Page 231 - Inovacije i izazovi u obrazovanju i sestrinskoj skrbi - KNJIGA SAŽETAKA

INOVACIJE I IZAZOVI U OBRAZOVANJU I SESTRINSKOJ SKRBI - KNJIGA SAŽETAKA

Mental Disorders and School Abilities

It is generally accepted that school education is important in individual countries, i.e. the
importance of educational progress of children and young people is always emphasized, which
then gives a greater choice of future professions for individuals, and also strengthens the whole
society. On the other hand, insufficient school education can worry individuals, parents of
children, the whole family, as well as society as a whole. The school has important educational
and educational functions. In Croatia, there is a legal obligation to attend a "small school",
before starting school. Before starting school, an assessment of fitness for school is carried out
(previously it was called a maturity assessment for school), which is carried out by the
Commission for determining the psychophysical condition of the child and a general
practitioner, possibly a doctor of school medicine. Therefore, for going to school, as well as for
assessing further abilities for a particular school in higher grades, not only intellectual abilities
are sufficient, but also other different cognitive functions, motivation, support from parents,
family factors, as well as socio-emotional factors.
Many mental disorders act directly on school achievements. . The most common disorders cited
in the literature are hyperkinetic disorder, as well as specific developmental disorders of school
skills, anxiety disorders. There are also other disorders, depressive disorders, psychotic
disorders that need primary treatment. It is traditionally known from the literature that teachers,
unfortunately, in the school environment in children and adolescents better perceive
externalizing disorders (aggressive behavior, hyperkinetic behavior) than internalizing
disorders (anxiety, depression, social reclusiveness) absenteeism can have different causes. It
is also necessary to take into account general psychosocial circumstances (e.g. dysfunctional
family circumstances, mental illnesses of parents).Whether there are significant mental
disorders in the child, whether there are specific developmental disorders of school skills,
cognitive excessive requirements or cognitive below-average requirements, and excessive
social requirements.
Perhaps like no other area, this is an important multidisciplinary collaboration. It could be said
that teachers in schools apply general principles of prevention, which includes the mental health
of the child. Such measures can be positively listed as encouraging social competences,
encouraging emotional regulation, avoiding aggressive behavior of students, prevention of
depressive and anxiety disorders in students (strengthening self-esteem, rewarding, empathic
and sensitive attitude towards students), and preventive work with parents.

Key words: adolescents, school, anxiety, depression, aggressive behavior

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