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PLENARNA PREDAVANJA PLENARY LECTURES PLENARY LECTURES Elisabeth Meins Department of Psychology, University of York, UK Mind-reading for beginners: The role of caregiver mind- mindedness in predicting children's development My talk will focus on the concept of mind-mindedness—parents’ ability to ‘tune in’ to what their young babies are thinking and feeling. Numerous studies over the past 20 years have shown that mind-mindedness predicts wide-ranging positive aspects of children’s development. I will talk about interventions we have developed to help teach parents to become more mind-minded. This research involves working with mothers hospitalised with their babies due to severe mental illness, and a community-based study testing the effectiveness of a smartphone app. ····· Vincent Egan University of Nottingham, UK The importance of forensic individual differences "Forensic" means to advise the court. As an expert witness psychologist, this requires one to conduct individual-based assessments not so different from a clinical psychology report. The questions asked by referrers - is this person fit to plead? Can this person respond to available treatment programmes? Are they safe to be released? - are all inherently individual difference based, and require a good grasp of the academic literature, as well as an ability to conduct individual assessments and formulate a person's history and difficulties in relation to legal issues, typically in a short period of time. Techniques such as personality, intelligence, and performance testing are all required, as is an awareness of the folkways which enable you to work constructively and affably with both the offenders and the care staff, and an ability to explain psychometric methods and concepts to a non-specialist audience. To be in court is to have another PhD viva, and like a PhD viva, knowing what you did and why is crucial to optimize one's delivery and reception. Individual differences models and skills thereby continue to contribute importantly to society. 2 PLENARY LECTURES Lidija Arambašić Odsjek za psihologiju Filozofskog fakulteta u Zagrebu Gubici kao mogući uzroci i/ili povodi agresije/nasilja? Na svijetu ne postoji čovjek koji nije nekoga ili nešto izgubio i po tome smo svi jednaki. Naravno, ljudi se razlikuju po broju doživljenih gubitaka, prate li ih gubici od djetinjstva ili su im se počeli događati tek kasnije u životu, razlikuju se po trajanju oporavka od gubitka i po (trajnim) posljedicama gubitaka. Nekim je gubicima izložena većina ljudijer se događaju pri prijelazu s jedne razvojne stepenice na drugu. Oni su prirodan proces sazrijevanja i odrastanja i obično su predvidljivi.No, postoje i gubici koji su nepredvidivi, ne događaju se svim ljudima, a uzrokuju ih različiti stresni i traumatski događaji. Uobičajen, prirodni proces koji slijedi nakon gubitka naziva se tugovanjem. U tome procesu moramo: 1)prihvatiti činjenicu da nekoga tko nam je bio važan više nema u našem životu i 2) naučiti živjeti s tom spoznajom. Tugovanje se događa svim ljudima i većina kroz njega prođe bez većih teškoća (pod uvjetom da postoji podrška bliskih ljudi). Na gubitke reagiramo vrlo raznolikimstresnim i traumatskim reakcijama i često je potrebno puno vremena i strpljenja da bi količina i jačina tih reakcija postalipodnošljivi. Gubici mogu imatii dugotrajne posljedice, npr. ustaljeni oblici neprilagođenog ponašanja (npr. stalno povlačenje u sebe, agresivnost, nemir, noćne more), depresivnost, anksioznost,psihosomatski poremećaji ili oboljenja. Dugotrajne posljedice gubitaka mogu se spriječiti/ublažiti djelotvornom podrškom bliskih ljudi –tugujućima je potrebno vrijeme, strpljenje, osjećaj da ih drugi razumiju, osjećaj da im drugi žele pomoći itd. Nažalost, okolina zbog različitih razloga, a u najboljoj namjeri, često puta čini ili govori stvari koje tugujućima ne pomažu, a katkada im čak i otežavaju stanje. U predavanju će na brojnim primjerima iz prakse biti prikazano kako dolazi do toga da se nakon gubitka pojave ljutnja, bijes i agresija/nasilje te što možemo učiniti da to ublažimo i/ili spriječimo. 3 PLENARY LECTURES Nirvana Pištoljević Teachers College, Columbia University, USA; EDUS- Education for All; CABAS® Evidence-based approaches to early development support programs Children’s developmental trajectory can be greatly effected by the phylogenetic but also the environmental factors, like the effects of the poverty, different teratogens, unhealthy living conditions, toxic stress, and overall outdated systems of health and education in mid- and low-income countries (LMIC). The goal of any a healthy country is the advancement of early childhood development for children at risk and children with developmental delays and disorders. Good systems detect risk factors and any deviations from the typical development very early on, and support the individual needs of families and young children through parent education and direct early intervention in the first few years of the child’s life. Such systems rely on science, data, and use validated measuring tools and evidence- based approaches. Through partnership with USAID and UNICEF I was able to work on developing and advancing whole systems of Early Detection and Intervention through evidence-based approaches across several countries. This included creating standardized screening and assessment tools for pediatricians and nurses to easier detect atypical development, protocols to aid professionals in easier and quicker detection and diagnosing of neurodevelopmental disorders like Autism, and designed trainings for professionals who were to deliver services to children identified as “at risk” and with developmental disorders. Professional staff in health clinics and governmental day-care programs with appropriate standardized tools and training became providers of early detection and intervention services throughout the countries with weak resources and services. I will share some of the experiences from the whole process and results of several major studies we have conducted in the process. I will try to outline some risk factors for healthy development from our research and data-driven possible solutions for minimizing them and supporting fulfillment of the full potential of each child. Keywords: Early Childhood Development, Early Detection, Early Intervention, assessment, curricula 4 KARAKTERISTIKE ANTISOCIJALNIH PONAŠANJA MEĐU RIZIČNIM GRUPAMA: DECA S PSIHOPATIJOM, DELINKVENTI I OSUĐENICI CHARACTERISTICS OF ANTISOCIAL BEHAVIORS AMONG RISKY GROUPS: PSYCHOPATHY-LIKE CHILDREN, DELINQUENTS, AND OFFENDERS CHARACTERISTICS OF ANTISOCIAL BEHAVIORS AMONG RISKY GROUPS: PSYCHOPATHY-LIKE CHILDREN, DELINQUENTS, AND OFFENDERS Silvija Ručević a, Dino Krupić a, Sandra Vućković a, Tijana Borovac b a Filozofski fakultet Osijek b Fakultet za odgojne i obrazovne znanosti Osijek Email: [email protected] The role of parental psychopathic in parenting practices, child psychopathic traits and problem behaviours Using SEM, the current study investigated the relationship between parental and child psychopathic traits, parenting practices and child behaviour problems in three time points in a community sample (N= 175; 80 boys: MT1age = 5.28 years; MT2age = 6.39 years; MT3age = 7.47 years). Measures of parental (SRP-III) and child psychopathic traits (CPTI) and child problem behaviours (SDQ) were collected at baseline (T1), parenting practices (PARQ/Control) were measured at 12-month follow-up (T2), and child psychopathic traits and child problem behaviours were reassessed at 24-month follow-up (T3). Contrary to previous studies, the relationship between child psychopathic traits and parenting practices was not bidirectional. Although child psychopathic traits predicted negative parenting practices (beta= .28; p < .01), once parental psychopathic personality was entered into the model the relationship between the two became non-significant (beta= .05; p > .05). However, parents high on psychopathic traits reported more negative parenting behaviours, including hostile, aggressive and neglectful behaviours (beta= .40; p < .001). In addition, parental psychopathic personality prospectively predicted child psychopathic traits (beta= .24; p < .01), but not child problem behaviours (beta= .16; p > .05). In contrast, negative parenting practices predicted child psychopathic traits (beta= .25; p < .01). The results replicate previous studies regarding the association between quality of parenting and children’s psychopathic traits, and provide initial evidence that parental psychopathic personality should be taken into account when studying parenting practices over time. Keywords: child psychopathic traits, parenting practices, problem behaviours, parental psychopathy, longitudinal 6 CHARACTERISTICS OF ANTISOCIAL BEHAVIORS AMONG RISKY GROUPS: PSYCHOPATHY-LIKE CHILDREN, DELINQUENTS, AND OFFENDERS Janko Međedović a, Meri Stojković b a Institute of criminological and sociological research, Belgrade b Faculty of philosophy, University of Priština, Kosovska Mitrovica Email: [email protected] Schizotypal traits as predictors of criminal behavior in adolescents and adult convicts Schizotypy is a disposition towards psychotic experiences; it represents subclinical levels of psychosis proneness and thus, exits not only in clinical but in a general population as well. Previous research showed that schizotypy can predict criminal behavior but two questions remain unanswered: 1) What specific schizotypal traits are the facilitators of criminal behavior? 2) Does the role