti međuljudskih odnosa i učestalosti druženja učenika prije i nakon provođenja tradicijskih igara. Rezultati istraživanja pokazali su poboljšanje međuljudskih odnosa među učenicima u razredu te porast druženja učenika izvan nastave nakon provođenja tradicijskih igara u školi.Ključne riječi: druženje učenika; međuljudski odnosi; primarno obrazovanje; tradicijska igra