Feresin, Mocinic, Tatkovic (2013)

Školskivjesnik volumen 62, br. 1, str. 1-170,

Split, 2013.

časopis za pedagoška i školska pitanja

Izdavači Hrvatski pedagoško-književni zbor, Ogranak Split

Filozofski fakultet Sveučilišta u SplituSavjet časopisa

Jean Biarnes (Institut Européen pour le Développement des Potentialités de tous les Enfants [IEDPE], Pariz, Francuska); Ivan Bošković (Filozofski fakultet Sveučilišta u Splitu, Split, Hrvatska); Laura Bonica (Facoltà di Psicologia, Università degli studi di Torino, Italija); Mirjana Dedaić (Georgetown University, Washington DC, SAD); Anka Došen-Dobud (Sveučilišna profesorica u miru, Zagreb, Hrvatska); Matjaž Duh (Pedagoška fakulteta Univerza v Mariboru, Maribor, Slovenija); Andrew Gibbons (Auckland University of Technology, New Zealand); Sait Kačapor (Pedagoški fakultet, Univerzitet Sarajevo, Sarajevo, Bosna i Hercegovina); Alenka Kobolt (Pedagoška fakulteta, Univerza v Ljubljani, Ljubljana, Slovenija); Edvard Majaron (Pedagoška fakulteta, Univerza v Ljubljani, Ljubljana, Slovenija); Franjo Maletić (Filozofski fakultet, Sveučilišta u Zagrebu, Zagreb, Hrvatska); Marina Marasović-Alujević (Filozofski fakultet Sveučilišta u Splitu, Split, Hrvatska); Tonko Maroević (Zavod za povijest hrvatske književnosti, kazališta i glazbe [HAZU], Zagreb, Hrvatska); Milan Matijević (Učiteljski fakultet Sveučilišta u Zagrebu, Zagreb, Hrvatska); Hrvojka Mihanović-Salopek (Zavod za povijest hrvatske književnosti, kazališta i glazbe [HAZU], Zagreb, Hrvatska); Josip Milat (Filozofski fakultet Sveučilišta u Splitu, Split, Hrvatska); Tullia Musatti (Istituto di Scienze e Tecnologie della Cognizione, Consiglio Nazionale delle Ricerche, Rim, Italija); Mirjana Nazor (Prirodoslovno-matematički fakultet Sveučilišta u Splitu, Split, Hrvatska); Jadranka Nemeth-Jajić (Filozofski fakultet Sveučilišta u Splitu,Split,Hrvatska); Florence Pirard (Unité Education Petit Enfance et Formation des Professionnels [EPEF], Liège, Belgija); Stjepan Rodek (Filozofski fakultet Sveučilišta u Splitu, Split, Hrvatska); Mira Stambak (Institut Européen pour le Développement des Potentialités de tous les Enfants [IEDPE], Pariz, Francuska); Ronald G. Sultana (University of Malta, Msida, Malta); Malgorzatta Suswillo (University of Warmia and Mazury, Olsztyn, Poljska); Kornelija Špoljar (Učiteljski fakultet Sveučilišta u Zagrebu, Zagreb, Hrvatska); Nevio Šetić (Hrvatski pedagoško-književni zbor [HPKZ], Zagreb, Hrvatska); Gerhard Tulodziecki (Universität Paderborn, Paderborn, Njemačka); Herbert Tschamler (Ludwig-Maximilians-Universität München, München, Njemačka); Adnan Tufekčić (Sveučilište u Tuzli, Tuzla, Bosna i Hercegovina); Jasminka Zloković (Filozofski fakultet Sveučilišta u Rijeci, Rijeka, Hrvatska); Slađana Zuković (Filozofski fakultet Univerziteta u Novom Sadu, Novi Sad, Srbija); Berislav Žarnić (Filozofski fakultet Sveučilišta u Splitu, Split, Hrvatska)

Uredništvo

Ivan Bošković (Filozofski fakultet Sveučilišta u Splitu); Snježana Dimzov (Filozofski fakultet Sveučilišta u Splitu); Snježana Dobrota (Filozofski fakultet Sveučilišta u Splitu); Goran Golovko (Umjetnička akademija Sveučilišta u Splitu); Hicela Ivon (Filozofski fakultet Sveučilišta u Splitu); Srećko Jurišić (Filozofski fakultet Sveučilišta u Splitu); Goran Kardum (Filozofski fakultet Sveučilišta u Splitu); Dubravka Kuščević (Filozofski fakultet Sveučilišta u Splitu); Marina Marasović-Alujević (Filozofski fakultet Sveučilišta u Splitu); Ivan Maršić (Filozofski fakultet Sveučilišta u Splitu); Branimir Mendeš (Filozofski fakultet u Sveučilišta u Splitu); Pavao Mijić (HPKZ, Zagreb, Ogranak Split); Irena Mišurac-Zorica (Filozofski fakultet Sveučilišta u Splitu); Mirjana Nazor (Prirodoslovno-matematički fakultet Sveučilišta u Splitu); Diana Nenadić-Bilan (Odjel za izobrazbu učitelja i odgojitelja predškolske djece, Sveučilište u Zadru); Stjepan Rodek (Filozofski fakultet Sveučilišta u Splitu); Gloria Vickov (Filozofski fakultet Sveučilišta u Splitu)

Izvršno uredništvoSnježana Dobrota, Hicela Ivon, Srečko Jurišić, Branimir Mendeš, Pavao Mijić, Mirjana Nazor, Stjepan Rodek (svi iz Splita)Glavna i odgovorna urednica Hicela Ivon, Filozofski fakultet Sveučilišta u Splitu, SplitIzvršni urednik Pavao Mijić, Hrvatski pedagoško-književni zbor (HPKZ), Ogranak Split, Split, HrvatskaRadovi objavljeni u časopisu Školski vjesnik navode se u sljedećim međunarodnim sekundarnim publikacijama:Linguistics and Language Behavior Abstracts (LLBA), Library & Information Science Abstracts (LISA)(ProQuest, Periodical Acquisitions, Michigan)MLA International BibliographyEducation Research Complete with Full Text (EBSCO)

Hrčak – Portal znanstvenih časopisa Republike HrvatskeAdresa uredništva: Filozofski fakultet Sveučilišta u Splitu, 21 000 Split, Nikole Tesle 12, tel.: 385 (021) 38 40 17; e-mail: [email protected] na hrvatskom i engleskom jeziku: Ivana Čagalj Prijevod sažetaka na talijanski jezik: Srećko JurišićGodišnja pretplata: Za škole i druge ustanove – 200 kn (dva primjerka 250 kn)Za pojedince — 100 kn (za učenike, studente i umirovljenike — 65 kn; za inozemstvo — 300 kn) (žiro račun 2360000-1400144321 s naznakom ,,za Školski vjesnik“) Priprema i tisak: Dalmatina Tisak – Duće, Omiš

Izdavanje Školskog vjesnika sufinanciraju Ministarstvo znanosti, obrazovanja i športa Republike Hrvatske; Grad Split

Školskivjesnik

UDK 37 ISSN 0037-654X

časopis za pedagoška i školska pitanja

Sadržaj

Rasprave i članci

Helena DragićApelativi u toponimiji stolačkoga kraja ........................................................................... 5(Izvorni znanstveni članak)

Adnan TufekčićReligijski odgoj djece u tradicijskoj kulturi ................................................................... 27(Izvorni znanstveni članak)

Hicela Ivon Lutka i lutkarska igra u kurikulu predškolskog odgoja .................................................. 43(Prethodno priopćenje)

Rona Bušljeta Polazišta proučavanju transformacijske uloge udžbenika ............................................. 55(Pregledni članak)

Catina Feresin, Snježana Močinić, Nevenka TatkovićBi li obiteljska terapija trebala uključiti i učitelje u liječenje depresivnih predškolaca kad skrbnik pokazuje afektivne poremećaje? ............................................ 75(Pregledni članak)

god. 62 / 2013. br. 1 siječanj - ožujak

Ivica Vigato, Teodora Vigato Zavičajni govor i dramska igra ...................................................................................... 85(Pregledni članak)

Mirko Lukaš Antropološko-odgojno djelovanje narodnih poslovica ................................................ 101(Stručni članak)

Amela Mešić Smjernice za pripremu i polazak djece u školu ........................................................... 113(Stručni članak)

Daniela Novoselić, Irella Bogut, Zvonimir Užarević Zastupljenost ekoloških tema u udžbenicima predmeta Priroda i društvo u Republici Hrvatskoj i Federaciji Bosne i Hercegovine ............................................ 129(Stručni članak)

Dean Slavić, Mihaela Banek Zorica, Aleksandra PrikratkiUloga školske knjižnice u korelacijsko-integracijskome pristupu djelu Eugena Kumičića Pod puškom ........................................................................... 147(Stručni članak)

Prikazi i osvrtiMaja RukavinaKenneth, D. Peterson., Catherine, A. Peterson: Effective teacher evaluationA Guide for Principals, Corwin Press, California, 2006., str. 114 ............................... 163

Upute autorima ............................................................................................................. 167

Školskivjesnik

UDC 37 ISSN 0037-654X

journal for educational and school matters

Contents

Articles

Helena DragićAppellatives in Toponymy of the Stolac Area ................................................................. 5(Original scientifi c article)

Adnan TufekčićReligious Education of Children in a Traditional Culture ............................................. 27(Original scientifi c article)

Hicela Ivon Puppet and Puppet Game in Preschool Curriculum ....................................................... 43(Preliminary communication)

Rona Bušljeta Starting points of Teaching Transformational Role of School Textbooks ..................... 55(Review article)

Catina Feresin, Snježana Močinić, Nevenka TatkovićShould Parent-Child Therapy Include Teachers to Treat Depressed Preschoolers When Caregiver Shows Affective Disorders? ............................................................... 75(Review article)

year 62 / 2013 no. 1 January - March

Ivica Vigato, Teodora Vigato Native Dialect and Drama Games ................................................................................. 85(Review article)

Mirko Lukaš Anthropological-Educational Activity of Folk Sayings .............................................. 101(Professional article)

Amela Mešić Guidelines on How to Prepare a Child for the First Day of School ............................ 113(Professional article)

Daniela Novoselić, Irella Bogut, Zvonimir Užarević The Prevalence of Environmental Topics in Elementary School Science Textbooks in Croatia and in Bosnia and Herzegovina ................................................. 129(Professional article)

Dean Slavić, Mihaela Banek Zorica, Aleksandra PrikratkiThe Role of School Library in a Correlative-Integrative Approach to a Literary Work Pod Puskom by Eugen Kumicic ........................................................... 147(Professional article)

ReviewsMaja RukavinaKenneth, D. Peterson., Catherine, A. Peterson: Effective teacher evaluationA Guide for Principals, Corwin Press, California, 2006., str. 114 ............................... 163

Instructions for authors ................................................................................................. 169

75

Catina Feresin*Snjezana Mocinic**Nevenka Tatkovic***

Should Parent-child Therapy Include Teachers to Treat Depressed Preschoolers

When caregiver Shows Affective Disorders?

Summary: It is known that a child affected by depressive disorders often has a parent affected by the same illness: because of this, it is a diffi cult procedure to apply Parent Child Interaction Therapy and Emotion Development Therapy combined, if the caregiver feels depressed himself/herself (see: Luby, 2009). Therefore, the main aim of this work is to propose a four people relationship instead of the usual three people relationship, generally present in the course of the mentioned therapy; so we will have: the child, the caregiver, the psychologist and the teacher. Teachers usually spend a lot of time with school or preschool children and with their parents: so they are in a unique position to give a signifi cative emotional support both to caregivers and to children themselves.To develop our project, further research is needed, which directly analyses depressed preschoolers’ brain function by an f. M. R. I. study, comparing the activation of amygdala, hippo-campus and prefrontal cortex and the degree of depression, when children are viewing facial expressions of negative affect (Gaffrey M. S., Luby J. L., Belden A. C., Hirshberg J. S., Barch D. M.., 2011; Suzuki et al., 2012). If our idea of using teachers who support the caregiver is correct, we should fi nd a slight positive correlation, or no correlation at all, between the severity of depression and the activity of cortical and limbic areas when the teacher is present: this hypothetical result should mean that the child is learning how to deal with negative emotions to fi ght depression. Of course, the modifi cation of Parent Child Interaction Therapy and Emotion Development Therapy combined and the f. M. R. I. study are just proposals and they might be subjects of future works.Keywords: preschoolers, depressive disorders, caregiver, role of the teacher, Parent Child Interaction Therapy and Emotion Development Therapy combined, f. M. R. I. study.

UDC:16.895.4-053.4 Review article

Accepted: 15th December, 2012Confi rmed: 1st January, 2013

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C.Feresin, S. Močinić, N. Tatković: Bi li obiteljska terapija... Šk. vjesn. 62 (2013.), 1, 75-84

Catina Feresin*Snježana Močinić**Nevenka Tatković***

Bi li obiteljska terapija trebala uključiti i učitelje u liječenje depresivnih predškolaca

kad skrbnik pokazuje afektivne poremećaje?

Sažetak: Poznato je da dijete oboljelo od poremećaja depresije često ima roditelja s istim poremećajem: zbog toga je teško primijeniti obiteljsku interakcijsku terapiju (Parent Child Interaction Therapy) kombiniranu s terapijom za razvoj emocija (Emotion Development Therapy) ako je sam skrbnik depresivan (Luby, 1999). Stoga je glavni cilj ovoga rada predstaviti četvorostrani odnos u terapiji umjesto trostranoga, uobičajenoga za spomenutu terapiju: tako imamo dijete, skrbnika, psihologa i učitelja. Učitelji obično provode dosta vremena sa školskom i predškolskom djecom i njihovim roditeljima: stoga oni imaju jedinstvenu mogućnost da pruže značajnu emocionalnu potporu i skrbnicima i samoj djeci.Za razvoj našega projekta potrebno je daljnje istraživanje kojim će se funkcionalnom magnetskom rezonancijom (f. M. R. I.) izravno analizirati funkcije mozga predškolske djece oboljele od depresije, uspoređujući aktivnost amigdale, hipokampusa i predfrontalnoga korteksa sa stupnjem depresije dok djeca gledaju negativne izraze lica (Gaffrey M. S., Luby J. L., Belden A. C., Hirshberg J. S., Barch D. M., 2011; Suzuki et al., 2012). Ako je ispravna naša ideja o ulozi učitelja kao potpore skrbnicima, trebali bismo doći do male pozitivne korelacije, ili korelacije uopće ne bi trebalo biti, između jačine poremećaja depresije i aktivnosti kortikalnih i limbičnih područja kad je prisutan učitelj: ovaj hipotetski rezultat trebao bi značiti da dijete uči kako se nositi s negativnim emocijama u borbi protiv depresije. Naravno, modifi kacija obiteljske interakcijske terapije kombinirane s terapijom za razvoj emocija i funkcionalna magnetska rezonancija tek su prijedlozi i mogli bi biti predmeti budućih radova. Ključne riječi: predškolska djeca, poremećaji depresije, skrbnik, uloga učitelja, obiteljska interakcijska terapija (Parent Child Interaction Therapy) kombinirana s terapijom za razvoj emocija (Emotion Development Therapy), funkcionalna magnetska rezonancija (f. M. R. I.).

UDK: 16.895.4-053.4 Pregledni članak

Primljeno: 15. 12. 2012.Prihvaćeno: 1. 1. 2013.

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1. Introduction

Depressive disorders are particularly devastating when strike a child at an early age: the child may get lost in his/her depression since he/she has no suffi cient life experience and appropriate cognitive skills to make a proper distinction between illness and health (see Shuchter et al., 1997). In 1984, Kashani and collaborators found 4% of preschoolers in a child development unit who met the DSM III criteria for depression (Kashani J. H., Ray J. S., Carlson G. A., 1984; A.P.A., 1980); in a 1997 study by the same author, 2.7% of 300 preschoolers met the DSM-IV criteria for dysthymia (Kashani J. H., Allan W. D., Beck N. C. Jr, Bledsoe Y., Reid J. C., 1997; A.P.A., 2000). Nevertheless, although Kashani identifi ed depression in preschool children already in 1984, the study of this illness arising during preschool period is relatively new.

Luckily, as Luby has pointed out: “... over the past decade, empirical data have become available that refute traditional developmental theory suggesting that preschool children would be developmentally too immature to experience depressive affects” (Stalets & Luby, 2006.). Basic developmental studies, serving as a framework and catalyst for these clinical investigations, have also shown that preschool children are far more emotionally sophisticated than previously recognized. While some of these emotion developmental fi ndings are new, others have been available for some time but never previously applied to clinical models of childhood affective disorders. These fi ndings on early emotion development, obtained using narrative and observational methods, provide a key framework for studies of early childhood depression, as they establish that very young children are able to experience complex affects seen in depression, such as guilt and shame. Indeed, guilt and shame have been observed to occur more frequently in depressed than in healthy preschoolers (Luby, 2009).

In a recent review by Mocinic and Feresin (2012) the symptoms of depressive disorders are precisely defi ned for primary school children; but as Luby pointed out in 2009, symptoms of depression in preschool children look like those already found in school children, and, sometimes, in adults (Luby, 2009; Luby et al., 2003; States & Luby, 2006). “Sadness is one of the most signifi cant emotional-cognitive symptom among depressed children (usually, bi-polar children often show more irritability than sadness). During major depressive episode, pupils perceive a deep sadness or cry without being able to understand the reason why they are behaving this way. Depressed or bi-polar children during depressive episodes show a clear emotional-cognitive symptom: they do not feel pleasure in anything, lose their normal desire to play with classmates (i.e. they stop participating in games activities). Depressed or bi-polar children during both depressive as manic episodes have their minds busy all day long, while

78


attention is directed toward themselves, negatively infl uencing their ability to concentrate on common activities at school. Negative self-evaluation and guilt is also an emotional-cognitive symptom: depressed children feel guilty more often compared to children who do not suffer from depression. Fatigue is a rare condition for healthy children, but it is a very common physical symptom among children suffering from depression or bi-polar disorder during depressive episodes. It can occur in a mild form without changing the child’s habits, or can infl uence daily activities limiting the normal rhythm of life. On the contrary, hyperactivity with an increased energy is a frequent symptom during manic and hypo-manic episodes in bi-polar children.

A decrease in appetite may cause an unbalanced growth of child’s body: he/she increases in height but remains equal in weight, with possible serious physical disorders. Abnormal decrease in appetite is considered a physical symptom and is usually connected with depressive disorder or bi-polar disorder (during depressive episodes). The opposite case, an increase in appetite, should not be confused with the normal growth process: it is considered abnormal, if there is a signifi cant overweight, when the child eats food all the time and when the thought of eating interferes with daily activities. Abnormal increase in appetite is again considered a physical symptom and is generally connected with bi-polar disorder during manic or hypo-manic episodes.

The symptom of insomnia occurs when the child sleeps less than his/her necessity and hypersomnia when child sleeps longer than his/her necessity (he/she often has diffi culty getting up in the morning). At the same time, insomnia is divided into: initial insomnia and intermediate insomnia during the night” (Mocinic & Feresin, 2012: 99 − 102).

Although many studies have shown the existence of depression in preschool children, a few works of scientifi c literature are available to guide treatment once the diagnosis of depression is established (Luby, 2009.).

Play therapy, which is a common therapy for very young children, uses techniques engaging children in recreational activities to help them coping with their problems and fears. During this kind of therapy, the psychologist observes the child while he/she is playing with a variety of toys, expressing in this way his/her unpleasant feelings which cannot be communicated verbally. According to many researchers, this kind of therapy requires more experiments to prove its effectiveness as a tool to cope with depression in preschoolers (Luby, 2009).

Verbal therapy is not especially helpful in dealing with very young children who haven’t developed verbal level to correctly express their feelings, lacking linguistic sophistication to describe any kind of emotional experience.

Regarding antidepressants, there is a general concern among mental health providers about this medical treatment, since they prefer to avoid drug in that

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young children. Researchers have different opinions about using antidepressants in primary school children and adolescents (Bailly, 2006; Wagner, 2005): some are pro these medicines, others against them. On the other hand, regarding preschoolers, there is a common concern among researchers about the use of this medical treatment (also newer-generation antidepressants). According to Luby: “The use of antidepressants is not a fi rst- or even second-line treatment for early childhood depression at this time”(Luby, 2009). Nulman and collaborators’ study (Nulman I., Koren G., Rovet J., 2012) gives relevant information distinguishing the effects of maternal depression from the effects of exposure to a specifi c antidepressant (e.g. venlafaxina): indeed, this study included a group of women with histories of depression who had discontinued antidepressants prior to conception (mothers’ depression was defi ned according to the criteria of DSM-IV). The preliminary conclusion of this study is that exposure to untreated maternal depression in utero and during early childhood is associated with worse cognitive and behavioural outcomes of children.

Recently, a parent-child psychotherapy has been developed for the treatment of preschool depression: it combines two separated therapies, that is Parent Child Interaction Therapy (P. C. I. T.) and Emotion Development Therapy (E. D.). The former (P. C. I. T.), originally developed in the 1970s to treat disruptive disorders in preschool children, comes from the common knowledge that the child is not an independent entity at this early age and the caregiver is a fundamental part of the child’s psychological world, so this fi gure is always involved in this kind of therapy. The latter (E. D.) is designed to enhance the child emotional developmental capabilities through the use of emotional education. Parent Child Interaction Therapy − Emotion Development (P. C. I. T. − E. D.) combines the use of emotional education by enhancing the caregiver’s capacity to serve as an effective external emotional regulator for the child. The primary goal of this therapy is to enhance the child’s capacity to identify emotions in self and other people; the second goal is to teach the child how to develop healthy emotions; the third goal is to enhance the child’s capability of experiencing positive affect at high intensity as well as the capacity to recover from negative affect: the hope is that the children will learn how to handle depressive symptoms and parents will reinforce those lessons. All this is based on the hypothesis that depressed children will be less reactive to positive stimuli and more reactive to negative stimuli than healthy children. As Luby explained in one of her articles: “P. C. I. T. − E. D. is a treatment which usually includes fourteen psychotherapeutic weekly sessions. During a single session, the therapist observes the child and the caregiver interaction through a one-way mirror. The setting contains also a microphone and an ear bud which allow more easily the therapist to interact with the caregiver to intervene more effectively on the child’s behalf. In the case of

80


the depressed young child, enhancing positive emotion in response to incentive events and reducing negative emotion in response to frustrating or sad events are targets of treatment by coaching the parent to respond to the child during contrived (and spontaneous) in vivo experiences during the therapeutic session” (Luby, 2009: 978).

2. The present project

Parent-child therapy should include teachers when caregiver shows affective disorders: a new clinical approach to treat depressed preschoolers.

It is well known that depression runs in families: children affected by depressive disorders often have a parent affected by the same illness: this occurs probably because the two relevant causes of depression in children are: 1) living with a depressed parent; 2) inheriting depressive traits from him or her.

Our proposal is to include a person who is very affectively close both to the child as to the parent/caregiver: the teacher. He/she spends lots of time with school or preschool children and with their parents; therefore, he/she is in a unique position to give a strong emotional support both to caregivers as to children themselves. The idea to include a teacher, when the caregiver suffers from depression, came to us while reading two interesting studies, one by Vulic-Prtoric (Vulic-Prtoric, 2007) and the other by Mocinic and Feresin (Mocinic & Feresin, 2012) in which the authors emphasized the crucial role played by teachers to collaborate with psychologist for coping mood disorders in primary school children. In the work by Mocinic and Feresin, the researchers suggested a three steps precocious prevention program to be held at primary schools, as a way to fi ght depression in school children. They underlined the importance of screening kids for possible mood disorders, just as they are screened for visual acuity or other health problems.

Unfortunately, our present situation is more complicated than the mentioned ones (Vulic-Prtoric, 2007; Mocinic & Feresin, 2012): indeed preschoolers are younger than school children, so the caregiver is more affectively fundamental for them than for primary school children. Thus, we suggest that the teacher himself/herself needs to interact with the caregiver in order to help the caregiver to participate effectively in the treatment. Instead of the usual triadic relationship (child, caregiver, psychologist), we propose a different relationship (child, caregiver, psychologist and teacher), in which the four people follow a short-term program which generally may last 14 weeks (similar to Luby’s program). During the fi rst period of the program, the teacher must educate himself/herself attending specifi c classes, reading scientifi c papers and books on mood disorders in children; then the teacher can be trained by the psychologist to help the caregiver

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in participating positively in the treatment, while the caregiver is following a personal psychotherapy (e.g. cognitive therapy). During the treatment itself, the teacher helps effectively the caregiver to encourage his/her child to obtain a normal emotion regulation, to work against the feeling of guilt, and to learn how to handle symptoms of depression.

To develop our project and have a direct confi rmation of the validity of this kind of psychotherapy which includes the presence of a teacher, further research is needed which directly studies depressed preschoolers’ brain function by using f. M. R. I., and compares experimentally the fi rst condition, in which the teacher is present, with the second condition, in which the teacher is absent.

Researchers are starting to study brain functions in depressed preschoolers by means of f. M. R. I.: for example, a paper by Gaffrey et al. (2011) has indicated that “depressed preschoolers exhibited a signifi cant positive relationship between depression severity and right amygdala activity when viewing facial expressions of negative affect... The results suggest that, similar to older children and adults with depression, amygdala responsivity and degree of depression severity are related as early as age 3” (Gaffrey et al., 2011: 369). A more recent work by Suzuki et al. (2012) indicated that “smaller bilateral hippocampal volumes were associated with greater cortico-limbic activation to sad or negative faces versus neutral faces.” It is known, indeed, that amygdala, hippo-campus and prefrontal cortex are strongly connected to perception of emotions in mammals. Further studies are needed to explore the relationship between degree of depression, emotions and activations of cortical and limbic areas; however, these fi ndings are interesting because they show how developed emotions are and how sophisticated their perception is in children less than three years of age, even if they do not have the linguistic capacity to verbally express themselves.

To develop our project, we need to analyse depressed preschoolers’ brain function by f. M. R. I. directly, comparing the activation of amygdala, hippo-campus and prefrontal cortex and the degree of depression when children are viewing facial expressions of negative affect, as Gaffrey and Suzuki recently did (Gaffrey et al., 2011; Suzuki et al., 2012). If our idea of using teachers together with the caregiver in the treatment is correct, we should fi nd a slight positive correlation or no correlation at all between the severity of depression and the activity of cortical and limbic areas in case in which the teacher is present: this hypothetical result should mean that the child is learning how to deal with negative emotions to fi ght depression. Of course, the modifi cation of P. C. I. T. − E. D. therapy and the f. M. R. I. study are just proposals and they might be subjects of future works.

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References

1. Bailly, D. (2006.): “Safety of selective serotonin re-uptake inhibitor antidepressants in children and adolescents”, La Presse Medicale, (35): 1507 − 1515.

2. DSM III: Diagnostic and statistical manual of mental disorders (3rd ed.) (1980): Washington, DC, USA: American Psychiatric Association.

3. DSM IV-TR: Diagnostic and statistical manual of mental disorders (4th ed., Text revision) (2000): Washington, DC, USA: American Psychiatric Association.

4. Gaffrey M. S., Luby J. L., Belden A. C., Hirshberg J. S., Barch D. M. (2011.): “Association between depression severity and amygdala reactivity during sad face viewing in depressed preschoolers: an fMRI study”, Journal of Affective Disorders 129 (1 − 3): 364 − 70.

5. Kashani J. H., Allan W. D., Beck N. C. Jr, Bledsoe Y., Reid J. C. (1997.): “Dysthymic disorder in clinically referred preschool children”, Journal of the American Academy of Child Adolescent Psychiatry 36 (10): 1426 − 33.

6. Kashani J. H., Ray J. S., Carlson G. A. (1984.): “Depression and depressive-like states in preschool-age children in a child development unit”, American Journal of Psychiatry (141): 1397 − 1402.

7. Luby J. L. (2009.): “Early Childhood Depression”, American Journal of Psychiatry (166): 974 − 979.

8. Luby J. L., Heffelfi nger A. K., Mrakotsky C., Brown K. M., Hessler M. J., Wallis J. M., Spitznagel E. L. (2003.): “The clinical picture of depression in preschool children”, Journal American Academy of Child Adolescent Psychiatry (42): 340 − 348.

9. Močinić S., Feresin C. (2012.): “The importance of collaboration between teachers and school psychologist for helping children to cope with mood disorders”, Occasional papers in education and lifelong learning (OPELL): An international Journal. 6 (1 − 2): 98 − 108.

10. Nulman I., Koren G., Rovet J. (2012.): “Neurodevelopment of children following prenatal exposure to venlafaxine, selective serotonin reuptake inhibitors, or untreated maternal depression”, American Journal of Psychiatry (169): 1165 – 1174.

11. Shuchter S. R., Downs N., Zisook S. (1997.): La depressione: conoscenze biologiche e psicoterapia, Italian translation, Milano: Raffaello Cortina Editore.

12. Stalets M. M., Luby J. L. (2006.): Preschool depression, Child & Adolescent Psychiatric Clinics of North America, 15 (VIII − IX): 899 − 917.

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13. Suzuki H., Botteron K. N., Luby J. L., Belden A. C., Gaffrey M. S., Babb C. M., Nishino T., Miller M. I., Ratnanather J. T., Barch D. M. (2012.): “Structural-functional correlations between hippocampal volume and cortical and limbic emotional responses in depressed children”, Cognitive, Affective, & Behavioral Neuroscience, Oct 5 [Epub ahead of print].

14. Vulić-Prtorić, A. (2007.): Depresivnost u djece i adolescenata, Jastrebarsko: Naklada Slap.

15. Wagner, K. D. (2005.): “Pharmacotherapy for major depression in children and adolescents”, Progress in Neuro-psychopharmacology & Biological Psychiatry (29): 819 − 826.

Catina Feresin*Snježana Močinić**Nevenka Tatković***

Dovrebbe la terapia familiare includere anche gli insegnanti nella cura dei bambini in età prescolare colpiti dalla

depressione nei casi in cui tutore rivela dei disturbi affettivi?

Riassunto: Com’è noto, il bambino che soffre di disturbi depressivi è spesso fi glio di genitori che rivelano il medesimo disturbo: per questo motivo l’applicazione della tera-pia familiare interattiva (Parent Child Interaction Therapy) risulta diffi cile da applicare, specie se in combinazione con la terapia per lo sviluppo delle emozioni (Emotion Devel-opment Therapy) e se il tutore stesso è depressivo (vedi: Luby, 1999). Lo scopo principale di questo lavoro è, quindi, presentare un rapporto a quattro nella terapia invece di un rapporto a tre, usuale nella prassi. Si hanno, dunque, il bambino, il tutore, lo psicologo e l’insegnante. Gli insegnanti solitamente passano molto tempo con i bambini in età scolare e prescolare e con I loro genitori e questo li mette in una posizione unica da cui offrire il supporto emotivo signifi cante ai tutori e ai bambini stessi.Per lo sviluppo del nostro progetto si rende necessaria un’ulteriore indagine che, con una funzionale risonanza magnetica, analizzerà direttamente le funzioni cerebrali dei bambini in età prescolare malati di depressione confrontando l’attività dell’ammiddale, ippocampo, e della corteccia prefrontale con il grado della depressione mentre i bambini

UDK:16.895.4-053.4 Articolo compilativo

Ricevuto: 15. 12. 2012.Accettato per la stampa: 1. 1. 2013.

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osservano le espressioni negative sui volti (Gaffrey et al., 2011; Suzuki et al., 2012). Se la nostra idea circa il ruolo dell’insegnante come supporto al tutore è esatta, dovremmo arrivare ad una piccola correlazione positiva, o ad una correlazione inesistente, tra il liv-ello di disturbo depressivo e l’attività delle aree limbiche e quelle della corteccia quando è presente l’insegnante. Questo ipotetico risultato dovrebbe signifi care che il bambino sta imparando come gestire le emozioni negative nella lotta contro la depressione. Natu-ralmente, la modifi cazione della terapia familiare interattiva combinata con la terapia per lo sviluppo delle emozioni e la risonanza magnetica funzionale sono solo proposte e potrebbero diventare oggetto dei lavori futuri. Parole chiave: Bambini in età prescolare, disturbi depressivi, tutore, il ruolo dell’insegnante, terapia familiare interattiva (Parent Child Interaction Therapy) com-binata con la terapia per lo sviluppo delle emozioni (Emotion Development Therapy), risonanza magnetica funzionale.

*Catina Feresin Dipartimento di Medicina, Università di Padova, (Italia) [email protected]**Snježana MočinićDipartimento di Scienze dell’educazione Università di Pola (Croazia) [email protected]***Nevenka Tatković Direttrice del Dipartimento di Scienze dell’EducazioneUniversità di Pola (Croazia) [email protected]

*Catina Feresin, Odsjek za medicinu, Sveučilište u Padovi, [email protected]** Snježana Močinić,Odsjek za učiteljski studij,Sveučilište u [email protected]*** Nevenka Tatković,pročelnica Odsjeka zaučiteljski studij,Sveučilište u [email protected]

*Catina Feresin, Department of Medicine, University of Padua, Italy [email protected]** Snjezana Mocinic,Department of Educational Sciences, University of [email protected]*** Nevenka Tatkovic,Head of the Departmentof Educational Sciences, University of Pula [email protected]

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Upute autorimaŠkolski vjesnik — časopis za pedagoška i školska pitanja, prvenstveno je usmjeren na

objavljivanje izvornih znanstvenih radova iz područja pedagogijske znanosti, ali i drugih društvenih i humanističkih područja koja tematiziraju pitanja odgoja, obrazovanja i škole. Osim znanstvenih radova, časopis objavljuje kritičke prikaze i recenzije knjiga i časopisa iz područja pedagogije i srodnih znanstvenih disciplina, izvješća o znanstvenim i stručnim skupovima, informacije o značajnim događajima u svijetu obrazovanja te literarne radove prosvjetnih djelatnika.

Časopis izlazi četiri puta godišnje. Uredništvo prima isključivo neobjavljene rukopise. Radovi se dostavljaju uredništvu

elektroničkim putem, na adresu: [email protected]. Uredništvo zadržava pravo da rukopis prilagodi normama hrvatskog standardnog

jezika. Rukopisi se ne vraćaju. Članci mogu biti pisani na hrvatskom, engleskom, talijanskom, njemačkom i francuskom jeziku. Članci napisani na stranim jezicima objavljuju se uz prijevode sažetaka na hrvatski i još jedan strani jezik, a iznimno, uredništvo može donijeti odluku da se određeni članak prevede i objavi i na hrvatskom jeziku.

Kategorizacija znanstvenih radovaI. Kategoriju predlaže autor, a konačnu odluku, na prijedlog dvaju recenzenata, donosi

uredništvo. Izvorni znanstveni rad (Original scientifi c article) prema ocjeni recenzenata i

uredništva, sadrži još neobjavljene originalne teorijske ili praktične rezultate izvornih istraživanja. Ti su članci napisani tako da se na temelju danih informacija mogu provjeriti dobiveni rezultati, analize i izvodi.

Prethodno priopćenje (Preliminary communication) sadrži jedan ili više novih znanstvenih podataka, ali bez dovoljno pojedinosti koje bi omogućivale provjeru kao kod izvornih znanstvenih članaka. Ono donosi nove rezultate znanstvenih istraživanja (završenih, ili onih koja su još u tijeku), a koja zbog aktualnosti zahtijevaju brzo objavljivanje.

Pregledni članak (Review article) originalan je i sažet prikaz stanja i tendencija razvoja nekog područja istraživanja s kritičkim osvrtom i prosudbom. Navedena literatura mora biti dovoljno cjelovita da omogućuje dobar uvid i uključivanje u prikazano područje.

Stručni članak (Professional article) informira i uvodi u problematiku struke ili prikazuje neka originalna rješenja iz njezina područja. Rad ne mora biti vezan uz originalna istraživanja nego sadrži doprinos primjeni poznatih znanstvenih rezultata i njihovu prilagođavanju potrebama prakse te širenju znanja.

Izlaganje sa znanstvenog skupa (Presentation from a scientifi c conference) je priopćenje iznijeto na znanstvenom skupu i prikazano u pisanom obliku, koje ne ulazi ni u jednu od prethodnih kategorija.

Tehničke i metodološke upute II. Zbog praktičnih razloga u vezi s obradom teksta, molimo suradnike da se obvezno

pridržavaju sljedećih tehničkih i metodoloških uputa:Opseg znanstvenog rada poželjno je da sadrži do 16 autorskih kartica (oko 29 tisuća

znakova). On ukjučuje: sažetak, literaturu, bilješke i prostor za grafi čke radove. Sažetak

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rada, opsega od 200 do 250 riječi, odnosno od 10 do 15 redaka, treba upućivati na svrhu rada, upotrijebljenu metodologiju, najvažnije rezultate i zaključak. Na kraju sažetka, pod oznakom ,,ključne riječi“ treba abecednim redom navesti najvažnije pojmove koji se obrađuju u tekstu, najviše do pet (5) riječi. Sažetak i ključne riječi poželjno je prevesti na engleski jezik.

Kada se u radu navode tuđe sintagme, ideje, podaci, pojmovi i sl., odnosno parafraziraju drugi autori ili upućuje na rezultate istraživanja drugih, to se označava u osnovnom tekstu, a ne u bilješkama. Izvor se stavlja u zagrade i sadrži prezime autora, godinu izdanja i, u slučaju navoda, stranicu, npr. (Pastuović, 2000.) ili (Pastuović, 2000.:107). Ako rad ima dva autora, treba navesti oba, na primjer (Pilić i Stankov, 1998.). U slučaju zajedničkog rada triju ili više autora, koristi se oblik ,,i suradnici“, na primjer (Stankov i sur., 2001.).

Grafi čki prikazi (tablice, grafi koni, crteži i slično) moraju biti izrađeni crno-bijelo kako bi bili prilagodljivi crno-bijelom tisku časopisa.

Slijedeći europski (pod)sustav pozivnih bilježaka ispod teksta, bilješke se pišu na dnu stranice, označene neprekinutim nizom brojeva od jedan (1) dalje kroz čitav tekst. Za bilješke, citiranje i navođenje literature treba poštovati uobičajene norme znanstvenoga prikazivanja teksta:

Knjiga:Ivanek, A. (1999.): Znanjem do promjena, Zagreb: HPKZ Glasser, W. (1999.): Nastavnik u kvalitetnoj školi, Zagreb: EducaPrilog u zbornikuPilić, Š. (1996.) Socijalno podrijetlo i karijerna mobilnost nastavnika, u: Hrvoje

Vrgoč (ur.), Pedagogija i hrvatsko školstvo, Zagreb: HPKZ, str. 443-450.

Članak u časopisuPastuović, N. (2000.): Znanstvenim istraživanjem do boljeg obrazovanja. Školski

vjesnik 49 (1): 105-108. (Broj 49 označava godište/volumen časopisa, jedan (1) broj sveska unutar godišta, a 105-108 paginaciju rada na svesku).

Elektronički izvorAnthony Carroll, Faith, reason and modernity (30. 09. 2006.), http://www.theatablet.

co.uk (12. 02. 2009.).Piše se ime i prezime autora, naslov članka (u zagradama datum postavljanja članka,

ako je naveden) te internetska adresa (u zagradama datum zadnjeg pristupa).Recenzije i prikazi domaćih i stranih izdanja, koja nisu starija od tri godine, iznose

najviše pet (5) autorskih kartica teksta, uz točne bibliografske navode djela. Isti opseg vrijedi i za druge priloge (izvješća, literarne radove) koji ne podliježu kategorizaciji.

Uz priloge, autor treba dostaviti sljedeće podatke: ime i prezime, akademski stupanj, naziv i adresu ustanove u kojoj je zaposlen, osobnu adresu stanovanja i elektroničku adresu.

Svaki autor dobiva jedan (1) primjerak Školskog vjesnika s njegovim objavljenim prilogom.

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Instructions for authors‘’Skolski vjesnik’’ — journal for pedagogical and educational matters is oriented

to publishing original scientifi c works from the area of pedagogical science, but also from other areas of Social Science and Humanities that deal with upbringing, education and school. Apart from scientifi c articles, the journal publishes critical reviews of books and journals from the area of pedagogy and related scientifi c disciplines, reports on scientifi c and professional conferences, information on signifi cant events from the world of education and literary works of employees in the educational system.

The journal is published four times a year. The editorial board accepts unpublished manuscripts only. The works are to be submitted

to the editorial board electronically, on the e-mail address: [email protected] editorial board reserves the right to adjust the manuscript according to the norms

of the Standard Croatian language. The manuscripts will not be returned. Articles can be written in Croatian, English, Italian, German and French. The articles written in foreign languages will be published along with summaries translated in Croatian and in another foreign language. Exceptionally the editorial board can make the decision to translate and publish a certain article in Croatian as well.

I Categorization of scientifi c worksThe category is suggested by the author him/herself and the fi nal decision is made by

the editorial board according to the estimate of two reviewers. Original scientifi c article according to the estimate of reviewers and editorial board

contains unpublished original theoretical or practical results of original research. These articles are written in such manner that given results, analyses and deductions can be examined on the basis of the given information.

Preliminary communication contains one or more new scientifi c data, but without suffi cient detail that would enable verifi cation as in original scientifi c article. It brings new results of scientifi c research (completed or ongoing) which due to its contemporary nature require prompt publication.

Review article is an original and concise review of conditions and tendencies of development of a particular research area with a critical commentary and assessment. The references must be exhaustive enough to enable a good insight and involvement into the problem area that is reviewed.

Professional article informs and introduces the problem area of a profession or displays some original solutions from its area. The article does not have to be related to original research; it rather contains contributions to the implementation of the familiar scientifi c results and their adjustment to the needs of the profession including the knowledge expansion.

Presentation from a scientifi c conference is an announcement given at a scientifi c conference and displayed in writing and does not fall into neither of the aforementioned categories.

II Technical and methodological instructions For practical reasons regarding text design, we request of authors to obligatorily

adhere to the following technical and methodological instructions:

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The work volume should preferably contain up to 16 standard pages (about 29 thousand characters). It includes: a summary, references, notes and the space for graphical content. The summary, from 200 to 250 words, that is from 10 to 15 lines, should point out the purpose of work, the methodology used in it, the most signifi cant results and the conclusion. At the end of the summary, under the ‘’key words’’ marking, the most important terms from the text should be added in the alphabetical order, maximally fi ve (5) words. It is preferred that the summary and the key words are translated into English.

Whenever someone else’s phrases, ideas, data, terms etc. are quoted in an article, that is when other authors are being paraphrased or when someone else’s research results are referred to, that should be marked in the body of the text, not in the notes. The reference is placed in the brackets and should contain the author’s surname, year of publication and in case of quotation, the page, e.g. (Pastuović, 2000) or (Pastuović, 2000:107). If a work has two authors, both of them should be mentioned, e.g. (Pilic and Stankov, 1998). In case of joint authorship of three or more authors, the abbreviation ‘’and assoc.’’ (and associates) is used, i.e. (Stankov and assoc., 2001).

Graphical content (tables, graphs, drawings etc.) has to be made in black-and-white so that it could be adjustable to the black-and-white print of the journal.

Following the European (sub)system of positive notes under a text, the notes are written at the bottom of a page, marked with continuing numbers from one (1) to more throughout the text. In writing notes, quotations and references, one should follow the common standards of scientifi c text representation:

A book: Ivanek, Ana (1999): Znanjem do promjena, Zagreb: HPKZGlasser, W. (1999): Nastavnik u kvalitetnoj školi, Zagreb: EducaAn article in a collection of papersPilić, Šime (1996): Socijalno podrijetlo i karijerna mobilnost nastavnika, in: H. Vrgoč

(ed.), Pedagogija i hrvatsko školstvo, Zagreb: HPKZ, pp. 443-450.An article published in a journalPastuović, Nikola (2000): Znanstvenim istraživanjem do boljeg obrazovanja. Školski

vjesnik 49 (01):105-108(The number 49 is the year/volume of the journal, one (1) is the number of an issue

within a year, and 105-108 are the pages where the article is to be found.)Electronic sourceAnthony Carroll, Faith, reason and modernity (30th September 2006), http://www.

theatablet.co.uk (12th February 2009).Author’s name and surname are given, the title of the article (in brackets the date of uploading,

if it was given) and the web address (the date of the last access is added in the brackets). Reviews of national and foreign publications that are not older than three years

should not contain more than fi ve (5) standard pages with accurate bibliographical references of the work. The same amount applies to other contributions (reports, literary works) which do not undergo the categorization.

With each contribution the following data should be submitted: author’s name and surname, academic title, the address of the institution where he/she is employed and his/her e-mail address.

Each author will receive one (1) copy of ‘’Skolski vjesnik’’ with his/her published contribution.

Školskivjesnik volume 62, no. 1, page 1-170,

Split, 2013.

journal for educational and school issues

PublishersCroatian Pedagogical-Literary Assembly, Split Branch

Faculty of Philosophy, University of Split Editorial Advisory Board

Jean Biarnes (Institut Européen pour le Développement des Potentialités de tous les Enfants [IEDPE], Paris, France); Ivan Bošković (Faculty of Philosophy, University of Split, Split, Croatia); Laura Bonica (Faculty of Psychology, University of Turin, Turin, Italy); Mirjana Dedaić (Georgetown University, Washington DC, USA); Anka Došen-Dobud (retired university professor, Zagreb, Croatia); Matjaž Duh (The Faculty of Education, University of Maribor, Maribor, Slovenia); Andrew Gibbons (Auckland University of Technology, New Zealand); Sait Kačapor (Faculty of Pedagogy, University of Sarajevo, Sarajevo, Bosnia and Herzegovina); Alenka Kobolt (Faculty of Education, University of Ljubljana, Ljubljana, Slovenia); Edvard Majaron (Faculty of Education, University of Ljubljana, Ljubljana, Slovenia); Franjo Maletić (Faculty of Philosophy, University of Zagreb, Zagreb Croatia); Marina Marasović--Alujević (Faculty of Philosophy, University of Split, Split, Croatia); Tonko Maroević (Institute for the History of Croatian Literature, Theatre and Music, Croatian Academy of Sciences and Arts, Zagreb, Croatia); Milan Matijević (The Faculty of Teacher Education, University of Zagreb, Zagreb, Croatia); Hrvojka Mihanović-Salopek (Institute for the History of Croatian Literature, Theatre and Music, Croatian Academy of Sciences and Arts, Zagreb, Croatia); Josip Milat (Faculty of Philosophy, University of Split, Split, Croatia); Tullia Musatti (Institute of Cognitive Sciences and Technologies, National Research Council, Rome, Italy); Mirjana Nazor (Faculty of Natural Sciences, Mathematics and Education, University of Split , Split, Croatia); Jadranka Nemeth-Jajić (Filozofski fakultet Sveučilišta u Splitu,Split,Hrvatska); Florence Pirard (Unité Education Petit Enfance et Formation des Professionnels, Liège, Belgium); Stjepan Rodek (Faculty of Philosophy, University of Split, Split, Croatia); Mira Stambak (Institut Européen pour le Développement des Potentialités de tous les Enfants [IEDPE], Paris, France); Ronald G. Sultana (University of Malta, Msida, Malta); Malgorzatta Suswillo (University of Warmia and Mazury, Olsztyn, Poland); Kornelija Špoljar (The Faculty of Teacher Education, University of Zagreb, Zagreb, Croatia); Nevio Šetić (Croatian Pedagogical-Literary Assembly, Zagreb, Croatia); Gerhard Tulodziecki (University of Paderborn, Paderborn, Germany); Herbert Tschamler (Ludwig Maximilians University of Munich, Munich, Germany); Adnan Tufekčić (University of Tuzla, Tuzla, Bosnia and Herzegovina); Jasminka Zloković (The Faculty of Philosophy, University of Rijeka, Rijeka, Croatia); Slađana Zuković (Filozofski fakultet Univerziteta u Novom Sadu, Novi Sad, Srbija); Berislav Žarnić (Faculty of Philosophy, University of Split, Split, Croatia)

Editorial Board Ivan Bošković (Faculty of Philosophy, University of Split); Snježana Dimzov (Faculty of Philosophy, University of Split); Snježana Dobrota (Faculty of Philosophy, University of Split); Goran Golovko (Academy of Arts, University of Split); Hicela Ivon (Faculty of Philosophy, University of Split); Srećko Jurišić (Faculty of Philosophy, University of Split); Goran Kardum (Faculty of Philosophy, University of Split); Dubravka Kuščević (Faculty of Philosophy, University of Split); Marina Marasović-Alujević (Faculty of Philosophy, University of Split); Ivan Maršić (Faculty of Philosophy, University of Split); Branimir Mendeš (Faculty of Philosophy, University of Split); Pavao Mijić (Croatian Pedagogical-Literary Assembly, Zagreb, Split Branch); Irena Mišurac-Zorica (Faculty of Philosophy, University of Split); Mirjana Nazor (Faculty of Natural Sciences, Mathematics and Education, University of Split); Diana Nenadić-Bilan (Department of Teachers’ and Preschool Teachers’ Education, University of Zadar); Stjepan Rodek (Faculty of Philosophy, University of Split); Gloria Vickov (Faculty of Philosophy, University of Split)

Executive Editorial Board Snježana Dobrota, Hicela Ivon, Srečko Jurišić, Branimir Mendeš, Pavao Mijić, Mirjana Nazor, Stjepan Rodek (all from Split)Editor-in-ChiefHicela Ivon, Faculty of Philosophy, University of Split Executive Editor Pavao Mijić, Croatian Pedagogical-Literary Assembly, Split Branch, Split, Croatia The articles published in ‘’Skolski vjesnik’’ are indexed and abstracted in the following international secondary publications:Linguistics and Language Behavior Abstracts (LLBA), Library & Information Science Abstracts (LISA)(ProQuest, Periodical Acquisitions, Michigan)MLA International BibliographyEducation Research Complete with Full Text (EBSCO)

Hrcak – Portal of scientific journals of Croatia Address of the Editorial Board: Filozofski fakultet Sveučilišta u Splitu, 21 000 Split, Nikole Tesle 12, telephone number: 385 (021) 38 40 17; e-mail address: [email protected] editing in Croatian and English: Ivana Čagalj Translation of summaries in Italian: Srećko JurišićAnnual subscription: Schools and other institutions – 200 HRK (two copies 250 HRK) Individuals — 100 HRK (pupils, students and senior citizens 65 HRK; abroad 300 HRK)(Giro Account Number — 2360000-1400144321, with the note ‘’za Školski vjesnik“) Prepress and printing: Dalmatina Tisak – Duće, Omiš

The publishing of ‘’Skolski vjesnik’’ is co-financed by the Ministry of Science, Education and Sports of the Republic of Croatia; City of Split.