2021
3.
Kristovič, Sebastjan
V: Kristovič, Sebastjan (Ur.): Holistični vzgojno-izobraževalni proces in krepitev duševnega zdravja : zbornik recenziranih znanstvenih in strokovnih prispevkov : Za človeka gre: relevanca znanosti in izobraževanja : 8. znanstvena konferenca z mednarodno udeležbo = Holistic educational process and strengthening of mental health : proceedings book with peer review on scientific and professional contributions : All About People: Relevance of Science and Education : 8th scientific conference with international participaton, str. str. 11-17, Alma Mater Europaea - ECM, Alma Mater Press, Maribor, 2021.
@inproceedings{COBISS.SI-ID:62358275,
title = {Psihološki (škodljivi) vidiki permisivne vzgoje - samopodoba in samozavest = Psychological (harmful) aspects of permissive education - self-image and self-esteem},
author = { Sebastjan Kristovič},
editor = { Sebastjan Kristovič},
url = {https://press.almamater.si/index.php/amp/catalog/view/32/39/104-1},
year = {2021},
date = {2021-01-01},
urldate = {2021-01-01},
booktitle = {Holistični vzgojno-izobraževalni proces in krepitev duševnega zdravja : zbornik recenziranih znanstvenih in strokovnih prispevkov : Za človeka gre: relevanca znanosti in izobraževanja : 8. znanstvena konferenca z mednarodno udeležbo = Holistic educational process and strengthening of mental health : proceedings book with peer review on scientific and professional contributions : All About People: Relevance of Science and Education : 8th scientific conference with international participaton},
pages = {str. 11-17},
publisher = {Alma Mater Europaea - ECM, Alma Mater Press},
address = {Maribor},
abstract = {POVZETEK
Permisivna paradigma, ki še vedno prevladuje v slovenskem vzgojno-izobraževalnem prostoru, se v največji meri osredotoča na otrokove želje in potrebe. Osnovno geslo permisivnosti je: »Vse za, in po meri, otroka«. Svet odraslih je tako prevzel vlogo nenehnega izpolnjevalca otrokovih želja in potreb. Posledično pa je izgubil izpred oči otroka kot celovito osebnost, njegove razvojne značilnosti, krepitev in razvoj otrokove osebnosti ter številne druge ključne vzgojne vidike.
Možgani, psihološka struktura, doživljanje in odnos do življenja se v največji možni meri izoblikujejo v prvih letih in zgodnjem obdobju odraščanja. Takrat se strukturirata identiteta in osebnost. To obdobje je tudi ključnega pomena za oblikovanje zdrave samopodobe, samozavesti in samospoštovanja. Gre za konstitutivne elemente človekove osebnosti, ki določajo vse kasnejše posameznikovo delovanje, vedenje, odnose, kakovost in smisel življenja. Prav zaradi tega je tako zelo pomembno, kako se samopodoba in samozavest razvijeta/oblikujeta.
V prispevku je preko fenomenološke, induktivno-deduktivne in analitično-sintezne metode predstavljena tesna povezava med permisivno vzgojo in negativnim oblikovanjem samopodobe ter samozavesti.
Ključne besede: logopedagogika, logoterapija, permisivna vzgoja, samopodoba, samozavest
ABSTRACT
The permissive paradigm, which still prevails in the Slovenian educational sphere, focuses large-ly on the child's wishes and needs. The basic motto of permissiveness is: "All for child, and cos-tumed for the child." The adult world has thus assumed the role of a constant fulfiller of the child's wishes and needs. As a result, adults lost the perception of the child being a whole personality, with its developmental characteristics, of strengthening and development of the child's personality, and of many other key educational aspects.
The brain structure, psychological structure, experiencing and attitudes towards life, world, people and ourselves are mostly shaped in childhood and early adulthood, in addition identity and personality are being structured throughout this period. Later is also crucial in building up the healthy self-image, self-esteem and self-respect. These are the constituent elements of the human personality that determine future functioning of individual, behaviour, relationships, quality and the meaning/sense of life. This is why it is of big importance how self-image and self-esteem develop/form.
In this paper, a close link between permissive education and the negative formation of self-im-age and self-esteem is presented through the phenomenological, inductive-deductive and ana-lytic-synthesis method.
Keywords: logopedagogy, logotherapy, permissive education, self-image, self-esteem
},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
POVZETEK
Permisivna paradigma, ki še vedno prevladuje v slovenskem vzgojno-izobraževalnem prostoru, se v največji meri osredotoča na otrokove želje in potrebe. Osnovno geslo permisivnosti je: »Vse za, in po meri, otroka«. Svet odraslih je tako prevzel vlogo nenehnega izpolnjevalca otrokovih želja in potreb. Posledično pa je izgubil izpred oči otroka kot celovito osebnost, njegove razvojne značilnosti, krepitev in razvoj otrokove osebnosti ter številne druge ključne vzgojne vidike.
Možgani, psihološka struktura, doživljanje in odnos do življenja se v največji možni meri izoblikujejo v prvih letih in zgodnjem obdobju odraščanja. Takrat se strukturirata identiteta in osebnost. To obdobje je tudi ključnega pomena za oblikovanje zdrave samopodobe, samozavesti in samospoštovanja. Gre za konstitutivne elemente človekove osebnosti, ki določajo vse kasnejše posameznikovo delovanje, vedenje, odnose, kakovost in smisel življenja. Prav zaradi tega je tako zelo pomembno, kako se samopodoba in samozavest razvijeta/oblikujeta.
V prispevku je preko fenomenološke, induktivno-deduktivne in analitično-sintezne metode predstavljena tesna povezava med permisivno vzgojo in negativnim oblikovanjem samopodobe ter samozavesti.
Ključne besede: logopedagogika, logoterapija, permisivna vzgoja, samopodoba, samozavest
ABSTRACT
The permissive paradigm, which still prevails in the Slovenian educational sphere, focuses large-ly on the child's wishes and needs. The basic motto of permissiveness is: "All for child, and cos-tumed for the child." The adult world has thus assumed the role of a constant fulfiller of the child's wishes and needs. As a result, adults lost the perception of the child being a whole personality, with its developmental characteristics, of strengthening and development of the child's personality, and of many other key educational aspects.
The brain structure, psychological structure, experiencing and attitudes towards life, world, people and ourselves are mostly shaped in childhood and early adulthood, in addition identity and personality are being structured throughout this period. Later is also crucial in building up the healthy self-image, self-esteem and self-respect. These are the constituent elements of the human personality that determine future functioning of individual, behaviour, relationships, quality and the meaning/sense of life. This is why it is of big importance how self-image and self-esteem develop/form.
In this paper, a close link between permissive education and the negative formation of self-im-age and self-esteem is presented through the phenomenological, inductive-deductive and ana-lytic-synthesis method.
Keywords: logopedagogy, logotherapy, permissive education, self-image, self-esteem
Permisivna paradigma, ki še vedno prevladuje v slovenskem vzgojno-izobraževalnem prostoru, se v največji meri osredotoča na otrokove želje in potrebe. Osnovno geslo permisivnosti je: »Vse za, in po meri, otroka«. Svet odraslih je tako prevzel vlogo nenehnega izpolnjevalca otrokovih želja in potreb. Posledično pa je izgubil izpred oči otroka kot celovito osebnost, njegove razvojne značilnosti, krepitev in razvoj otrokove osebnosti ter številne druge ključne vzgojne vidike.
Možgani, psihološka struktura, doživljanje in odnos do življenja se v največji možni meri izoblikujejo v prvih letih in zgodnjem obdobju odraščanja. Takrat se strukturirata identiteta in osebnost. To obdobje je tudi ključnega pomena za oblikovanje zdrave samopodobe, samozavesti in samospoštovanja. Gre za konstitutivne elemente človekove osebnosti, ki določajo vse kasnejše posameznikovo delovanje, vedenje, odnose, kakovost in smisel življenja. Prav zaradi tega je tako zelo pomembno, kako se samopodoba in samozavest razvijeta/oblikujeta.
V prispevku je preko fenomenološke, induktivno-deduktivne in analitično-sintezne metode predstavljena tesna povezava med permisivno vzgojo in negativnim oblikovanjem samopodobe ter samozavesti.
Ključne besede: logopedagogika, logoterapija, permisivna vzgoja, samopodoba, samozavest
ABSTRACT
The permissive paradigm, which still prevails in the Slovenian educational sphere, focuses large-ly on the child's wishes and needs. The basic motto of permissiveness is: "All for child, and cos-tumed for the child." The adult world has thus assumed the role of a constant fulfiller of the child's wishes and needs. As a result, adults lost the perception of the child being a whole personality, with its developmental characteristics, of strengthening and development of the child's personality, and of many other key educational aspects.
The brain structure, psychological structure, experiencing and attitudes towards life, world, people and ourselves are mostly shaped in childhood and early adulthood, in addition identity and personality are being structured throughout this period. Later is also crucial in building up the healthy self-image, self-esteem and self-respect. These are the constituent elements of the human personality that determine future functioning of individual, behaviour, relationships, quality and the meaning/sense of life. This is why it is of big importance how self-image and self-esteem develop/form.
In this paper, a close link between permissive education and the negative formation of self-im-age and self-esteem is presented through the phenomenological, inductive-deductive and ana-lytic-synthesis method.
Keywords: logopedagogy, logotherapy, permissive education, self-image, self-esteem
2.
Pangrčič, Polonca; Kristovič, Jasmina; Kristovič, Sebastjan
V: Kristovič, Sebastjan (Ur.): Holistični vzgojno-izobraževalni proces in krepitev duševnega zdravja : zbornik recenziranih znanstvenih in strokovnih prispevkov : Za človeka gre: relevanca znanosti in izobraževanja : 8. znanstvena konferenca z mednarodno udeležbo = Holistic educational process and strengthening of mental health : proceedings book with peer review on scientific and professional contributions : All About People: Relevance of Science and Education : 8th scientific conference with international participaton, str. str. 26-34, Alma Mater Europaea - ECM, Alma Mater Press, Maribor, 2021.
@inproceedings{COBISS.SI-ID:62363139,
title = {Holistični pristop v nekaterih tujih in domačih šolskih sistemih = A holistic approach in some foreign and domestic school systems},
author = { Polonca Pangrčič and Jasmina Kristovič and Sebastjan Kristovič},
editor = { Sebastjan Kristovič},
url = {https://press.almamater.si/index.php/amp/catalog/view/32/39/104-1},
year = {2021},
date = {2021-01-01},
urldate = {2021-01-01},
booktitle = {Holistični vzgojno-izobraževalni proces in krepitev duševnega zdravja : zbornik recenziranih znanstvenih in strokovnih prispevkov : Za človeka gre: relevanca znanosti in izobraževanja : 8. znanstvena konferenca z mednarodno udeležbo = Holistic educational process and strengthening of mental health : proceedings book with peer review on scientific and professional contributions : All About People: Relevance of Science and Education : 8th scientific conference with international participaton},
pages = {str. 26-34},
publisher = {Alma Mater Europaea - ECM, Alma Mater Press},
address = {Maribor},
abstract = {POVZETEK
V prispevku bomo predstavili smernice UNESC-a, ki težijo k holističnemu pristopu v vzgoji in izobraževanju. Izhajali bomo iz elementov holističnega pristopa, ki jih je zastavil Miller, začetnik in eden izmed utemeljiteljev holističnega pristopa. Ti elementi so: sposobnost biti svoboden, sposobnost odkrivati in izpolnjevati vrednote, sposobnost dobre presoje, meta učenje in socialne (družbene) sposobnosti. Ron Miller navaja, da holistično izobraževanje podpira dve načeli: učenje, ki človeka povezuje s svetom, se mora začeti s človekom in drugič, na učenca moramo odgovoriti z odprtim, radovednim umom in občutljivim razumevanjem sveta, v katerega raste. Predstavili bomo nekatere ugotovitve, ki smo jih zasledili pri pregledu tuje in domače literature, in sicer kakšen odnos imajo v nekaterih tujih državah do holističnega vzgojno izobraževalnega pristopa. Osredotočili smo se na sledeče države: Avstrija, Finska, Danska, Estonija, Nizozemska, Norveška, Slovenija, Združeno kraljestvo – Anglija, Nemčija, Irska in Francija. Za vsako državo posebej smo z vidika holistične vzgoje in izobraževanja pregledali nacionalne dokumente, kjer smo zasledovali tudi pomembna načela logopedagogike (avtonomija, vrednote, odgovornost, svoboda, duhovni razvoj otrok, celostni pristop). Na koncu smo v primerjavo vključili tudi nekatere druge alternativne pristope v vzgoji in izobraževanju: Montessori pedagogiko, Waldorfsko pedagogiko, nekatere katoliške šole.
Ključne besede: holistični pristop v vzgoji in izobraževanju, alternativni pristopi v vzgoji in izobraževanju, šolski sistemi, ‘naučiti se biti’, logopedagogika
ABSTRACT
This paper will outline UNESCO‘s guidelines for a holistic approach to education. We will start from the elements of a holistic approach, put forward by Miller, the beginner and one of the founders of the holistic approach. These elements are: the ability to be free, the ability to discover and fulfill values, the ability to make good judgments, meta-learning and social abilities. Ron Miller states that holistic education supports two principles: learning that connects a person to the world must begin with a person, and second, we must respond to the student with an open, curious mind and a sensitive understanding of the world into which he grows. We will present some of the findings we have made in reviewing foreign and domestic literature, namely, how they relate to education, education, responsibility, and holistic freedom in some foreign countries. In reviewing the pre-school, primary and secondary school years of the following countries: Austria, Finland, Denmark, Estonia, Netherlands, Norway, Slovenia, United Kingdom - England, Germany, Ireland and France, we examined the country-by-country documents individually, where we also pursued important principles of logopedagogy (autonomy, values, responsibility, freedom, spiritual development of children, holistic approach). Finally, some other alternative approaches to education will be included in the comparison: Montessori pedagogy, Waldorf pedagogy, some Catholic schools.
Key words: holistic education, alternative education approaches, school systems, ‘learning to be’, logopedagogy
},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
POVZETEK
V prispevku bomo predstavili smernice UNESC-a, ki težijo k holističnemu pristopu v vzgoji in izobraževanju. Izhajali bomo iz elementov holističnega pristopa, ki jih je zastavil Miller, začetnik in eden izmed utemeljiteljev holističnega pristopa. Ti elementi so: sposobnost biti svoboden, sposobnost odkrivati in izpolnjevati vrednote, sposobnost dobre presoje, meta učenje in socialne (družbene) sposobnosti. Ron Miller navaja, da holistično izobraževanje podpira dve načeli: učenje, ki človeka povezuje s svetom, se mora začeti s človekom in drugič, na učenca moramo odgovoriti z odprtim, radovednim umom in občutljivim razumevanjem sveta, v katerega raste. Predstavili bomo nekatere ugotovitve, ki smo jih zasledili pri pregledu tuje in domače literature, in sicer kakšen odnos imajo v nekaterih tujih državah do holističnega vzgojno izobraževalnega pristopa. Osredotočili smo se na sledeče države: Avstrija, Finska, Danska, Estonija, Nizozemska, Norveška, Slovenija, Združeno kraljestvo – Anglija, Nemčija, Irska in Francija. Za vsako državo posebej smo z vidika holistične vzgoje in izobraževanja pregledali nacionalne dokumente, kjer smo zasledovali tudi pomembna načela logopedagogike (avtonomija, vrednote, odgovornost, svoboda, duhovni razvoj otrok, celostni pristop). Na koncu smo v primerjavo vključili tudi nekatere druge alternativne pristope v vzgoji in izobraževanju: Montessori pedagogiko, Waldorfsko pedagogiko, nekatere katoliške šole.
Ključne besede: holistični pristop v vzgoji in izobraževanju, alternativni pristopi v vzgoji in izobraževanju, šolski sistemi, ‘naučiti se biti’, logopedagogika
ABSTRACT
This paper will outline UNESCO‘s guidelines for a holistic approach to education. We will start from the elements of a holistic approach, put forward by Miller, the beginner and one of the founders of the holistic approach. These elements are: the ability to be free, the ability to discover and fulfill values, the ability to make good judgments, meta-learning and social abilities. Ron Miller states that holistic education supports two principles: learning that connects a person to the world must begin with a person, and second, we must respond to the student with an open, curious mind and a sensitive understanding of the world into which he grows. We will present some of the findings we have made in reviewing foreign and domestic literature, namely, how they relate to education, education, responsibility, and holistic freedom in some foreign countries. In reviewing the pre-school, primary and secondary school years of the following countries: Austria, Finland, Denmark, Estonia, Netherlands, Norway, Slovenia, United Kingdom - England, Germany, Ireland and France, we examined the country-by-country documents individually, where we also pursued important principles of logopedagogy (autonomy, values, responsibility, freedom, spiritual development of children, holistic approach). Finally, some other alternative approaches to education will be included in the comparison: Montessori pedagogy, Waldorf pedagogy, some Catholic schools.
Key words: holistic education, alternative education approaches, school systems, ‘learning to be’, logopedagogy
V prispevku bomo predstavili smernice UNESC-a, ki težijo k holističnemu pristopu v vzgoji in izobraževanju. Izhajali bomo iz elementov holističnega pristopa, ki jih je zastavil Miller, začetnik in eden izmed utemeljiteljev holističnega pristopa. Ti elementi so: sposobnost biti svoboden, sposobnost odkrivati in izpolnjevati vrednote, sposobnost dobre presoje, meta učenje in socialne (družbene) sposobnosti. Ron Miller navaja, da holistično izobraževanje podpira dve načeli: učenje, ki človeka povezuje s svetom, se mora začeti s človekom in drugič, na učenca moramo odgovoriti z odprtim, radovednim umom in občutljivim razumevanjem sveta, v katerega raste. Predstavili bomo nekatere ugotovitve, ki smo jih zasledili pri pregledu tuje in domače literature, in sicer kakšen odnos imajo v nekaterih tujih državah do holističnega vzgojno izobraževalnega pristopa. Osredotočili smo se na sledeče države: Avstrija, Finska, Danska, Estonija, Nizozemska, Norveška, Slovenija, Združeno kraljestvo – Anglija, Nemčija, Irska in Francija. Za vsako državo posebej smo z vidika holistične vzgoje in izobraževanja pregledali nacionalne dokumente, kjer smo zasledovali tudi pomembna načela logopedagogike (avtonomija, vrednote, odgovornost, svoboda, duhovni razvoj otrok, celostni pristop). Na koncu smo v primerjavo vključili tudi nekatere druge alternativne pristope v vzgoji in izobraževanju: Montessori pedagogiko, Waldorfsko pedagogiko, nekatere katoliške šole.
Ključne besede: holistični pristop v vzgoji in izobraževanju, alternativni pristopi v vzgoji in izobraževanju, šolski sistemi, ‘naučiti se biti’, logopedagogika
ABSTRACT
This paper will outline UNESCO‘s guidelines for a holistic approach to education. We will start from the elements of a holistic approach, put forward by Miller, the beginner and one of the founders of the holistic approach. These elements are: the ability to be free, the ability to discover and fulfill values, the ability to make good judgments, meta-learning and social abilities. Ron Miller states that holistic education supports two principles: learning that connects a person to the world must begin with a person, and second, we must respond to the student with an open, curious mind and a sensitive understanding of the world into which he grows. We will present some of the findings we have made in reviewing foreign and domestic literature, namely, how they relate to education, education, responsibility, and holistic freedom in some foreign countries. In reviewing the pre-school, primary and secondary school years of the following countries: Austria, Finland, Denmark, Estonia, Netherlands, Norway, Slovenia, United Kingdom - England, Germany, Ireland and France, we examined the country-by-country documents individually, where we also pursued important principles of logopedagogy (autonomy, values, responsibility, freedom, spiritual development of children, holistic approach). Finally, some other alternative approaches to education will be included in the comparison: Montessori pedagogy, Waldorf pedagogy, some Catholic schools.
Key words: holistic education, alternative education approaches, school systems, ‘learning to be’, logopedagogy
1.
Kristovič, Jasmina; Pangrčič, Polonca; Kristovič, Sebastjan
V: Kristovič, Sebastjan (Ur.): Holistični vzgojno-izobraževalni proces in krepitev duševnega zdravja : zbornik recenziranih znanstvenih in strokovnih prispevkov : Za človeka gre: relevanca znanosti in izobraževanja : 8. znanstvena konferenca z mednarodno udeležbo = Holistic educational process and strengthening of mental health : proceedings book with peer review on scientific and professional contributions : All About People: Relevance of Science and Education : 8th scientific conference with international participaton, str. str. 64-73, Alma Mater Europaea - ECM, Alma Mater Press, Maribor, 2021.
@inproceedings{COBISS.SI-ID:62384131,
title = {(Ne)zdrava "mlada" Evropa - duševno zdravje otrok in mladostnikov [Elektronski vir] = (Un)healty "young" Europe - mental health of child and adolescent},
author = { Jasmina Kristovič and Polonca Pangrčič and Sebastjan Kristovič},
editor = { Sebastjan Kristovič},
url = {https://press.almamater.si/index.php/amp/catalog/view/32/39/104-1},
year = {2021},
date = {2021-01-01},
urldate = {2021-01-01},
booktitle = {Holistični vzgojno-izobraževalni proces in krepitev duševnega zdravja : zbornik recenziranih znanstvenih in strokovnih prispevkov : Za človeka gre: relevanca znanosti in izobraževanja : 8. znanstvena konferenca z mednarodno udeležbo = Holistic educational process and strengthening of mental health : proceedings book with peer review on scientific and professional contributions : All About People: Relevance of Science and Education : 8th scientific conference with international participaton},
pages = {str. 64-73},
publisher = {Alma Mater Europaea - ECM, Alma Mater Press},
address = {Maribor},
abstract = {Zasloni-digitalni kokain POVZETEK
Svetovna zdravstvena organizacija (WHO) razlaga duševno zdravje kot stanje dobrega počutja, ki posamezniku omogoča razvijanje različnih sposobnosti, zmožnost spoprijemanja s stresom v danih okoliščinah in sposobnost za delo. Duševno zdravje je pomemben pogoj za psihosocialni in kognitivni razvoj otroka ter mladostnika. Zaradi resolucije Mental health action plan 2013–2020 se daje vse večja pozornost duševnemu in socialnemu zdravju s poudarkom na pozitivnem vidiku zdravja. Poročila iz zadnjih let razkrivajo, da je samomorilno vedenje drugi največji vzrok smrti med 15. in 29. letom starosti. V Sloveniji je v letu 2018 osebnega zdravnika obiskalo več kot 10.000 otrok zaradi duševnih stisk, 500 jih je bilo hospitaliziranih (do 18. leta starosti). Različne raziskave v Evropi ugotavljajo, da se je v zadnjih 25 letih porast duševnih bolezni zvišala za 64 odstotkov (do 18. leta starosti).
Prispevek problematiko duševnega zdravja obravnava z vidika analize stanja, priporočil evropske politike, podatkov Svetovne zdravstvene organizacije in Evropske unije ter podatkov pridobljenih od posameznih državnih sektorjev. V komparativno analizo je bilo vključenih 11 evropskih držav. V raziskavi nas je zanimalo stanje duševnega zdravja pri otrocih in mladostnikih, storitve duševnega zdravja, socialne storitve, izobraževalni sistem in medsektorsko sodelovanje. V prispevku so prikazane najpogostejše težave otrok in mladostnikov, glavni dejavniki tveganja in področje preventivnega ter kurativnega pristopa pri reševanju problematike. Šele dobro poznavanje razmer na področju duševnega zdravja in medsektorskega (so)delovanja odpira možnosti za ukrepanje in dolgoročne spremembe.
Ključne besede: duševno zdravje, duševne težave, otroci, mladostniki, Evropa.
ABSTRACT
World Health Organisation (WHO) describes mental health as a state of well-being that enables the individual to develop different skills, ability to cope the stress in specific circumstance and the ability to work. Mental health is an important condition for psychosociological and cognitive development of the child and adolescent. Based on the resolution of Mental Health Action Plan 2013-2020 an increasing attention is given to the mental and social health, with an emphasis on the positive aspects of health. Reports from recent years have shown that suicidal behaviour represents the second biggest cause of death among 15 to 29-year olds. Over ten thousand children in Slovenia visited a physician in 2018 due to mental distress, 500 of them (up to 18 years of age) were hospitalized. Various research around Europe have shown that the mental health illnesses increased by 64% (up to 18 years of age) in past 25 years.
This paper deals with mental health issues from the point of view of situation analysis, European policy recommendations, World Health Organisation‘s and European union‘s data and other data obtained from individual government sectors. 11 European countries participated in this comparative analysis. In this research we were interested in the mental health state of children and adolescent, mental health services, social services, educational system and cross-sectoral cooperation.
This paper presents the most common problems of children and adolescents, main risk factors, and the field of preventive and curative approach for solving the issue. Only a good knowledge of situation in the area of mental health and cross-sectoral (co)operation opens new possibilities for action and long-term changes.
Keywords: mental health, mental problems, children, adolescents, Europe. (2. Del)
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Zasloni-digitalni kokain POVZETEK
Svetovna zdravstvena organizacija (WHO) razlaga duševno zdravje kot stanje dobrega počutja, ki posamezniku omogoča razvijanje različnih sposobnosti, zmožnost spoprijemanja s stresom v danih okoliščinah in sposobnost za delo. Duševno zdravje je pomemben pogoj za psihosocialni in kognitivni razvoj otroka ter mladostnika. Zaradi resolucije Mental health action plan 2013–2020 se daje vse večja pozornost duševnemu in socialnemu zdravju s poudarkom na pozitivnem vidiku zdravja. Poročila iz zadnjih let razkrivajo, da je samomorilno vedenje drugi največji vzrok smrti med 15. in 29. letom starosti. V Sloveniji je v letu 2018 osebnega zdravnika obiskalo več kot 10.000 otrok zaradi duševnih stisk, 500 jih je bilo hospitaliziranih (do 18. leta starosti). Različne raziskave v Evropi ugotavljajo, da se je v zadnjih 25 letih porast duševnih bolezni zvišala za 64 odstotkov (do 18. leta starosti).
Prispevek problematiko duševnega zdravja obravnava z vidika analize stanja, priporočil evropske politike, podatkov Svetovne zdravstvene organizacije in Evropske unije ter podatkov pridobljenih od posameznih državnih sektorjev. V komparativno analizo je bilo vključenih 11 evropskih držav. V raziskavi nas je zanimalo stanje duševnega zdravja pri otrocih in mladostnikih, storitve duševnega zdravja, socialne storitve, izobraževalni sistem in medsektorsko sodelovanje. V prispevku so prikazane najpogostejše težave otrok in mladostnikov, glavni dejavniki tveganja in področje preventivnega ter kurativnega pristopa pri reševanju problematike. Šele dobro poznavanje razmer na področju duševnega zdravja in medsektorskega (so)delovanja odpira možnosti za ukrepanje in dolgoročne spremembe.
Ključne besede: duševno zdravje, duševne težave, otroci, mladostniki, Evropa.
ABSTRACT
World Health Organisation (WHO) describes mental health as a state of well-being that enables the individual to develop different skills, ability to cope the stress in specific circumstance and the ability to work. Mental health is an important condition for psychosociological and cognitive development of the child and adolescent. Based on the resolution of Mental Health Action Plan 2013-2020 an increasing attention is given to the mental and social health, with an emphasis on the positive aspects of health. Reports from recent years have shown that suicidal behaviour represents the second biggest cause of death among 15 to 29-year olds. Over ten thousand children in Slovenia visited a physician in 2018 due to mental distress, 500 of them (up to 18 years of age) were hospitalized. Various research around Europe have shown that the mental health illnesses increased by 64% (up to 18 years of age) in past 25 years.
This paper deals with mental health issues from the point of view of situation analysis, European policy recommendations, World Health Organisation‘s and European union‘s data and other data obtained from individual government sectors. 11 European countries participated in this comparative analysis. In this research we were interested in the mental health state of children and adolescent, mental health services, social services, educational system and cross-sectoral cooperation.
This paper presents the most common problems of children and adolescents, main risk factors, and the field of preventive and curative approach for solving the issue. Only a good knowledge of situation in the area of mental health and cross-sectoral (co)operation opens new possibilities for action and long-term changes.
Keywords: mental health, mental problems, children, adolescents, Europe. (2. Del)
Svetovna zdravstvena organizacija (WHO) razlaga duševno zdravje kot stanje dobrega počutja, ki posamezniku omogoča razvijanje različnih sposobnosti, zmožnost spoprijemanja s stresom v danih okoliščinah in sposobnost za delo. Duševno zdravje je pomemben pogoj za psihosocialni in kognitivni razvoj otroka ter mladostnika. Zaradi resolucije Mental health action plan 2013–2020 se daje vse večja pozornost duševnemu in socialnemu zdravju s poudarkom na pozitivnem vidiku zdravja. Poročila iz zadnjih let razkrivajo, da je samomorilno vedenje drugi največji vzrok smrti med 15. in 29. letom starosti. V Sloveniji je v letu 2018 osebnega zdravnika obiskalo več kot 10.000 otrok zaradi duševnih stisk, 500 jih je bilo hospitaliziranih (do 18. leta starosti). Različne raziskave v Evropi ugotavljajo, da se je v zadnjih 25 letih porast duševnih bolezni zvišala za 64 odstotkov (do 18. leta starosti).
Prispevek problematiko duševnega zdravja obravnava z vidika analize stanja, priporočil evropske politike, podatkov Svetovne zdravstvene organizacije in Evropske unije ter podatkov pridobljenih od posameznih državnih sektorjev. V komparativno analizo je bilo vključenih 11 evropskih držav. V raziskavi nas je zanimalo stanje duševnega zdravja pri otrocih in mladostnikih, storitve duševnega zdravja, socialne storitve, izobraževalni sistem in medsektorsko sodelovanje. V prispevku so prikazane najpogostejše težave otrok in mladostnikov, glavni dejavniki tveganja in področje preventivnega ter kurativnega pristopa pri reševanju problematike. Šele dobro poznavanje razmer na področju duševnega zdravja in medsektorskega (so)delovanja odpira možnosti za ukrepanje in dolgoročne spremembe.
Ključne besede: duševno zdravje, duševne težave, otroci, mladostniki, Evropa.
ABSTRACT
World Health Organisation (WHO) describes mental health as a state of well-being that enables the individual to develop different skills, ability to cope the stress in specific circumstance and the ability to work. Mental health is an important condition for psychosociological and cognitive development of the child and adolescent. Based on the resolution of Mental Health Action Plan 2013-2020 an increasing attention is given to the mental and social health, with an emphasis on the positive aspects of health. Reports from recent years have shown that suicidal behaviour represents the second biggest cause of death among 15 to 29-year olds. Over ten thousand children in Slovenia visited a physician in 2018 due to mental distress, 500 of them (up to 18 years of age) were hospitalized. Various research around Europe have shown that the mental health illnesses increased by 64% (up to 18 years of age) in past 25 years.
This paper deals with mental health issues from the point of view of situation analysis, European policy recommendations, World Health Organisation‘s and European union‘s data and other data obtained from individual government sectors. 11 European countries participated in this comparative analysis. In this research we were interested in the mental health state of children and adolescent, mental health services, social services, educational system and cross-sectoral cooperation.
This paper presents the most common problems of children and adolescents, main risk factors, and the field of preventive and curative approach for solving the issue. Only a good knowledge of situation in the area of mental health and cross-sectoral (co)operation opens new possibilities for action and long-term changes.
Keywords: mental health, mental problems, children, adolescents, Europe. (2. Del)
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<img src=”https://logopedagogika.si/wp-content/uploads/2020/12/Sebastjan_Kristovic_134_190215_VP.jpg” sizes=”(max-width: 1200px) 100vw, 1200px” srcset=”https://logopedagogika.si/wp-content/uploads/2020/12/Sebastjan_Kristovic_134_190215_VP.jpg 1200w, https://logopedagogika.si/wp-content/uploads/2020/12/Sebastjan_Kristovic_134_190215_VP-300×205.jpg 300w, https://logopedagogika.si/wp-content/uploads/2020/12/Sebastjan_Kristovic_134_190215_VP-1024×701.jpg 1024w, https://logopedagogika.si/wp-content/uploads/2020/12/Sebastjan_Kristovic_134_190215_VP-768×525.jpg 768w, https://logopedagogika.si/wp-content/uploads/2020/12/Sebastjan_Kristovic_134_190215_VP-474×324.jpg 474w, https://logopedagogika.si/wp-content/uploads/2020/12/Sebastjan_Kristovic_134_190215_VP-600×411.jpg 600w” alt=”Portrait of izr. prof. dr. Sebastjan Kristovi?, Alma Mater Europaea ECM, on February 15, 2019 in Ljubljana, Slovenia. Photo by Vid Ponikvar / Sportida” width=”1200″ height=”821″ />
Sebastjan Kristovič
Founder & CEO
<h2>Strategy & approach</h2>