Saša Stepanović

HUMAN Research in Rehabilitation

Pragmatic aspects of communication and social interaction of children with hyperkinetic disorder and attention deficit disorder

Stepanović, S.

https://doi.org/10.21554/hrr.092502

Successful communication requires more than knowledge of words and grammar it requires an understanding of how language is used for social and functional purposes. Collective view has suggested the current comorbidity of attention deficit/hyperactivity disorder impacts with the individual social development and that over 50% of children with an inattention hyperactivity diagnosis have a linguistic impairment. Children with poor pragmatic skills often misinterpret another person’s communicative intent and have difficulty responding appropriately either verbally or nonverbally. Mastery of pragmatics is necessary for adequate engagement in different communication environments and language adaptation in accordance with social norms and expectations of the interlocutor. The aim of this research is to see if there is a correlation between hyperkinetic disorder and attention deficit and the use of pragmatic language in social interactions. Studies covered a number of methodologies for assessing pragmatic language, ADHD and ADD symptoms, social skills, school success sociometric status, including reports from teachers, parents, questionnaires, scales, tests... There are comprehensive studies in the country and abroad, on samples of children from 6 to 18 years old. This review is an effort towards provide a description for the pragmatic disorders in children with ADHD and ADD. We compared the pragmatic language profiles of children with ADHd and ADD to those of typically developing and children with ADHD and ADD were found to have higher rates of pragmatic difficulties than their typically developing peers. The results show that pragmatic language closely mediates between ADHD symptoms and social skills, but we did not come across any research examining the impact of pragmatic difficulties on school success. The general hypothesis that children with symptoms of hyperkinetic disorder and attention deficit due to pragmatic deficits have problems in social functioning and development of social skills, has been fully confirmed.

ADHD; ADD; pragmatic disorder; communication; interaction; social skills

M23

DHS – Društvene i humanističke studije

Stavovi roditelja i vaspitača o primeni inkluzije u predškolskom obrazovanju

Stepanović, S.

https://doi.org/10.51558/2490-3647.2025.10.1.859

Kvalitetno predškolsko vaspitanje i obrazovanje igra ključnu ulogu u obogaćivanju ranog iskustva dece, pružajući prilike za istraživanje, saznavanje i celovit razvoj, kao i za uključivanje u širu zajednicu. U procesu inkluzije dece sa smetnjama u razvoju u redovni predškolski sistem, pored vaspitača, od izuzetne je važnosti i uloga roditelja. Bitno je da roditelji dece sa smetnjama u razvoju budu svesni prava svog deteta i da ta prava efikasno realizuju. Takođe, roditeljima je od presudne važnosti da na vreme prepoznaju potrebe svog deteta i obezbede odgovarajuću pomoć i podršku. Interakcija roditelja sa vaspitačem i predškolskom ustanovom igra ključnu ulogu u procesu inkluzije. Na osnovu navedenog, predmet istraživanja jesu stavovi roditelja i vaspitača o primeni inkluzije u predškolskom obrazovanju, sa fokusom na uslove za uspešno uključivanje, ulogu vaspitača, te informisanost roditelja o pravima njihove dece u vezi sa inkluzijom. Cilj istraživanja je ispitati stavove vaspitača i roditelja o primeni inkluzije dece sa smetnjama u razvoju u predškolskim ustanovama. Takođe, istraživanje ima za cilj da utvrdi stavove o ulozi vaspitača u inkluzivnom obrazovanju, informisanosti roditelja o pravima njihove dece u vezi sa inkluzijom, kao i uslovima za uspešno uključivanje dece sa smetnjama u razvoju. Za prikupljanje podataka korišćena je tehnika anketiranja i anketni upitnik. Uzorak je obuhvatio 90 vaspitača i 50 roditelja dece sa smetnjama u razvoju, koji su odabrani putem namernog uzorka iz specifičnog područja. Opšta hipoteza ovog istraživanja je da vaspitači i roditelji imaju pozitivan stav prema primeni inkluzije u predškolskim ustanovama. Posebne hipoteze predviđaju razlike u stavovima između vaspitača i roditelja o primeni inkluzije, ulozi vaspitača u inkluzivnom obrazovanju, informisanosti roditelja o pravima njihove dece u vezi sa inkluzijom, kao i uslovima za uspešno uključivanje dece sa smetnjama u razvoju. Rezultati istraživanja su potvrdili opštu hipotezu da su stavovi vaspitača i roditelja prema inkluziji uglavnom pozitivni, ali su se pojavile i značajne razlike u stavovima o određenim aspektima, kao što su uloga vaspitača i nivo informisanosti roditelja.

inkluzija; vaspitači; roditelji; predškolsko vaspitanje; razvojne smetnje; vrtić; inkluzivno obrazovanje; prava dece

M23

Beogradska defektološka škola

International models for assistive technology selection: A systematic review and expert evaluation in the Serbian context

Medenica, V.; Ivanović, L.; Stepanović, S.; Borjanić Bolić, E.

https://www.researchgate.net/publication/393798816_International_models_for_assistive_technology_selection_A_systematic_review_and_expert_evaluation_in_the_Serbian_context

Serbia does not have formally adopted frameworks or validated instruments for assistive technology (AT) selection across education, health care, and social protection systems. Even though there are many international models, there has been no attempt to identify which of them could be used in Serbian context. The purpose of this paper is to provide an informed recommendation of which of the models of AT selection can be most easily implemented in Serbia in order to assist professionals and institutions to adopt a systematic and effective approach to decision making. A three-phase methodology was applied. First, a systematic review using PRISMA guidelines identified 25 international models related to AT selection. In the second phase, two expert reviewers applied a scoring method (Consensus Dual Scoring and Optimization – CDSO) to each model to assess the inclusion and exclusion rationales. The next step based on CDSO scores selected six models for additional assessment. In the third phase, an instrument called EAT-MCAS was developed to evaluate the models in the context of Serbia. Each model was rated by four national experts in education, rehabilitation, and social care on seven criteria: acceptability, feasibility, compatibility, training requirement, resource alignment, perceived usefulness, and cultural relevance. The SETT and WATI frameworks were identified as the models with the best contextual fit, and the reviewers praised their clarity, structural simplicity, and consistency with Serbia’s inclusive education practices. MPT was found to be very much user-centred but needed adaptation and training to be used. HAAT was recognized as being very strong conceptually but not very actionable. Both PIADS and QUEST 2.0 were found to be useful mainly for post-implementation evaluation. It can be concluded that AT implementation in Serbia can be improved by using models that are consistent with current institutional practices and professional roles.

assistive devices; frameworks for selection; PRISMA review; local application

M23

Obrazovanje i vaspitanje

The influence of educational atmosphere on academic achievement of younger primary school pupils

Stepanović, S.; Medenica, V.

https://doi.org/10.5937/obrvas20-59149

The aim of this study was to systematically examine the impact of the educational atmosphere in primary schools on the academic achievement of younger grade pupils. The research was conducted on a sample of 35 teachers with significant pedagogical experience, of whom 94% were female, and over 60% had more than 15 years of teaching experience in primary education. The methodological approach included descriptive analysis and theoretical synthesis, using a survey as the primary data collection tool. The initial hypothesis posited that key elements of the educational climate in the school environment – including the quality of teaching and educational work, cooperation between school and family, continuous professional development of teachers, and fostering values such as tolerance and safety – positively correlate with students’ academic success. Results show that 87% of teachers believe that good cooperation with students, parents, and colleagues has the most significant impact on academic achievement, while 73% emphasize the importance of respecting the individuality of pupils. Conversely, only 45% consider that the school’s material and technical equipment has a direct influence on student success. These findings confirm that the school, in addition to its fundamental educational function, plays a crucial role in the upbringing and personal development of students. This study contributes to a deeper understanding of the interdisciplinary aspects of the educational atmosphere as a key factor in the quality of school education and encourages the integration of family and school educational strategies.

educational atmosphere; academic achievement; primary school; teachers; professional development

M51

Obrazovanje i vaspitanje

The role of different types of children’s play in the development of emotional regulation in younger primary school pupils

Stepanović, S.

https://doi.org/10.65536/ufpz20-504276

The study examines the role of children’s play as a pedagogical tool for fostering the emotional development of younger primary school pupils, with particular emphasis on how teachers plan, implement, and evaluate different forms of play in everyday school practice. The aim is to determine the extent to which teachers use free, cooperative, symbolic, constructive, and rule-based play to promote empathy, emotional regulation, social skills, and the stabilization of pupils’ self-esteem, as well as to assess the importance of family context and school–parent cooperation in supporting these developmental processes. The research is based on the descriptive method, and data were collected through a survey administered to 50 teachers from three primary schools in the municipalities of Prokuplje and Merošina. The instrument consisted of 22 items focused on teachers’ knowledge, attitudes, and self-evaluation of their practices related to the use of play. The sample included teachers aged 28 to 60, the majority of whom were female. The obtained data were processed using descriptive statistical procedures. The results indicate that teachers are generally well-informed about the importance of play for emotional development, but differences exist in the frequency and manner of its application, influenced by professional experience, pedagogical skills, and school context. A moderate relationship was also observed between school–family cooperation and the effectiveness of play-based activities. The findings confirm that systematic and developmentally grounded incorporation of play, accompanied by clear pedagogical mediation, represents a significant factor in pupils’ emotional progress and highlights the need for further professional and methodological training of teachers in this domain.

children’s play; emotional development; emotional regulation; teacher competences; socio-emotional skills

M51

HUMAN Research in Rehabilitation

Specific Learning Difficulties in Younger School-Aged Children

Stepanović, S., Ilić, V.

https://doi.org/10.21554/hrr.042507

Learning difficulties represent a significant problem for children that needs to be identified and diagnosed in a timely manner. This paper describes the three most common learning difficulties encountered in younger school-aged children, namely: dyslexia, dysgraphia, and dyscalculia. In addition to a detailed analysis of the aforementioned difficulties, this paper will also discuss the relationships between children with specific learning difficulties and their peers and teachers. All of the above constitutes the theoretical part of this master's thesis. Тhe methodological part of the research will analyze and describe relevant scientific studies on the topic of specific learning difficulties in younger school-aged children. In this master's thesis, we will attempt to determine the importance of timely diagnosis and treatment of children who have problems with reading, writing, calculation, and speech, in order to address these issues as quickly and efficiently as possible from a professional standpoint, thus contributing to the children's success in mastering school material. Additionally, the importance of examining how specific learning difficulties (SLDs) affect the child's emotions, behavior, and environment will be explored. Methods used include descriptive, analytical, comparative, and theoretical-methodological approaches. The general hypothesis that children with specific learning difficulties require multidisciplinary support due to psychological, behavioral, and emotional challenges, with the key role of teachers and parents, has been fully confirmed.

Difficulties; Learning; Treatment; Speech Therapist; School

M23

HUMAN Research in Rehabilitation

Resilience to physical and emotional stress

Stepanović, S.

https://doi.org/10.21554/hrr.042414

Resilience is the ability of an individual to successfully adapt to stressful and challenging situations. However, resilience encompasses not only the way we react to a specific stressful situation but also how we cope with accompanying physical, psychological, and social challenges. A resilient person is not immune to failures, losses, and the effects of stress. It is the way a person responds after the initial shock that stands out and distinguishes resilient individuals from others. The aim of this study is to examine differences in resilience and quality of life among early and middle-aged participants, as well as the relationship between these variables. We aim to determine the importance of self-efficacy, perseverance, social support, internal locus of control, and coping and adaptation strategies for preserving the physical and mental health of individuals under the impact of stressful life events.

resilience; child abuse in the family; child protection from abuse

M23

HUMAN Research in Rehabilitation

Assessment of the quality of life of families of children with autism

Ilić, V.; Stepanović, S.

https://doi.org/10.21554/hrr.042402

Being a parent of a child who exhibits atypical developmental patterns and encounters numerous difficulties necessitates parents to assume the roles of advocates and coordinators for their child’s services, thereby limiting the scope for personal fulfillment. This research endeavors to ascertain whether disparities exist in the quality of life between parents of typically developing children and parents of children with autism. Additionally, it aims to explore parental satisfaction with parenthood and the experience of parental stress. The study encompassed a cohort of 90 families, comprising 45 families with typically developing children and 45 families with children diagnosed with autism. To facilitate data collection, a comprehensive questionnaire was devised, capturing fundamental information. Furthermore, two scales, namely the Parental Satisfaction Scale and the Parental Stress Scale, were employed to assess parental perspectives. The results, obtained through nonparametric group comparison techniques, substantiate a significantly heightened level of parental stress among parents of children with autism. Moreover, noteworthy discrepancies were observed across essential domains of parental satisfaction. An unprecedented finding arising from this investigation, not documented in extant literature, pertains to the prevalent inclination of parents whose firstborn and solitary child has autism to conceive another child, motivated by apprehensions of autism recurrence and concerns surrounding their capacity to devote sufficient attention to a child with autism.

parents; family; autism; development; stress

M23

International Journal of Economics and Law

Domestic violence against children with developmental disabilities – socio-legal aspects

Stepanović, S.; Draganović, M.; Grbić, A.

https://www.ceeol.com/search/article-detail?id=1339295

This empirical research focuses on analyzing cases of domestic violence against children with developmental disabilities, using a case study from the city of Belgrade. The participants in this study were students from the Primary and Secondary School for Children with Developmental Disabilities in Belgrade. The target group consisted of participants aged between 10 and 21 years, who were identified as having factors that contribute to the vulnerability and marginalization of this group of children and adolescents, in comparison to children and adolescents developing according to normative standards. To achieve the research objectives, methods such as surveys, informal interviews, and content analysis of relevant documents (student records) were applied. The main goal of the study is to identify various forms of violence these children are exposed to, as well as the dominant factors influencing the occurrence of such situations within families. Additionally, the research investigates the correlation between the prevalence of violence and various sociodemographic factors, such as family socioeconomic status, family structure, and the presence of mental health issues in caregivers. The results of this study indicate that children with developmental disabilities who come from socially disadvantaged families with a large number of members are at a significantly higher risk of violence and neglect. The analysis highlights the compounded vulnerability of these children, whose exposure to family violence is often influenced by factors such as poverty, limited access to educational resources, and a lack of adequate caregiving. Furthermore, the study suggests that legal frameworks addressing domestic violence against children with disabilities are often insufficient, with gaps in both preventive measures and intervention protocols. In response to these findings, the study proposes a legal platform based on collaborative efforts between families, social services, governmental bodies, and the judiciary, emphasizing the active involvement of local self-government units in preventive measures. This proposed platform advocates for the development of innovative services that integrate education, psychological support, and legal protection to safeguard children with developmental disabilities from domestic violence. Additionally, the role of educational institutions and community-based support services is stressed, urging for more comprehensive approaches to early identification and intervention in cases of abuse.

violence; individuals with developmental disabilities; legal regulation; family relationships

M23

International Journal of Economics and Law

Organizational and management structure in centers for social work: case study – city center for social work Belgrade

Draganović, M.; Stepanović, S.; Brakus, A.

https://www.ceeol.com/search/article-detail?id=1271431

The original concept of the social work institution has justified its name not only through providing direct social services to users and their families, but also through initiating and organizing various activities in local communities. This affirmative role of the centers for social work has contributed to quicker adoption of legal recommendations. Further development and organization of professional work in the centers for social work have been crucial in the realization of the stipulated functions. Since 1981, these centers have assumed the entire mediation process between spouses, and recently they have also included working with refugees and their families. Having in mind the pronounced crisis, it is necessary to introduce new methods and processes of work for the social service to function more efficiently. The centers for social work are increasingly becoming key institutions that provide support not only in the resolution of traditional social problems, but also in facing new challenges such as digital inequality, mental health, family violence and other forms of social crises. Such extension of activities also requires continued improvement of social workers’ capacities, adjustment of the work methodology and establishment of cooperation with other relevant institutions in order to respond adequately to increasingly complex needs of the users of social work services. The paper elaborates the fact that the centers for social work, due to technical, technological, economic, migrant and other changes, show that changes in the organization and functioning of their services are also justified. Apart from individual work with users and their families, it is also necessary to protect more individual users of social protection and to determine common reasons, besides personal ones, which have led to the need for protection and the application of social action at the level of local and broader communities. Moreover, it is necessary to affect the causes leading to a certain social issue and to prevent its further expansion. The analysis points to the need for strengthening professional and organizational capacities in the centers for social work, taking into account the increasing number of users and the scope of work. This includes a larger number of professional workers (social workers, psychologists, pedagogues), having in mind the newly-introduced authorities and increased complexity of jobs. There is an evident staff turnover in the centers for social work, partly due to the natural fluctuation caused by retirement, but also due to other reasons, which aggravates timely action and task performance within the legally prescribed deadline.

organization; management; social work; community care; social problems

M23

DHS – Društvene i humanističke studije

Funkcionisanje porodica učenika sa problemima u ponašanju

Stepanović, S.; Grbić, A.

https://oaji.net/articles/2023/8977-1696912653.pdf

Kako porodično funkcionisanje predstavlja važan aspekat u razvoju deteta, a kasnije adolescenta, ukoliko nije adekvatno nastaju uslovi za pojavu raznih adolescentnih problema. Poremaćaj ponašanja je jedan od prvih adolescentnih problema sa kojim se možemo sresti u njihovom razvoju. Zato je predmet istraživanja ovoga rada porodično funkcionisanje učenika viših razreda osnovne škole (VII i VIII razreda), koji su dobili ukor odeljenskog starešine ili odeljenskog veća: „pojačan roditeljski nadzor“ zbog ometanja nastave, velikog broja izostanaka sa časova ili učestvovanja u vršnjačkom nasilju. Cilj istraživanja je definisanje porodičnog funkcionisanja kao uzroka ispoljavanja problematičnog ponašanja adolescenata, iz čega proističe pedagoška implikacija rada – mogućnost korišćenja dobijenih rezultata za kasnija strukturisanja savetodavnog rada sa roditeljima u preventivnim programima. U radu su korišćeni upitnici: o demografskim podacima i FACES IV. Upitnik opštih demografski podataka, sastavljen za potrebe istraživanja, sadržao je sledeći set pitanja: o starosti, mestu rođenja, obrazovanju, zaposlenju, bračnom statusu, uslovima života, materijalnom stanju, podatke o prisustvu psihopatologije u užoj i široj porodici. FACES IV – Family Adaptability and Cohesion Evaluation Scale utemeljena je na tri koncepta koja su, po mišljenju autora modela, neophodna za razumevanje funkcionalne porodice: kohezivnost, fleksibilnost i komunikacija. U poslednjoj reviziji modela pridodata je skala zadovoljstva. Razvijeno je osam skala, od kojih šest mere porodičnu kohezivnost i fleksibilnost, a preostale dve procenjuju porodičnu komunikaciju i porodično zadovoljstvo. Istraživačku grupu činilo je 30 roditeljskih parova dece adolescentnog uzrasta koja su dobila meru, koju izriče nastavničko veće – “pojačan roditeljski nadzor”, ravnomerno raspoređenih po mestu boravka. Opšta hipoteza da problematično porodično funkcionisanje predstavlja generator uzroka nastajanja problematičnog ponašanja dece adolescentnog uzrasta školskom okruženju, zbog čega su dobili meru „pojačanog roditeljskog nadzora”, sasvim je potvrđena.

škola; roditeljski nadzor; problemi u ponašanju; vršnjačko nasilje

M23

Učenje i nastava

Odnos inkluzivnog nastavnog okruženja, socioekonomskog statusa i verovatnoće smanjenja poremećaja hiperaktivnosti kod dece

Stepanović, S.; Jelić, J.

https://plus.cobiss.net/cobiss/sr/sr/data/cobib/134398473/nbs

У овом истраживању је разматран однос инклузивног наставног окружења, социоекономског статуса и вероватноће смањења поремећаја хиперактивности код деце. Иако већина деце доживи промену у хиперактивном понашању кроз процес одрастања, вероватноћа за ублажавање овог поремећаја варира кроз различите социоекономске статусе и наставна окружења. Троје од четворо деце са дефицитом пажње са хиперактивношћу (АДХД) неће показива исте критеријуме у дијагностиковању ове сметње у периоду када наступи адолесценција. Показатељ о важности економског статуса породица са горе поменутим дијагностикованим поремећајем деце је подељен. До данас, мало је познато колико је наше друштво показало интересовања за рад са овом децом, посредством институција и едукацијом, у правцу вероватноће толерисања оваквог поремећаја. Толерисање дефицита пажње и хиперактивности се повезује са бољом спознајом самог функционисања оваквог детета, па самим тим и ажурним утврђивањем нових одступања у истом. Овом студијом је показано да дете нижег социоекономског статуса има веће шансе за смањење утицаја хиперактивности на његово понашање уколико похађа инклузивну наставу. Насупрот томе, за децу која су напреднија, шансе за смањење хиперактивног понашања не зависе од нивоа специјалне едукације и инкулзије. Придавајући на значају учесталим симптомима поремећаја код адолесцената, у даљем истраживању образложено је да ли постоје разлике у третирању деце на подељеним лествицама нашег друштва. Овим истраживањем смо показали да спровођењем инклузивне наставе могу да се смање разлике у понашању посебно код деце која су мање напредна. Тиме би ова студија допринела научној грађи из ове области јер показује како институционална окружења могу да превазиђу социоекономски статус код редукције хиперактивног понашања.

АДХД; инклузија; специјална едукација; социоекономски статус; институционално окружење

M53

Zbornik Matice srpske za društvene nauke

Zlostavljanje i zanemarivanje dece sa smetnjama u razvoju na području grada Zrenjanina

Stepanović, S.; Nenadić, V.

https://doi.org/10.2298/ZMSDN2284619S

The subject of this empirical research is to see the extent to which violence against children with disabilities is present in our society, in which families with children with disabilities abuse and / or neglect occurs, specifically in the city of Zrenjanin. The aim of the research was to determine whether and to what extent there are certain (and which) forms of abuse and / or neglect of children and youth with disabilities and which are the dominant factors for the development and maintenance of this situation, as well as to determine whether the degree of abuse and / or neglect of children and youth with disabilities in the city of Zrenjanin depends on certain socio-demographic factors of the family. The task, more precisely, was to determine the family context in which the abuse and / or neglect of children with disabilities occurs. Through a questionaire with closed-ended questions 80 respondents, primary and secondary school students of “9. May” in Zrenjanin were interviewed. Students aged 10–21 were selected as the target group. It was determined that there is a factor that contributes to the vulnerability and marginalization of this group of children and youth in relation to children and youth of normal development. The analysis of the results showed that, out of the total number of respondents, 25% of them estimated that their living conditions were poor, while (on the total sample) 16.2% of them answered that (sometimes) they did not have enough food. Ten percent of them estimated that there are no satisfactory hygienic conditions (bathroom and hot water). By analyzing the answers to a certain group of questions, significant data were obtained that support the research questions that children with disabilities, who come from socially deprived families with many members and live in suburbs are more exposed to the possibility of suffering, abuse and / or neglect.

children with disabilities; family relationships; abuse; neglect; marginalization

M51

Megatrend revija

Nasilje nad decom sa smetnjama u razvoju na području Grada Beograda

Stepanović, S.; Grbić, A.

https://doi.org/10.5937/MegRev2203269S

Predmet ovog empirijskog istraživanja je sagledavanje u kojoj meri je nasilјe nad decom sa smetnjama zastuplјeno u našem društvu, u kakvim se porodicama zlostavlјanje javlјa, konkretno u gradu Beogradu. Cilј istraživanja je bio da se utvrdi da li i u kom stepenu postoje određeni (i koji) oblici zlostavlјanja dece i mladih sa smetnjama u razvoju i koji su dominantni faktori za razvoj i održavanje ovakve situacije, dok je zadatak je bio da se utvrdi da li stepen zastuplјenosti zlostavlјanja dece i mladih sa smetnjama u razvoju na teritoriji grada Beograda zavisi od određenih sociodemografskih faktora, kao i na moguće uticaje javnosti u smanjenju ove negativne pojave. Uzorak su činila 80 ispitanika, učenika Osnovne i srednje škole „Novi Beograd“ u Beogradu. Kao cilјna grupa birani su učenici starosti od 10. do 21. godine kod kojih je utvđeno da postoji neki faktor koji doprinosi vulnerabilnosti i marginalizaciji ove grupe dece i mladih u odnosu na decu i mlade normalnog razvoja. Analiza rezultata je pokazala da je od ukupnog broja ispitanika, njih 25% procenilo da su njihovi uslovi života siromašni, dok je njih 16,2% odgovorilo da (ponekad) nemaju dovolјno hrane. Nјih 10% je procenilo da nema zadovolјavajuće higijenske uslove. Analizom pitanja na određenu grupu pitanja, došlo se do značajnih podataka koji govore u prilog postavlјenim istraživačkim pitanjima da deca sa smetnjama u razvoju, a koja potiču iz socijalno depriviranih porodica sa mnogo članova i koja žive u prigradskim naselјima, u većem stepenu su izložena mogućnosti trplјenja nasilja i/ili zanemarivanja.

nasilje; oblici nasilja; deca sa smetnjama; porodični odnosi; škola

M51