PERCEPTION OF SCHOOL SUCCESS/FAILURE IN CHILDREN AND YOUTH WITH BEHAVIOUR DISORDERS

U projektu „Socijalnopedagoška dijagnoza - participacija korisnika u procesu procjene potreba i planiranja intervencija“ sudjelovalo je 40-ero djece i mladih. Dvadeset sedmero sudionika nalazilo se u procesu institucionalne dijagnostike, dok je 13-ero bilo smješteno u stambenoj zajednici. U istraživanju je primijenjen polustrukturirani intervju s naglaskom na samoprezentaciji djece i mladih. Intervju je obuhvaćao sva važna područja života djece i mladih: o sebi, obitelj, škola, vršnjaci i slobodno vrijeme, normativne orijentacije, budućnost, strategije suočavanja, intervencije, poremećaji u ponašanju. Za obradu podataka primijenjena je kvalitativna metodologija. Kroz proces sažimanja izvorne rečenice iz intervjua organizirane su u kategorije i dimenzije. Ovaj rad dio je cjelovitog istraživanja i bavi se područjem škole kroz kategorije: doživljaj škole, odnos prema školi, promjene škole, način učenja, doživljaj učenja, doživljaj školskog uspjeha, odnos s nastavnicima, očekivanja od nastavnika, očekivanja nastavnika, položaj među vršnjacima. Elementi školskog uspjeha pokazali su se povezani s pozitivnim doživljajem škole, radnim navikama i samomotivacijom za učenje te dobrim odnosima s vršnjacima i nastavnicima. Neuspjeh je bio povezan s negativnim doživljajem škole, nepostojanjem radnih navika i strukture učenja te s osjećajem različitosti od vršnjaka, što često rezultira bježanjem iz škole.Forty children and young people participated in the project entitled "Sociopedagogical diagnosis - participation of beneficiaries in the process of assessing needs and planning interventions". Twenty-seven participants were included in institutional diagnostics, while 13 of them were placed in a residential community. A semi-structured interview was applied in the survey, focusing on the self-presentation of children and youth. The interview included all important areas of the life of children and youth: themselves, school, peers and free time, normative orientations, the future, confrontation strategies, interventions, behaviour disorders. A qualitative methodology was used to process data. Categories and dimensions were organised through a process of summarising original sentences from the interview. This paper is part of a comprehensive study and deals with the school area divided into the following categories: perception of school, relationship towards school, changing schools, learning methods, perception of school success, relationship with teachers, what is expected from teachers, what teachers expect, and status among peers. Elements of school success showed themselves to be connected with a positive perception of school, working habits and self-motivation for learning, as well as with good relationships with peers and teachers. Failure was connected with a negative perception of school, lack of working habits and a learning structure, and with the feeling of being different from peers, which often results in truancy