| Sažetak | UVOD: Ovaj rad bavi se roditeljskom percepcijom o mentalnom zdravlju djece u nižim razredima osnovne škole jer su roditelji važna karika u ranom prepoznavanju problema te traženju pomoći u djetetovo ime.
CILJ: Ispitati roditeljsku percepciju o postojanju poteškoća u emocionalnom području te o problemima ponašanja kod djece nižih razreda osnovne škole.
MATERIJALI I METODE: U istraživanje je uključeno 149 ispitanika, odabranih metodom prigodnog uzorka. Provedeno je kroz mjesec prosinac 2022. mrežnim popunjavanjem standardiziranog SDQ (eng. The Strengths and Difficulties Questionnaire, SDQ) upitnika za roditelje.
REZULTATI: U istraživanju je sudjelovalo 58,4% ženskih te 41,6% muških ispitanika. Prema procjeni roditelja, djeca 3. i 4. razreda statistički značajno iskazuju više emocionalnih simptoma (M=3,19; SD=2,735) u odnosu na djecu 1. i 2. razreda (M=1,95; SD=2,180), kao i problema u ponašanju (M=3,13; SD=2,679 u odnosu na M=2,31; SD=2,323). Za hiperaktivnost, odnose s vršnjacima i prosocijalno ponašanje razlike nisu statističke značajne (p>0,05). Prema ukupnom rezultatu teškoća, 60,4% roditelja ne uviđa poteškoće; 29,5% smatra da dijete ima manjih poteškoća, 6,7% smatra da ima poteškoća, dok 3,4% smatra da ima velikih poteškoća. Iskazane poteškoće u svakodnevnom funkcioniranju djeteta najviše utječu na školsko učenje (22%), prijateljstva (14,6%) te život kod kuće (7,3%).
ZAKLJUČAK: Više od polovice roditelja kod djeteta ne uočava nikakve poteškoće iz područja osjećaja, koncentracije, ponašanja ili sposobnosti slaganja s drugim ljudima. Ipak, djeca 3. i 4. razreda osnovne škole imaju značajno više poteškoća u mentalnom zdravlju u usporedbi s djecom 1. i 2. razreda osnovne škole. |
| Sažetak (engleski) | BACKGROUND: This paper investigates parents’ perception of mental health in younger children attending primary school, since parents are an important factor in early identification and help seeking on behalf of the child.
AIM: To investigate parents’ perception of emotional and behavioral problems in children attending primary schools.
MATERIALS AND METHODS: Parents of 149 children were selected using convenience sampling method. Parents completed the SDQ parent's form via online questionnaire answering. The research was conducted in December 2022.
RESULTS: 58,4% of female and 41,6% of male respondents participated in the research. According to parents' assessment, children from 3. and 4. grades show statistically significant more emotional symptoms (M=3,19; SD=2,735) compared to children from 1. i 2. grades (M=1,95; SD=2,180), as well as behavioral problems (M= 3,13; SD=2,679 compared to M=2,31; SD=2,323). For hyperactivity, relationships with peers and prosocial behavior, the differences were not statistically significant (p>0,05). According to the total any difficulties scores, 60,4 % of parents do not perceive difficulties; 29,5% believe that the child has minor difficulties; 6,7% believe that child has some difficulties; 3,4% believe that the child has major difficulties. The reported difficulties in the child's daily functioning mostly affected school learning (22%), friendships (14,6%) and life at home (7,3%).
CONCLUSION: More than half of the parents do not notice any difficulties in their child's feelings, concentration, behavior or ability to get along with other people. However, children in 3. i 4. grades of primary school have significantly more difficulties compared to children in 1. i 2. grades of primary school |
