1. Digital programs for promoting mental health among youth : a comprehensive review of design, content, and effectivenessIgor Peras, Michaela Wright, 2024, znanstvena monografija Povzetek: This report provides an overview of evidence-based, digital preventive programs for supporting adolescents’ mental health and mental health literacy. More specifically, for promoting resilience, mindfulness and help-seeking behavior, as well as bringing awareness to internal and external resources. The literature review will serve as a base for module development in the me_HeLi-D project. The report was written based on the systematic review and meta-analysis already conducted by Uni Graz (Wright et al., 2023). Relevant data relating to content and design were extracted and analyzed from studies showing efficacy (N = 18). Other literature was freely used in the introduction and discussion sections. The aim was to learn from prior and effective mental health interventions that used digital tools and to sum up realization strategies for content and design for the me_HeLi-D project.
Ključne besede: vzgoja in izobraževanje, mladostniki, duševno zdravje, promocija duševnega zdravja, pozornost, čuječnost, odpornost, iskanje pomoči, digitalni programi, adolescents, mental health, promoting mental health, mindfulness, resilience, help-seeking behavior, mental health literacy, digital programs
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4. Razumevanje perspektive mladih glede predstavitve izobraževalnih vsebin, vključenih v digitalni program za krepitev duševnega zdravjaMaša Vidmar, Igor Peras, Manja Veldin, Michaela Wright, Franziska Reitegger, 2024, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Ključne besede: vzgoja in izobraževanje, duševno zdravje, mladi, digitalni programi, preventiva, razvoj programa
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5. Longitudinal analysis of COVID-19 anxiety and mental well-being during lockdown : the role of emotional self-efficacy and mindfulness practices in Slovenian adults - insights for post-pandemic mental health and educationMaša Vidmar, Ana Kozina, Manja Veldin, Tina Pivec, Igor Peras, 2024, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Ključne besede: psychology, mental well-being, prevention, covid-19 anxiety, emotional self-efficacy, mindfulness, covid-19, adults, Slovenia
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8. Sistematično poučevanje govornega nastopanja pri slovenščini kot izhodišče za medpredmetno povezovanje in razvijanje raznojezične zmožnostiJanja Žmavc, 2024, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Povzetek: In this paper, we address the role of linguistic diversity in oral performance across the educational vertical. As a possibility for the successful implementation of cross-curricular integration through systematic and contextualised teaching of effective speaking, we present the Framework for Vertical Teaching of Oral Performance, as a basis for a holistic approach to the planning and implementation of pedagogical activities aimed at developing students' communicative competence. In the first part, we define oral performance as a multidimensional component of classical rhetoric and show the necessity of incorporating a rhetorical perspective into the conception of public speaking in education. Complementing classical rhetoric with the concept of oracy, we add a translanguaging approach to establish the link between teaching of spoken language, rhetoric as a process-based formation of a speaker, and the idiolects in the school. Finally, we present the Framework and outline main points that serve as a basis for developing pedagogical practices. The significance of a rhetorical pedagogy, which incorporates the role of institutional recognition of the individual's idiolect, is that it evokes the values of humanistic education, thus going beyond the narrow developing of linguistic skills and therefore constituting a vital part of the education’s general aims and goals.
Ključne besede: education, oral pefrormance, rhetoric, Slovene lessons, cross-linguistic integration, multilingualism, linguistic skills
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9. Sodelovanje in skupno poučevanje vzgojiteljev ter drugih strokovnih delavcev v procesu zgodnje obravnave otrok s posebnimi potrebamiDoroteja Perše, Tina Štemberger, Karmen Drljić, 2024, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Povzetek: V prispevku smo preučevali vlogo sodelovanja med vzgojitelji in izvajalci dodatne strokovne pomoči pri odzivanju na potrebe otrok s posebnimi potrebami v inkluzivnih vzgojno-izobraževalnih okoljih. Osredotočili smo se na stališča vzgojiteljev o medsebojnem sodelovanju in skupnem poučevanju v procesu zgodnje obravnave ter na povezavo med različnimi dejavniki sodelovanja. V raziskavo je bilo vključenih 190 vzgojiteljev. Podatki so bili zbrani z anketnim vprašalnikom in obdelani z deskriptivno ter inferenčno statistiko. Rezultati kažejo, da vzgojitelji pozitivno doživljajo sodelovanje pri izgradnji kompetenc, izmenjavi izkušenj, medsebojni podpori in doseganju boljših rezultatov pri delu z otroki s posebnimi potrebami. Manj pa so naklonjeni skupnemu poučevanju, zlasti pri vključevanju otrok s posebnimi potrebami v vrtčevsko skupino. Glavne ovire so pomanjkanje pogojev za sodelovanje, dojemanje sodelovanja kot časovno zamudnega in manj koristnega ter skepticizem glede pomena sodelovanja. Poudarjena je potreba po izboljšanju organizacijskih pogojev in komunikaciji o koristih sodelovanja ter podrobnejšem preučevanju razumevanja vzgojiteljev o skupnem poučevanju.
Ključne besede: medsebojno sodelovanje, skupno poučevanje, predšolska vzgoja, zgodnja obravnava, otroci s posebnimi potrebami
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10. Why do teachers need to be systemically supported in developing SEDA competencies? : insights from international large-scale assessment dataKlaudija Šterman Ivančič, 2024, samostojni znanstveni sestavek ali poglavje v monografski publikaciji Povzetek: The chapter identifies the biggest challenges facing the teaching profession nowadays, explaining how they relate to teachers’ well-being, teacher–student relationships, and positive educational student outcomes, along with the role of social and emotional competencies and diversity awareness in addressing them. We also shed light on the importance of strengthening teachers’ and students’ social and emotional competencies and diversity awareness based on the latest results of the Teaching and Learning International Survey and the Programme for International Student Assessment in countries participating in the HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project (Austria, Croatia, Portugal, Slovenia, Sweden), where we examine the extent to which certain aspects of social and emotional competencies and diversity awareness (i.e., teachers’ views on how society values their profession, satisfaction with the profession, teacher–student relationships, teachers’ stress, self-efficacy in multicultural environments, students’ sense of belonging at school, quality of teacher–student relationships, socio-emotional competencies) are supported in teachers’ and students’ reports. While the results vary widely between the mentioned countries, significant shortages are revealed in teachers’ and students’ social and emotional competencies and diversity awareness in all five education systems. The results thus support the notion that social and emotional competencies and diversity awareness should be systematically supported in education, and the implementation of HAND in HAND: Empowering Teachers Across Europe to Deal with Social, Emotional and Diversity-Related Career Challenges project and similar projects is extremely important for fostering students’ and teachers’ well-being and positive academic outcomes.
Ključne besede: education, teachers, teacher's competencies, challenges of teaching, SEDA competencies, programme for international student assessment, teaching and learning international survey
Objavljeno v DiRROS: 27.01.2025; Ogledov: 18; Prenosov: 8
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