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Terapija prihvaćanja i posvećenosti (TPP; Acceptance and commitment therapy, ACT) dio je trećeg vala kognitivno bihevioralnih terapija. Radi se o transdijagnostičkom kontekstualnom pristupu u kojem se osobu uči nositi s psihološkom patnjom, kroz razvijanje mentalne fleksibilnosti za usmjeravanje života prema vlastitim vrijednostima. Njezina efikasnost dokazana je kod odraslih i sve češće se primjenjuje kod djece. Ovim radom prikazuje se način primjene i efikasnost TPP kod djece i adolescenata s intenaliziranim smetnjama s prilagodbom tretmana i naglaskom na metodološke nedorečenosti i nekonzistentnosti u evaluaciji tretmana. Korištena je metodologija sustavnog pregleda literature s kvalitativnom sintezom članaka iz elektroničkih bibliografskih znanstvenih baza PubMed, PsychInfo, Science Direct i EBSCO. Iako se radi o personaliziranoj terapiji, prikazuju se protokoli koji se mogu koristiti u individualnoj, grupnoj i digitalnoj primjeni te su prikazane prednosti i nedostatci istih, uz prilagodbe koje su potrebne za primjenu kod djece i adolescenata. Detaljno su prikazani Upitnik izbjegavanja i fuzije za djecu (AFQ-Y, AFQ-Y8), Upitnik voljnosti i predane akcije za djecu (WAM-CA) i Upitnik prihvaćanja i usredotočene svjesnosti za djecu (CAMM) koji se koriste za provjeru teorijskih koncepata TPP te efikasnosti ovog terapijskog pristupa. Efikasnost primjene ove terapije je prikazana kod nekliničkih skupina i skupina s internaliziranim simptomima (anksioznost, depresivnost, OKP, trahitilomanija i PTSP). Poseban naglasak stavljen je na nekonzistentne rezultate efikasnosti ove terapije u usporedbi s kognitivno bihevioralnom terapijom te na metodološke nedostatke u istraživanjima. Korištenje TPP kod individualne, grupne i digitalne primjene otvara niz mogućnosti za smanjenje simptoma kod kliničkih i nekliničkih skupina u preventivnom i tretmanskom radu. Potrebno je dodatno razvijanje mjernih instrumenata i određivanje indikacija za primjenu. Acceptance and commitment therapy (ACT) is a part of Third wave of cognitive behavioral therapies. It is transdiagnostic, contextual therapy which teaches us how to manage psychological suffering through developing mental flexibility which directs our life towards our values. It is effective on adult population, and it is often used with children. This paper is showing appliance, adjustment and efficiency of ACT among children with internalizing symptoms emphasizing methodological problems and inconsistency in treatment evaluation. All primary quantitative and qualitative studies were found by searching four scientific databases - MEDLINE, PsychInfo, Science Direct and EBSCO. This therapy is personalized, but in literature we find protocols for individual, group and digital application which are presented with their advantages and disadvantages. This paper presents adaptations which are necessary for children and adolescent. Measures for processes in ACT, Acceptance and Fusion Questionnaire for Youth (AFQ-Y, AFQ-Y8), Willingness and Action Measure for Adolescents (WAM-C/A) and Child and Adolescent Mindfulness Measure (CAMM) are critically presented. Efficiency of this therapy is presented for nonclinical groups and groups with internalized symptoms (anxiety, depression, OCD, PTSD, trichotillomania). Efficiency compared with cognitive behavioral therapy is shown along with methodological problems. ACT is a good preventive or treatment program for diminishing symptoms in clinical and nonclinical populations. There is need for better measurements and indications for this therapeutic approach.

Less than half of the students with the disorder and/or some symptoms of the disorder eventually receive adequate support, which indicates the need for a universal mental health screening system in schools. Adequate teachers’ response to students’ internalizing symptoms is often the main incentive to involve students in treatment, so it is important to explore the factors that contribute to such behaviour. The aim of the paper is to summarize the existing research findings on the behaviours, attitudes and knowledge of teachers about adolescents with internalizing symptoms and disorders. By reviewing publications from 2005 to 2021, the paper summarizes findings about teachers’ behaviours, attitudes, and knowledge about students’ internalizing symptoms and disorders, as well as the teacher’s role in the mental health screening process. Available research shows teachers are better at detecting externalizing rather than internalizing disorders and/or symptoms, and that they report a lack of knowledge and have false beliefs about the causes and course of such disorders, which could lead to a lack of understanding of the severity of the disorders and late referral to expert assessment. Further research in this area is necessary., Manje od polovice učenika s poremećajem i/ili nekim simptomima poremećaja naposljetku primi adekvatnu podršku, što ukazuje na potrebu za univerzalnim sustavom probira mentalnog zdravlja u školama. Adekvatna reakcija nastavnika na internalizirane simptome učenika nerijetko je glavni poticaj za uključivanje učenika u tretman, stoga je važno istražiti čimbenike koji takvom ponašanju pridonose. Cilj rada je sažeti postojeća istraživanja ponašanja, stavova i znanja nastavnika o učenicima s internaliziranim simptomima i poremećajima. Obuhvatom publikacija objavljenih između 2005. i 2021. godine rad sažima spoznaje o ponašanjima, stavovima i znanjima nastavnika o internaliziranim simptomima i poremećajima te njihovoj ulozi u procesu probira na probleme mentalnog zdravlja učenika. Dostupna istraživanja pokazuju da su nastavnici bolji u detekciji eksternaliziranih nego internaliziranih poremećaja i/ ili simptoma, da navode nedostatno znanje te imaju pogrešna uvjerenja o uzrocima i tijeku poremećaja, što može dovesti do nerazumijevanja njihove ozbiljnosti te kasnog upućivanja na stručnu procjenu. Nužna su dodatna istraživanja u području.

Internalizirani poremećaji odnose se na ona ponašanja koja se pretjerano kontroliraju te su usmjerena prema samome sebi. Anksioznost, depresija te suicidalnost najučestaliji su internalizirani poremećaji kod djece i adolescenata. Djeca koja imaju neki oblik internaliziranog poremećaja nemaju dovoljno razvijene socijalne odnose, povučena su, te su kod njih izraženi strah, tuga i somatski problemi. Simptomatologija internaliziranih poremećaja teže je uočljiva, te zbog toga dolazi do kasnog identificiranja poremećaja kod velikog broja djece, što može rezultirati lošijim mentalnim zdravljem u odrasloj dobi i komorbiditetom s drugim poremećajima. Rizični čimbenici u djetetovu okruženju mogu doprinijeti nastanku i napredovanju ovih poremećaja, a također je naglašena važnost njihovog pravovremenog uočavanja. Preventivni programi temelje se na interdisciplinarnom pristupu kojim se nastoji zaustaviti ili spriječiti nastajanje problematičnog ponašanja kod djece. Navedeni su i brojni zaštitni čimbenici u obiteljskom, vrtićkom i školskom okruženju. Internalized disorders are related to behavior that are excessively controlled and directed toward oneself. Anxiety, depression and suicidal thoughts are the most common disorders in children and adolescents. Children who have some kind of internalized disorder have underdeveloped social relationships, are withdrawn, with pronounced fear, and sadness and somatic problems are expressed. The symptomatology of internalized disorders is hard to notice, and therefore a large number of children with internalized disorders are late-identified, which can result in poorer mental health in adulthood and comorbidity with other disorders. Risk factors in the child environment can contribute to emergence and progress of these disorders, have been highlighted, and the importance of their timely observation is also emphasized. Preventive programs are based on an interdisciplinary approach to stop or prevent the emergence of problematic behavior in children. Numerous protective factors in the family, kindergarten and school environment are also listed.

Cilj ovog rada jest potaknuti daljnja istraživanja tehnika usredotočene svjesnosti te eventualnu implementaciju istih u redovnu, socijalnopedagošku praksu. Tehnike usredotočene svjesnosti su u proteklih nekoliko godina doživjele izuzetan porast u popularnosti, kako u inozemstvu, tako i u našoj zemlji. Ovaj pregledni rad pruža znanja o obilježjima istih i daje uvid u znanstvene studije koje su se bavile njihovom tretmanskom učinkovitošću. Internalizirani problemi u ponašanju izazivaju ozbiljnu razinu osobne patnje te se dovode u vezu s brojnim posljedicama na pojedinca, njegovu okolinu te društvo u cjelini. Ovaj rad pruža informacije o prevalenciji internaliziranih problema u ponašanju. Najprevalentniji problemi se i opisuju. Radi razumjevanja racionale primjene intervencija usredotočene svjesnosti u tretmanu internaliziranih problema, objašnjavaju se ključne sastavnice modela na kojem iste intervencije počivaju te njegov doprinos objašnjavanju etiologije internaliziranih problema u ponašanju. Intervencije temeljene na usredotočenoj svjesnosti su grupne, strukturirane 8-tjedne intervencije koje imaju znanstvene dokaze svoje učinkovitosti u tretmanu problema ove prirode. Osim toga, smatra se kako iste leže na univerzalno pozitivnim stavovima pa se, osim u tretmanu, mogu i više nego uspješno koristiti u pogledu očuvanja mentalnog zdravlja te u prevenciji različitih problema mentalnog zdravlja. Na kraju rada se razmatraju benefiti, kao i potencijalne prepreke primjene tehnika i intervencija usredotočene svjesnosti u socijalnopedagoškom radu., The main goal of this final thesis is to encourage further research of Mindfulness Based Techniques and their implementation in Social Pedagogic Practice. Over the last few years, Mindfulness Based Techniques have significaly grown in popularity in Croatia and abroad. This paper provides knowledge of their features and an insight in the main scientific studies that measured their effectiveness. Internalizing Disorders are causing major personal suffering and have negative aftermath on the ill individual, his surroundings and society at large. This paper gives information about the prevalence of the Internalized Disorders and defines the most common of them. This paper also provides information on the underlying model of the MB Interventions and its contribution to understanding of the etiology of this kind of disorders. MB Interventions are group, structured and 8-weeks lasting interventions that have scientific evidence of their effectiveness in the treatment of Internalized Disorders. Furthermore, because of the fact that Mindfuless Practice lies in universal positive attitudes and it is considered that MB Interventions can also be successfully used to preserve Mental Health and as a possible prevention of various Mental Health Problems. Benefits and possible implementation difficulties of MB Techniques in the Social Pedagogic Practice are considered in the last part of this paper.

The main purpose of this study was to compare the Empathy transition in 5-11 year old children with internalizing disorders. The method of the study was causal-comparative. The statistical population was all the 5-11 year old pre-school and elementary children from five districts of Tabriz. The sampling method was simple random sampling. The five age groups included 5, 6, 7, 9 and 11 years old. Thirty patients (15 male and 15 female) were selected from each age group. To gather the data, two questionnaires (children symptom inventory and Dodds` empathy scale) were used. To analyze the data, one way ANOVA and follow up Tukeys test were conducted. The results showed that there was a significant difference among the 5-11 year old children on empathy transition. Based on the results of th Turkey test, it was found that was a significant difference between 5- and 6- year old children. Also, a significant difference was found between 7-and 9- year old children and 11- year old ones. There was also a significant difference among the 5-11 year old children with internalizing disorder. The results of the Turkey test showed that there was a significant difference between 5- and 6- year old children and 7-, 9-, and 11 year old ones. Moreover, there was a significant difference between 7- and 9- year old children 11- year – old ones. It was concluded that with increased empathy, the level of internalizing disorder decreases.