This article discusses whether teachers should be included in parent-child therapy to treat depressed preschoolers when the caregiver shows signs of affective disorders. The authors argue that teachers could play an important role by supporting the child's emotional and social development at school, as parental affective disorders can negatively impact parent-child interactions. However, complex ethical issues around confidentiality and the teacher's role would need to be considered. Overall, the article explores the potential benefits and challenges of involving teachers in the therapeutic process for young children dealing with a caregiver's mental health issues.

2. Školski
vjesnik volumen 62, br. 1, str. 1-170,
Split, 2013.
časopis
za pedagoška
i školska pitanja
Izdavači
Hrvatski pedagoško-književni zbor, Ogranak Split
Filozofski fakultet Sveučilišta u Splitu
Savjet časopisa
Jean Biarnes (Institut Européen pour le Développement des Potentialités de tous les Enfants [IEDPE], Pariz, Francuska);
Ivan Bošković (Filozofski fakultet Sveučilišta u Splitu, Split, Hrvatska); Laura Bonica (Facoltà di Psicologia, Università
degli studi di Torino, Italija); Mirjana Dedaić (Georgetown University, Washington DC, SAD); Anka Došen-Dobud
(Sveučilišna profesorica u miru, Zagreb, Hrvatska); Matjaž Duh (Pedagoška fakulteta Univerza v Mariboru, Maribor,
Slovenija); Andrew Gibbons (Auckland University of Technology, New Zealand); Sait Kačapor (Pedagoški fakultet,
Univerzitet Sarajevo, Sarajevo, Bosna i Hercegovina); Alenka Kobolt (Pedagoška fakulteta, Univerza v Ljubljani, Ljubljana,
Slovenija); Edvard Majaron (Pedagoška fakulteta, Univerza v Ljubljani, Ljubljana, Slovenija); Franjo Maletić (Filozofski
fakultet, Sveučilišta u Zagrebu, Zagreb, Hrvatska); Marina Marasović-Alujević (Filozofski fakultet Sveučilišta u Splitu,
Split, Hrvatska); Tonko Maroević (Zavod za povijest hrvatske književnosti, kazališta i glazbe [HAZU], Zagreb, Hrvatska);
Milan Matijević (Učiteljski fakultet Sveučilišta u Zagrebu, Zagreb, Hrvatska); Hrvojka Mihanović-Salopek (Zavod za
povijest hrvatske književnosti, kazališta i glazbe [HAZU], Zagreb, Hrvatska); Josip Milat (Filozofski fakultet Sveučilišta
u Splitu, Split, Hrvatska); Tullia Musatti (Istituto di Scienze e Tecnologie della Cognizione, Consiglio Nazionale delle
Ricerche, Rim, Italija); Mirjana Nazor (Prirodoslovno-matematički fakultet Sveučilišta u Splitu, Split, Hrvatska); Jadranka
Nemeth-Jajić (Filozofski fakultet Sveučilišta u Splitu,Split,Hrvatska); Florence Pirard (Unité Education Petit Enfance
et Formation des Professionnels [EPEF], Liège, Belgija); Stjepan Rodek (Filozofski fakultet Sveučilišta u Splitu, Split,
Hrvatska); Mira Stambak (Institut Européen pour le Développement des Potentialités de tous les Enfants [IEDPE], Pariz,
Francuska); Ronald G. Sultana (University of Malta, Msida, Malta); Malgorzatta Suswillo (University of Warmia and
Mazury, Olsztyn, Poljska); Kornelija Špoljar (Učiteljski fakultet Sveučilišta u Zagrebu, Zagreb, Hrvatska); Nevio Šetić
(Hrvatski pedagoško-književni zbor [HPKZ], Zagreb, Hrvatska); Gerhard Tulodziecki (Universität Paderborn, Paderborn,
Njemačka); Herbert Tschamler (Ludwig-Maximilians-Universität München, München, Njemačka); Adnan Tufekčić
(Sveučilište u Tuzli, Tuzla, Bosna i Hercegovina); Jasminka Zloković (Filozofski fakultet Sveučilišta u Rijeci, Rijeka,
Hrvatska); Slađana Zuković (Filozofski fakultet Univerziteta u Novom Sadu, Novi Sad, Srbija); Berislav Žarnić (Filozofski
fakultet Sveučilišta u Splitu, Split, Hrvatska)
Uredništvo
Ivan Bošković (Filozofski fakultet Sveučilišta u Splitu); Snježana Dimzov (Filozofski fakultet Sveučilišta u Splitu);
Snježana Dobrota (Filozofski fakultet Sveučilišta u Splitu); Goran Golovko (Umjetnička akademija Sveučilišta u
Splitu); Hicela Ivon (Filozofski fakultet Sveučilišta u Splitu); Srećko Jurišić (Filozofski fakultet Sveučilišta u Splitu);
Goran Kardum (Filozofski fakultet Sveučilišta u Splitu); Dubravka Kuščević (Filozofski fakultet Sveučilišta u Splitu);
Marina Marasović-Alujević (Filozofski fakultet Sveučilišta u Splitu); Ivan Maršić (Filozofski fakultet Sveučilišta u
Splitu); Branimir Mendeš (Filozofski fakultet u Sveučilišta u Splitu); Pavao Mijić (HPKZ, Zagreb, Ogranak Split);
Irena Mišurac-Zorica (Filozofski fakultet Sveučilišta u Splitu); Mirjana Nazor (Prirodoslovno-matematički fakultet
Sveučilišta u Splitu); Diana Nenadić-Bilan (Odjel za izobrazbu učitelja i odgojitelja predškolske djece, Sveučilište u
Zadru); Stjepan Rodek (Filozofski fakultet Sveučilišta u Splitu); Gloria Vickov (Filozofski fakultet Sveučilišta u Splitu)
Izvršno uredništvo
Snježana Dobrota, Hicela Ivon, Srečko Jurišić, Branimir
Mendeš, Pavao Mijić, Mirjana Nazor, Stjepan Rodek (svi
iz Splita)
Glavna i odgovorna urednica
Hicela Ivon, Filozofski fakultet Sveučilišta u Splitu, Split
Izvršni urednik
Pavao Mijić, Hrvatski pedagoško-književni zbor (HPKZ),
Ogranak Split, Split, Hrvatska
Radovi objavljeni u časopisu Školski vjesnik navode se
u sljedećim međunarodnim sekundarnim publikacijama:
Linguistics and Language Behavior Abstracts (LLBA),
Library & Information Science Abstracts (LISA)
(ProQuest, Periodical Acquisitions, Michigan)
MLA International Bibliography
Education Research Complete with Full Text (EBSCO)
Hrčak – Portal znanstvenih časopisa Republike
Hrvatske
Adresa uredništva: Filozofski fakultet Sveučilišta u
Splitu, 21 000 Split, Nikole Tesle 12,
tel.: 385 (021) 38 40 17; e-mail: skolskivjesnik@ffst.hr
Lektura na hrvatskom i engleskom jeziku:
Ivana Čagalj
Prijevod sažetaka na talijanski jezik: Srećko Jurišić
Godišnja pretplata:
Za škole i druge ustanove – 200 kn (dva primjerka 250 kn)
Za pojedince — 100 kn (za učenike, studente i
umirovljenike — 65 kn; za inozemstvo — 300 kn)
(žiro račun 2360000-1400144321
s naznakom ,,za Školski vjesnik“)
Priprema i tisak: Dalmatina Tisak – Duće, Omiš
Izdavanje Školskog vjesnika sufinanciraju Ministarstvo znanosti, obrazovanja i športa Republike Hrvatske; Grad Split

3. Školski
vjesnik
UDK 37 ISSN 0037-654X
časopis za pedagoška i školska pitanja
Sadržaj
Rasprave i članci
Helena Dragić
Apelativi u toponimiji stolačkoga kraja ........................................................................... 5
(Izvorni znanstveni članak)
Adnan Tufekčić
Religijski odgoj djece u tradicijskoj kulturi ................................................................... 27
(Izvorni znanstveni članak)
Hicela Ivon
Lutka i lutkarska igra u kurikulu predškolskog odgoja .................................................. 43
(Prethodno priopćenje)
Rona Bušljeta
Polazišta proučavanju transformacijske uloge udžbenika ............................................. 55
(Pregledni članak)
Catina Feresin, Snježana Močinić, Nevenka Tatković
Bi li obiteljska terapija trebala uključiti i učitelje u liječenje depresivnih
predškolaca kad skrbnik pokazuje afektivne poremećaje? ............................................ 75
(Pregledni članak)
god. 62 / 2013. br. 1
siječanj - ožujak

4. Ivica Vigato, Teodora Vigato
Zavičajni govor i dramska igra ...................................................................................... 85
(Pregledni članak)
Mirko Lukaš
Antropološko-odgojno djelovanje narodnih poslovica ................................................ 101
(Stručni članak)
Amela Mešić
Smjernice za pripremu i polazak djece u školu ........................................................... 113
(Stručni članak)
Daniela Novoselić, Irella Bogut, Zvonimir Užarević
Zastupljenost ekoloških tema u udžbenicima predmeta Priroda i društvo
u Republici Hrvatskoj i Federaciji Bosne i Hercegovine ............................................ 129
(Stručni članak)
Dean Slavić, Mihaela Banek Zorica, Aleksandra Prikratki
Uloga školske knjižnice u korelacijsko-integracijskome pristupu
djelu Eugena Kumičića Pod puškom ........................................................................... 147
(Stručni članak)
Prikazi i osvrti
Maja Rukavina
Kenneth, D. Peterson., Catherine, A. Peterson: Effective teacher evaluation
A Guide for Principals, Corwin Press, California, 2006., str. 114 ............................... 163
Upute autorima ............................................................................................................. 167

5. Školski
vjesnik
UDC 37 ISSN 0037-654X
journal for educational and school matters
Contents
Articles
Helena Dragić
Appellatives in Toponymy of the Stolac Area ................................................................. 5
(Original scientific article)
Adnan Tufekčić
Religious Education of Children in a Traditional Culture ............................................. 27
(Original scientific article)
Hicela Ivon
Puppet and Puppet Game in Preschool Curriculum ....................................................... 43
(Preliminary communication)
Rona Bušljeta
Starting points of Teaching Transformational Role of School Textbooks ..................... 55
(Review article)
Catina Feresin, Snježana Močinić, Nevenka Tatković
Should Parent-Child Therapy Include Teachers to Treat Depressed Preschoolers
When Caregiver Shows Affective Disorders? ............................................................... 75
(Review article)
year 62 / 2013 no. 1
January - March

6. Ivica Vigato, Teodora Vigato
Native Dialect and Drama Games ................................................................................. 85
(Review article)
Mirko Lukaš
Anthropological-Educational Activity of Folk Sayings .............................................. 101
(Professional article)
Amela Mešić
Guidelines on How to Prepare a Child for the First Day of School ............................ 113
(Professional article)
Daniela Novoselić, Irella Bogut, Zvonimir Užarević
The Prevalence of Environmental Topics in Elementary School Science
Textbooks in Croatia and in Bosnia and Herzegovina ................................................. 129
(Professional article)
Dean Slavić, Mihaela Banek Zorica, Aleksandra Prikratki
The Role of School Library in a Correlative-Integrative Approach to a
Literary Work Pod Puskom by Eugen Kumicic ........................................................... 147
(Professional article)
Reviews
Maja Rukavina
Kenneth, D. Peterson., Catherine, A. Peterson: Effective teacher evaluation
A Guide for Principals, Corwin Press, California, 2006., str. 114 ............................... 163
Instructions for authors ................................................................................................. 169

7. 75
Catina Feresin*
Snjezana Mocinic**
Nevenka Tatkovic***
Should Parent-child Therapy Include
Teachers to Treat Depressed Preschoolers
When caregiver Shows Affective Disorders?
Summary: It is known that a child affected by depressive disorders often has a parent
affected by the same illness: because of this, it is a difficult procedure to apply Parent
Child Interaction Therapy and Emotion Development Therapy combined, if the caregiver
feels depressed himself/herself (see: Luby, 2009). Therefore, the main aim of this work
is to propose a four people relationship instead of the usual three people relationship,
generally present in the course of the mentioned therapy; so we will have: the child, the
caregiver, the psychologist and the teacher. Teachers usually spend a lot of time with
school or preschool children and with their parents: so they are in a unique position to
give a significative emotional support both to caregivers and to children themselves.
To develop our project, further research is needed, which directly analyses depressed
preschoolers’brain function by an f. M. R. I. study, comparing the activation of amygdala,
hippo-campus and prefrontal cortex and the degree of depression, when children are
viewing facial expressions of negative affect (Gaffrey M. S., Luby J. L., Belden A. C.,
Hirshberg J. S., Barch D. M.., 2011; Suzuki et al., 2012). If our idea of using teachers
who support the caregiver is correct, we should find a slight positive correlation, or no
correlation at all, between the severity of depression and the activity of cortical and
limbic areas when the teacher is present: this hypothetical result should mean that the
child is learning how to deal with negative emotions to fight depression. Of course, the
modification of Parent Child Interaction Therapy and Emotion Development Therapy
combined and the f. M. R. I. study are just proposals and they might be subjects of future
works.
Keywords: preschoolers, depressive disorders, caregiver, role of the teacher, Parent Child
Interaction Therapy and Emotion Development Therapy combined, f. M. R. I. study.
UDC:16.895.4-053.4
Review article
Accepted: 15th
December, 2012
Confirmed: 1st
January, 2013

8. 76
C.Feresin, S. Močinić, N. Tatković: Bi li obiteljska terapija... Šk. vjesn. 62 (2013.), 1, 75-84
Catina Feresin*
Snježana Močinić**
Nevenka Tatković***
Bi li obiteljska terapija trebala uključiti i učitelje u
liječenje depresivnih predškolaca
kad skrbnik pokazuje afektivne poremećaje?
Sažetak: Poznato je da dijete oboljelo od poremećaja depresije često ima roditelja s
istim poremećajem: zbog toga je teško primijeniti obiteljsku interakcijsku terapiju
(Parent Child Interaction Therapy) kombiniranu s terapijom za razvoj emocija (Emotion
Development Therapy) ako je sam skrbnik depresivan (Luby, 1999). Stoga je glavni cilj
ovoga rada predstaviti četvorostrani odnos u terapiji umjesto trostranoga, uobičajenoga
za spomenutu terapiju: tako imamo dijete, skrbnika, psihologa i učitelja. Učitelji obično
provode dosta vremena sa školskom i predškolskom djecom i njihovim roditeljima: stoga
oni imaju jedinstvenu mogućnost da pruže značajnu emocionalnu potporu i skrbnicima
i samoj djeci.
Za razvoj našega projekta potrebno je daljnje istraživanje kojim će se funkcionalnom
magnetskomrezonancijom(f.M.R.I.)izravnoanaliziratifunkcijemozgapredškolskedjece
oboljele od depresije, uspoređujući aktivnost amigdale, hipokampusa i predfrontalnoga
korteksa sa stupnjem depresije dok djeca gledaju negativne izraze lica (Gaffrey M. S.,
Luby J. L., Belden A. C., Hirshberg J. S., Barch D. M., 2011; Suzuki et al., 2012). Ako je
ispravna naša ideja o ulozi učitelja kao potpore skrbnicima, trebali bismo doći do male
pozitivne korelacije, ili korelacije uopće ne bi trebalo biti, između jačine poremećaja
depresije i aktivnosti kortikalnih i limbičnih područja kad je prisutan učitelj: ovaj
hipotetski rezultat trebao bi značiti da dijete uči kako se nositi s negativnim emocijama u
borbi protiv depresije. Naravno, modifikacija obiteljske interakcijske terapije kombinirane
s terapijom za razvoj emocija i funkcionalna magnetska rezonancija tek su prijedlozi i
mogli bi biti predmeti budućih radova.
Ključne riječi: predškolska djeca, poremećaji depresije, skrbnik, uloga učitelja, obiteljska
interakcijska terapija (Parent Child Interaction Therapy) kombinirana s terapijom za
razvoj emocija (Emotion Development Therapy), funkcionalna magnetska rezonancija
(f. M. R. I.).
UDK: 16.895.4-053.4
Pregledni članak
Primljeno: 15. 12. 2012.
Prihvaćeno: 1. 1. 2013.

9. 77
C.Feresin, S. Močinić, N. Tatković: Bi li obiteljska terapija... Šk. vjesn. 62 (2013.), 1, 75-84
1. Introduction
Depressive disorders are particularly devastating when strike a child at an
early age: the child may get lost in his/her depression since he/she has no sufficient
life experience and appropriate cognitive skills to make a proper distinction
between illness and health (see Shuchter et al., 1997). In 1984, Kashani and
collaborators found 4% of preschoolers in a child development unit who met the
DSM III criteria for depression (Kashani J. H., Ray J. S., Carlson G. A., 1984;
A.P.A., 1980); in a 1997 study by the same author, 2.7% of 300 preschoolers
met the DSM-IV criteria for dysthymia (Kashani J. H., Allan W. D., Beck N. C.
Jr, Bledsoe Y., Reid J. C., 1997; A.P.A., 2000). Nevertheless, although Kashani
identified depression in preschool children already in 1984, the study of this
illness arising during preschool period is relatively new.
Luckily, as Luby has pointed out: “... over the past decade, empirical data
have become available that refute traditional developmental theory suggesting
that preschool children would be developmentally too immature to experience
depressive affects” (Stalets & Luby, 2006.). Basic developmental studies, serving
as a framework and catalyst for these clinical investigations, have also shown
that preschool children are far more emotionally sophisticated than previously
recognized. While some of these emotion developmental findings are new, others
have been available for some time but never previously applied to clinical models
of childhood affective disorders. These findings on early emotion development,
obtained using narrative and observational methods, provide a key framework for
studies of early childhood depression, as they establish that very young children
are able to experience complex affects seen in depression, such as guilt and
shame. Indeed, guilt and shame have been observed to occur more frequently in
depressed than in healthy preschoolers (Luby, 2009).
In a recent review by Mocinic and Feresin (2012) the symptoms of
depressive disorders are precisely defined for primary school children; but as
Luby pointed out in 2009, symptoms of depression in preschool children look
like those already found in school children, and, sometimes, in adults (Luby,
2009; Luby et al., 2003; States & Luby, 2006). “Sadness is one of the most
significant emotional-cognitive symptom among depressed children (usually, bi-
polar children often show more irritability than sadness). During major depressive
episode, pupils perceive a deep sadness or cry without being able to understand
the reason why they are behaving this way. Depressed or bi-polar children during
depressive episodes show a clear emotional-cognitive symptom: they do not feel
pleasure in anything, lose their normal desire to play with classmates (i.e. they
stop participating in games activities). Depressed or bi-polar children during
both depressive as manic episodes have their minds busy all day long, while

10. 78
C.Feresin, S. Močinić, N. Tatković: Bi li obiteljska terapija... Šk. vjesn. 62 (2013.), 1, 75-84
attention is directed toward themselves, negatively influencing their ability to
concentrate on common activities at school. Negative self-evaluation and guilt
is also an emotional-cognitive symptom: depressed children feel guilty more
often compared to children who do not suffer from depression. Fatigue is a rare
condition for healthy children, but it is a very common physical symptom among
childrensufferingfromdepressionorbi-polardisorderduringdepressiveepisodes.
It can occur in a mild form without changing the child’s habits, or can influence
daily activities limiting the normal rhythm of life. On the contrary, hyperactivity
with an increased energy is a frequent symptom during manic and hypo-manic
episodes in bi-polar children.
A decrease in appetite may cause an unbalanced growth of child’s body: he/
she increases in height but remains equal in weight, with possible serious physical
disorders. Abnormal decrease in appetite is considered a physical symptom and is
usually connected with depressive disorder or bi-polar disorder (during depressive
episodes). The opposite case, an increase in appetite, should not be confused with
the normal growth process: it is considered abnormal, if there is a significant
overweight, when the child eats food all the time and when the thought of eating
interferes with daily activities. Abnormal increase in appetite is again considered
a physical symptom and is generally connected with bi-polar disorder during
manic or hypo-manic episodes.
The symptom of insomnia occurs when the child sleeps less than his/her
necessity and hypersomnia when child sleeps longer than his/her necessity (he/
she often has difficulty getting up in the morning). At the same time, insomnia
is divided into: initial insomnia and intermediate insomnia during the night”
(Mocinic & Feresin, 2012: 99 − 102).
Although many studies have shown the existence of depression in preschool
children, a few works of scientific literature are available to guide treatment once
the diagnosis of depression is established (Luby, 2009.).
Play therapy, which is a common therapy for very young children, uses
techniques engaging children in recreational activities to help them coping with
their problems and fears. During this kind of therapy, the psychologist observes
the child while he/she is playing with a variety of toys, expressing in this way
his/her unpleasant feelings which cannot be communicated verbally. According
to many researchers, this kind of therapy requires more experiments to prove its
effectiveness as a tool to cope with depression in preschoolers (Luby, 2009).
Verbal therapy is not especially helpful in dealing with very young children
who haven’t developed verbal level to correctly express their feelings, lacking
linguistic sophistication to describe any kind of emotional experience.
Regarding antidepressants, there is a general concern among mental health
providers about this medical treatment, since they prefer to avoid drug in that

11. 79
C.Feresin, S. Močinić, N. Tatković: Bi li obiteljska terapija... Šk. vjesn. 62 (2013.), 1, 75-84
young children. Researchers have different opinions about using antidepressants
in primary school children and adolescents (Bailly, 2006; Wagner, 2005): some
are pro these medicines, others against them. On the other hand, regarding
preschoolers, there is a common concern among researchers about the use of this
medical treatment (also newer-generation antidepressants). According to Luby:
“The use of antidepressants is not a first- or even second-line treatment for early
childhood depression at this time”(Luby, 2009). Nulman and collaborators’ study
(Nulman I., Koren G., Rovet J., 2012) gives relevant information distinguishing
the effects of maternal depression from the effects of exposure to a specific
antidepressant (e.g. venlafaxina): indeed, this study included a group of women
with histories of depression who had discontinued antidepressants prior to
conception (mothers’ depression was defined according to the criteria of DSM-
IV). The preliminary conclusion of this study is that exposure to untreated
maternal depression in utero and during early childhood is associated with worse
cognitive and behavioural outcomes of children.
Recently, a parent-child psychotherapy has been developed for the treatment
of preschool depression: it combines two separated therapies, that is Parent Child
Interaction Therapy (P. C. I. T.) and Emotion Development Therapy (E. D.). The
former (P. C. I. T.), originally developed in the 1970s to treat disruptive disorders
in preschool children, comes from the common knowledge that the child is
not an independent entity at this early age and the caregiver is a fundamental
part of the child’s psychological world, so this figure is always involved in this
kind of therapy. The latter (E. D.) is designed to enhance the child emotional
developmental capabilities through the use of emotional education. Parent Child
Interaction Therapy − Emotion Development (P. C. I. T. − E. D.) combines the
use of emotional education by enhancing the caregiver’s capacity to serve as
an effective external emotional regulator for the child. The primary goal of this
therapy is to enhance the child’s capacity to identify emotions in self and other
people; the second goal is to teach the child how to develop healthy emotions;
the third goal is to enhance the child’s capability of experiencing positive affect
at high intensity as well as the capacity to recover from negative affect: the hope
is that the children will learn how to handle depressive symptoms and parents
will reinforce those lessons. All this is based on the hypothesis that depressed
children will be less reactive to positive stimuli and more reactive to negative
stimuli than healthy children. As Luby explained in one of her articles: “P. C.
I. T. − E. D. is a treatment which usually includes fourteen psychotherapeutic
weekly sessions. During a single session, the therapist observes the child and
the caregiver interaction through a one-way mirror. The setting contains also a
microphone and an ear bud which allow more easily the therapist to interact with
the caregiver to intervene more effectively on the child’s behalf. In the case of

12. 80
C.Feresin, S. Močinić, N. Tatković: Bi li obiteljska terapija... Šk. vjesn. 62 (2013.), 1, 75-84
the depressed young child, enhancing positive emotion in response to incentive
events and reducing negative emotion in response to frustrating or sad events
are targets of treatment by coaching the parent to respond to the child during
contrived (and spontaneous) in vivo experiences during the therapeutic session”
(Luby, 2009: 978).
2. The present project
Parent-child therapy should include teachers when caregiver shows affective
disorders: a new clinical approach to treat depressed preschoolers.
It is well known that depression runs in families: children affected by
depressive disorders often have a parent affected by the same illness: this occurs
probably because the two relevant causes of depression in children are: 1) living
with a depressed parent; 2) inheriting depressive traits from him or her.
Our proposal is to include a person who is very affectively close both
to the child as to the parent/caregiver: the teacher. He/she spends lots of time
with school or preschool children and with their parents; therefore, he/she is in
a unique position to give a strong emotional support both to caregivers as to
children themselves. The idea to include a teacher, when the caregiver suffers
from depression, came to us while reading two interesting studies, one by Vulic-
Prtoric (Vulic-Prtoric, 2007) and the other by Mocinic and Feresin (Mocinic
& Feresin, 2012) in which the authors emphasized the crucial role played by
teachers to collaborate with psychologist for coping mood disorders in primary
school children. In the work by Mocinic and Feresin, the researchers suggested
a three steps precocious prevention program to be held at primary schools, as a
way to fight depression in school children. They underlined the importance of
screening kids for possible mood disorders, just as they are screened for visual
acuity or other health problems.
Unfortunately, our present situation is more complicated than the mentioned
ones (Vulic-Prtoric, 2007; Mocinic & Feresin, 2012): indeed preschoolers are
younger than school children, so the caregiver is more affectively fundamental
for them than for primary school children. Thus, we suggest that the teacher
himself/herself needs to interact with the caregiver in order to help the caregiver
to participate effectively in the treatment. Instead of the usual triadic relationship
(child, caregiver, psychologist), we propose a different relationship (child,
caregiver, psychologist and teacher), in which the four people follow a short-
term program which generally may last 14 weeks (similar to Luby’s program).
During the first period of the program, the teacher must educate himself/herself
attending specific classes, reading scientific papers and books on mood disorders
in children; then the teacher can be trained by the psychologist to help the caregiver

13. 81
C.Feresin, S. Močinić, N. Tatković: Bi li obiteljska terapija... Šk. vjesn. 62 (2013.), 1, 75-84
in participating positively in the treatment, while the caregiver is following a
personal psychotherapy (e.g. cognitive therapy). During the treatment itself,
the teacher helps effectively the caregiver to encourage his/her child to obtain a
normal emotion regulation, to work against the feeling of guilt, and to learn how
to handle symptoms of depression.
To develop our project and have a direct confirmation of the validity of this
kind of psychotherapy which includes the presence of a teacher, further research
is needed which directly studies depressed preschoolers’ brain function by using
f. M. R. I., and compares experimentally the first condition, in which the teacher
is present, with the second condition, in which the teacher is absent.
Researchers are starting to study brain functions in depressed preschoolers
by means of f. M. R. I.: for example, a paper by Gaffrey et al. (2011) has indicated
that “depressed preschoolers exhibited a significant positive relationship between
depression severity and right amygdala activity when viewing facial expressions
of negative affect... The results suggest that, similar to older children and adults
with depression, amygdala responsivity and degree of depression severity are
related as early as age 3” (Gaffrey et al., 2011: 369). A more recent work by
Suzuki et al. (2012) indicated that “smaller bilateral hippocampal volumes were
associated with greater cortico-limbic activation to sad or negative faces versus
neutral faces.” It is known, indeed, that amygdala, hippo-campus and prefrontal
cortex are strongly connected to perception of emotions in mammals. Further
studies are needed to explore the relationship between degree of depression,
emotions and activations of cortical and limbic areas; however, these findings are
interesting because they show how developed emotions are and how sophisticated
their perception is in children less than three years of age, even if they do not have
the linguistic capacity to verbally express themselves.
To develop our project, we need to analyse depressed preschoolers’ brain
function by f. M. R. I. directly, comparing the activation of amygdala, hippo-
campus and prefrontal cortex and the degree of depression when children are
viewing facial expressions of negative affect, as Gaffrey and Suzuki recently did
(Gaffrey et al., 2011; Suzuki et al., 2012). If our idea of using teachers together
with the caregiver in the treatment is correct, we should find a slight positive
correlation or no correlation at all between the severity of depression and the
activity of cortical and limbic areas in case in which the teacher is present:
this hypothetical result should mean that the child is learning how to deal with
negative emotions to fight depression. Of course, the modification of P. C. I.
T. − E. D. therapy and the f. M. R. I. study are just proposals and they might be
subjects of future works.

14. 82
C.Feresin, S. Močinić, N. Tatković: Bi li obiteljska terapija... Šk. vjesn. 62 (2013.), 1, 75-84
References
1. Bailly, D. (2006.): “Safety of selective serotonin re-uptake inhibitor
antidepressants in children and adolescents”, La Presse Medicale, (35):
1507 − 1515.
2. DSM III: Diagnostic and statistical manual of mental disorders (3rd ed.)
(1980): Washington, DC, USA: American Psychiatric Association.
3. DSM IV-TR: Diagnostic and statistical manual of mental disorders (4th
ed., Text revision) (2000): Washington, DC, USA: American Psychiatric
Association.
4. Gaffrey M. S., Luby J. L., BeldenA. C., Hirshberg J. S., Barch D. M. (2011.):
“Association between depression severity and amygdala reactivity during
sad face viewing in depressed preschoolers: an fMRI study”, Journal of
Affective Disorders 129 (1 − 3): 364 − 70.
5. Kashani J. H., Allan W. D., Beck N. C. Jr, Bledsoe Y., Reid J. C. (1997.):
“Dysthymic disorder in clinically referred preschool children”, Journal of
the American Academy of Child Adolescent Psychiatry 36 (10): 1426 − 33.
6. Kashani J. H., Ray J. S., Carlson G. A. (1984.): “Depression and depressive-
like states in preschool-age children in a child development unit”, American
Journal of Psychiatry (141): 1397 − 1402.
7. Luby J. L. (2009.): “Early Childhood Depression”, American Journal of
Psychiatry (166): 974 − 979.
8. Luby J. L., Heffelfinger A. K., Mrakotsky C., Brown K. M., Hessler M. J.,
Wallis J. M., Spitznagel E. L. (2003.): “The clinical picture of depression
in preschool children”, Journal American Academy of Child Adolescent
Psychiatry (42): 340 − 348.
9. Močinić S., Feresin C. (2012.): “The importance of collaboration between
teachers and school psychologist for helping children to cope with mood
disorders”, Occasional papers in education and lifelong learning (OPELL):
An international Journal. 6 (1 − 2): 98 − 108.
10. Nulman I., Koren G., Rovet J. (2012.): “Neurodevelopment of children
following prenatal exposure to venlafaxine, selective serotonin reuptake
inhibitors, or untreated maternal depression”, American Journal of
Psychiatry (169): 1165 – 1174.
11. Shuchter S. R., Downs N., Zisook S. (1997.): La depressione: conoscenze
biologiche e psicoterapia, Italian translation, Milano: Raffaello Cortina
Editore.
12. Stalets M. M., Luby J. L. (2006.): Preschool depression, Child & Adolescent
Psychiatric Clinics of North America, 15 (VIII − IX): 899 − 917.

15. 83
C.Feresin, S. Močinić, N. Tatković: Bi li obiteljska terapija... Šk. vjesn. 62 (2013.), 1, 75-84
13. Suzuki H., Botteron K. N., Luby J. L., Belden A. C., Gaffrey M. S., Babb
C. M., Nishino T., Miller M. I., Ratnanather J. T., Barch D. M. (2012.):
“Structural-functional correlations between hippocampal volume and
cortical and limbic emotional responses in depressed children”, Cognitive,
Affective, & Behavioral Neuroscience, Oct 5 [Epub ahead of print].
14. Vulić-Prtorić, A. (2007.): Depresivnost u djece i adolescenata, Jastrebarsko:
Naklada Slap.
15. Wagner, K. D. (2005.): “Pharmacotherapy for major depression in children
and adolescents”, Progress in Neuro-psychopharmacology & Biological
Psychiatry (29): 819 − 826.
Catina Feresin*
Snježana Močinić**
Nevenka Tatković***
Dovrebbe la terapia familiare includere anche gli insegnanti
nella cura dei bambini in età prescolare colpiti dalla
depressione nei casi in cui tutore rivela dei disturbi affettivi?
Riassunto: Com’è noto, il bambino che soffre di disturbi depressivi è spesso figlio di
genitori che rivelano il medesimo disturbo: per questo motivo l’applicazione della tera-
pia familiare interattiva (Parent Child Interaction Therapy) risulta difficile da applicare,
specie se in combinazione con la terapia per lo sviluppo delle emozioni (Emotion Devel-
opment Therapy) e se il tutore stesso è depressivo (vedi: Luby, 1999). Lo scopo principale
di questo lavoro è, quindi, presentare un rapporto a quattro nella terapia invece di un
rapporto a tre, usuale nella prassi. Si hanno, dunque, il bambino, il tutore, lo psicologo
e l’insegnante. Gli insegnanti solitamente passano molto tempo con i bambini in età
scolare e prescolare e con I loro genitori e questo li mette in una posizione unica da cui
offrire il supporto emotivo significante ai tutori e ai bambini stessi.
Per lo sviluppo del nostro progetto si rende necessaria un’ulteriore indagine che, con
una funzionale risonanza magnetica, analizzerà direttamente le funzioni cerebrali dei
bambini in età prescolare malati di depressione confrontando l’attività dell’ammiddale,
ippocampo, e della corteccia prefrontale con il grado della depressione mentre i bambini
UDK:16.895.4-053.4
Articolo compilativo
Ricevuto: 15. 12. 2012.
Accettato per la stampa: 1. 1. 2013.

16. 84
C.Feresin, S. Močinić, N. Tatković: Bi li obiteljska terapija... Šk. vjesn. 62 (2013.), 1, 75-84
osservano le espressioni negative sui volti (Gaffrey et al., 2011; Suzuki et al., 2012). Se
la nostra idea circa il ruolo dell’insegnante come supporto al tutore è esatta, dovremmo
arrivare ad una piccola correlazione positiva, o ad una correlazione inesistente, tra il liv-
ello di disturbo depressivo e l’attività delle aree limbiche e quelle della corteccia quando
è presente l’insegnante. Questo ipotetico risultato dovrebbe significare che il bambino
sta imparando come gestire le emozioni negative nella lotta contro la depressione. Natu-
ralmente, la modificazione della terapia familiare interattiva combinata con la terapia
per lo sviluppo delle emozioni e la risonanza magnetica funzionale sono solo proposte e
potrebbero diventare oggetto dei lavori futuri.
Parole chiave: Bambini in età prescolare, disturbi depressivi, tutore, il ruolo
dell’insegnante, terapia familiare interattiva (Parent Child Interaction Therapy) com-
binata con la terapia per lo sviluppo delle emozioni (Emotion Development Therapy),
risonanza magnetica funzionale.
*Catina Feresin
Dipartimento di Medicina,
Università di Padova, (Italia)
catina.feresin@libero.it
**Snježana Močinić
Dipartimento di Scienze
dell’educazione
Università di Pola (Croazia)
nmocinic@net.hr
***Nevenka Tatković
Direttrice del Dipartimento
di Scienze dell’Educazione
Università di Pola (Croazia)
ntatkovic85@gmail.com
*Catina Feresin,
Odsjek za medicinu,
Sveučilište u Padovi, Italija
catina.feresin@libero.it
** Snježana Močinić,
Odsjek za učiteljski studij,
Sveučilište u Puli
nmocinic@net.hr
*** Nevenka Tatković,
pročelnica Odsjeka za
učiteljski studij,
Sveučilište u Puli
ntatkovic85@gmail.com
*Catina Feresin,
Department of Medicine,
University of Padua, Italy
catina.feresin@libero.it
** Snjezana Mocinic,
Department of Educational
Sciences,
University of Pula
nmocinic@net.hr
*** Nevenka Tatkovic,
Head of the Department
of Educational Sciences,
University of Pula
ntatkovic85@gmail.com

17. 167
Upute autorima
Školski vjesnik — časopis za pedagoška i školska pitanja, prvenstveno je usmjeren na
objavljivanje izvornih znanstvenih radova iz područja pedagogijske znanosti, ali i drugih
društvenih i humanističkih područja koja tematiziraju pitanja odgoja, obrazovanja i škole.
Osim znanstvenih radova, časopis objavljuje kritičke prikaze i recenzije knjiga i časopisa
iz područja pedagogije i srodnih znanstvenih disciplina, izvješća o znanstvenim i stručnim
skupovima, informacije o značajnim događajima u svijetu obrazovanja te literarne radove
prosvjetnih djelatnika.
Časopis izlazi četiri puta godišnje.
Uredništvo prima isključivo neobjavljene rukopise. Radovi se dostavljaju uredništvu
elektroničkim putem, na adresu: skolskivjesnik@ffst.hr.
Uredništvo zadržava pravo da rukopis prilagodi normama hrvatskog standardnog
jezika. Rukopisi se ne vraćaju. Članci mogu biti pisani na hrvatskom, engleskom,
talijanskom, njemačkom i francuskom jeziku. Članci napisani na stranim jezicima
objavljuju se uz prijevode sažetaka na hrvatski i još jedan strani jezik, a iznimno,
uredništvo može donijeti odluku da se određeni članak prevede i objavi i na hrvatskom
jeziku.
Kategorizacija znanstvenih radovaI.
Kategoriju predlaže autor, a konačnu odluku, na prijedlog dvaju recenzenata, donosi
uredništvo.
Izvorni znanstveni rad (Original scientific article) prema ocjeni recenzenata i
uredništva, sadrži još neobjavljene originalne teorijske ili praktične rezultate izvornih
istraživanja. Ti su članci napisani tako da se na temelju danih informacija mogu provjeriti
dobiveni rezultati, analize i izvodi.
Prethodno priopćenje (Preliminary communication) sadrži jedan ili više novih
znanstvenih podataka, ali bez dovoljno pojedinosti koje bi omogućivale provjeru kao
kod izvornih znanstvenih članaka. Ono donosi nove rezultate znanstvenih istraživanja
(završenih, ili onih koja su još u tijeku), a koja zbog aktualnosti zahtijevaju brzo
objavljivanje.
Pregledni članak (Review article) originalan je i sažet prikaz stanja i tendencija razvoja
nekog područja istraživanja s kritičkim osvrtom i prosudbom. Navedena literatura mora biti
dovoljno cjelovita da omogućuje dobar uvid i uključivanje u prikazano područje.
Stručni članak (Professional article) informira i uvodi u problematiku struke
ili prikazuje neka originalna rješenja iz njezina područja. Rad ne mora biti vezan uz
originalna istraživanja nego sadrži doprinos primjeni poznatih znanstvenih rezultata i
njihovu prilagođavanju potrebama prakse te širenju znanja.
Izlaganje sa znanstvenog skupa (Presentation from a scientific conference) je
priopćenje iznijeto na znanstvenom skupu i prikazano u pisanom obliku, koje ne ulazi ni
u jednu od prethodnih kategorija.
Tehničke i metodološke uputeII.
Zbog praktičnih razloga u vezi s obradom teksta, molimo suradnike da se obvezno
pridržavaju sljedećih tehničkih i metodoloških uputa:
Opseg znanstvenog rada poželjno je da sadrži do 16 autorskih kartica (oko 29 tisuća
znakova). On ukjučuje: sažetak, literaturu, bilješke i prostor za grafičke radove. Sažetak

18. 168
rada, opsega od 200 do 250 riječi, odnosno od 10 do 15 redaka, treba upućivati na svrhu
rada, upotrijebljenu metodologiju, najvažnije rezultate i zaključak. Na kraju sažetka, pod
oznakom ,,ključne riječi“ treba abecednim redom navesti najvažnije pojmove koji se
obrađuju u tekstu, najviše do pet (5) riječi. Sažetak i ključne riječi poželjno je prevesti na
engleski jezik.
Kada se u radu navode tuđe sintagme, ideje, podaci, pojmovi i sl., odnosno
parafraziraju drugi autori ili upućuje na rezultate istraživanja drugih, to se označava
u osnovnom tekstu, a ne u bilješkama. Izvor se stavlja u zagrade i sadrži prezime autora,
godinu izdanja i, u slučaju navoda, stranicu, npr. (Pastuović, 2000.) ili (Pastuović,
2000.:107). Ako rad ima dva autora, treba navesti oba, na primjer (Pilić i Stankov, 1998.).
U slučaju zajedničkog rada triju ili više autora, koristi se oblik ,,i suradnici“, na primjer
(Stankov i sur., 2001.).
Grafički prikazi (tablice, grafikoni, crteži i slično) moraju biti izrađeni crno-bijelo
kako bi bili prilagodljivi crno-bijelom tisku časopisa.
Slijedeći europski (pod)sustav pozivnih bilježaka ispod teksta, bilješke se pišu na
dnu stranice, označene neprekinutim nizom brojeva od jedan (1) dalje kroz čitav tekst. Za
bilješke, citiranje i navođenje literature treba poštovati uobičajene norme znanstvenoga
prikazivanja teksta:
Knjiga:
Ivanek, A. (1999.): Znanjem do promjena, Zagreb: HPKZ
Glasser, W. (1999.): Nastavnik u kvalitetnoj školi, Zagreb: Educa
Prilog u zborniku
Pilić, Š. (1996.) Socijalno podrijetlo i karijerna mobilnost nastavnika, u: Hrvoje
Vrgoč (ur.), Pedagogija i hrvatsko školstvo, Zagreb: HPKZ, str. 443-450.
Članak u časopisu
Pastuović, N. (2000.): Znanstvenim istraživanjem do boljeg obrazovanja. Školski
vjesnik 49 (1): 105-108. (Broj 49 označava godište/volumen časopisa, jedan (1) broj
sveska unutar godišta, a 105-108 paginaciju rada na svesku).
Elektronički izvor
Anthony Carroll, Faith, reason and modernity (30. 09. 2006.), http://www.theatablet.
co.uk (12. 02. 2009.).
Piše se ime i prezime autora, naslov članka (u zagradama datum postavljanja članka,
ako je naveden) te internetska adresa (u zagradama datum zadnjeg pristupa).
Recenzije i prikazi domaćih i stranih izdanja, koja nisu starija od tri godine, iznose
najviše pet (5) autorskih kartica teksta, uz točne bibliografske navode djela. Isti opseg
vrijedi i za druge priloge (izvješća, literarne radove) koji ne podliježu kategorizaciji.
Uz priloge, autor treba dostaviti sljedeće podatke: ime i prezime, akademski stupanj,
naziv i adresu ustanove u kojoj je zaposlen, osobnu adresu stanovanja i elektroničku
adresu.
Svaki autor dobiva jedan (1) primjerak Školskog vjesnika s njegovim objavljenim
prilogom.

19. 169
Instructions for authors
‘’Skolski vjesnik’’ — journal for pedagogical and educational matters is oriented
to publishing original scientific works from the area of pedagogical science, but also
from other areas of Social Science and Humanities that deal with upbringing, education
and school. Apart from scientific articles, the journal publishes critical reviews of books
and journals from the area of pedagogy and related scientific disciplines, reports on
scientific and professional conferences, information on significant events from the world
of education and literary works of employees in the educational system.
The journal is published four times a year.
Theeditorialboardacceptsunpublishedmanuscriptsonly.Theworksaretobesubmitted
to the editorial board electronically, on the e-mail address: skolskivjesnik@ffst.hr.
The editorial board reserves the right to adjust the manuscript according to the norms
of the Standard Croatian language. The manuscripts will not be returned. Articles can be
written in Croatian, English, Italian, German and French. The articles written in foreign
languages will be published along with summaries translated in Croatian and in another
foreign language. Exceptionally the editorial board can make the decision to translate and
publish a certain article in Croatian as well.
I Categorization of scientific works
The category is suggested by the author him/herself and the final decision is made by
the editorial board according to the estimate of two reviewers.
Original scientific article according to the estimate of reviewers and editorial board
contains unpublished original theoretical or practical results of original research. These
articles are written in such manner that given results, analyses and deductions can be
examined on the basis of the given information.
Preliminary communication contains one or more new scientific data, but without
sufficientdetailthatwouldenableverificationasinoriginalscientificarticle.Itbringsnewresults
of scientific research (completed or ongoing) which due to its contemporary nature require
prompt publication.
Review article is an original and concise review of conditions and tendencies of
development of a particular research area with a critical commentary and assessment. The
references must be exhaustive enough to enable a good insight and involvement into the
problem area that is reviewed.
Professional article informs and introduces the problem area of a profession or
displays some original solutions from its area. The article does not have to be related to
original research; it rather contains contributions to the implementation of the familiar
scientific results and their adjustment to the needs of the profession including the
knowledge expansion.
Presentation from a scientific conference is an announcement given at a scientific
conference and displayed in writing and does not fall into neither of the aforementioned
categories.
II Technical and methodological instructions
For practical reasons regarding text design, we request of authors to obligatorily
adhere to the following technical and methodological instructions:

20. 170
The work volume should preferably contain up to 16 standard pages (about 29
thousand characters). It includes: a summary, references, notes and the space for graphical
content. The summary, from 200 to 250 words, that is from 10 to 15 lines, should point
out the purpose of work, the methodology used in it, the most significant results and
the conclusion. At the end of the summary, under the ‘’key words’’ marking, the most
important terms from the text should be added in the alphabetical order, maximally five (5)
words. It is preferred that the summary and the key words are translated into English.
Whenever someone else’s phrases, ideas, data, terms etc. are quoted in an article,
that is when other authors are being paraphrased or when someone else’s research
results are referred to, that should be marked in the body of the text, not in the notes.
The reference is placed in the brackets and should contain the author’s surname, year
of publication and in case of quotation, the page, e.g. (Pastuović, 2000) or (Pastuović,
2000:107). If a work has two authors, both of them should be mentioned, e.g. (Pilic and
Stankov, 1998). In case of joint authorship of three or more authors, the abbreviation
‘’and assoc.’’ (and associates) is used, i.e. (Stankov and assoc., 2001).
Graphical content (tables, graphs, drawings etc.) has to be made in black-and-white
so that it could be adjustable to the black-and-white print of the journal.
Following the European (sub)system of positive notes under a text, the notes are
written at the bottom of a page, marked with continuing numbers from one (1) to more
throughout the text. In writing notes, quotations and references, one should follow the
common standards of scientific text representation:
A book:
Ivanek, Ana (1999): Znanjem do promjena, Zagreb: HPKZ
Glasser, W. (1999): Nastavnik u kvalitetnoj školi, Zagreb: Educa
An article in a collection of papers
Pilić, Šime (1996): Socijalno podrijetlo i karijerna mobilnost nastavnika, in: H. Vrgoč
(ed.), Pedagogija i hrvatsko školstvo, Zagreb: HPKZ, pp. 443-450.
An article published in a journal
Pastuović, Nikola (2000): Znanstvenim istraživanjem do boljeg obrazovanja. Školski
vjesnik 49 (01):105-108
(The number 49 is the year/volume of the journal, one (1) is the number of an issue
within a year, and 105-108 are the pages where the article is to be found.)
Electronic source
Anthony Carroll, Faith, reason and modernity (30th
September 2006), http://www.
theatablet.co.uk (12th
February 2009).
Author’snameandsurnamearegiven,thetitleofthearticle(inbracketsthedateofuploading,
if it was given) and the web address (the date of the last access is added in the brackets).
Reviews of national and foreign publications that are not older than three years
should not contain more than five (5) standard pages with accurate bibliographical
references of the work. The same amount applies to other contributions (reports, literary
works) which do not undergo the categorization.
With each contribution the following data should be submitted: author’s name and
surname, academic title, the address of the institution where he/she is employed and his/
her e-mail address.
Each author will receive one (1) copy of ‘’Skolski vjesnik’’ with his/her published
contribution.

21. Školski
vjesnik volume 62, no. 1, page 1-170,
Split, 2013.
journal
for educational
and school issues
Publishers
Croatian Pedagogical-Literary Assembly, Split Branch
Faculty of Philosophy, University of Split
Editorial Advisory Board
Jean Biarnes (Institut Européen pour le Développement des Potentialités de tous les Enfants [IEDPE], Paris, France); Ivan
Bošković (Faculty of Philosophy, University of Split, Split, Croatia); Laura Bonica (Faculty of Psychology, University of
Turin, Turin, Italy); Mirjana Dedaić (Georgetown University, Washington DC, USA); Anka Došen-Dobud (retired university
professor, Zagreb, Croatia); Matjaž Duh (The Faculty of Education, University of Maribor, Maribor, Slovenia); Andrew
Gibbons (Auckland University of Technology, New Zealand); Sait Kačapor (Faculty of Pedagogy, University of Sarajevo,
Sarajevo, Bosnia and Herzegovina); Alenka Kobolt (Faculty of Education, University of Ljubljana, Ljubljana, Slovenia);
Edvard Majaron (Faculty of Education, University of Ljubljana, Ljubljana, Slovenia); Franjo Maletić (Faculty of Philosophy,
University of Zagreb, Zagreb Croatia); Marina Marasović--Alujević (Faculty of Philosophy, University of Split, Split, Croatia);
Tonko Maroević (Institute for the History of Croatian Literature, Theatre and Music, Croatian Academy of Sciences and
Arts, Zagreb, Croatia); Milan Matijević (The Faculty of Teacher Education, University of Zagreb, Zagreb, Croatia); Hrvojka
Mihanović-Salopek (Institute for the History of Croatian Literature, Theatre and Music, Croatian Academy of Sciences
and Arts, Zagreb, Croatia); Josip Milat (Faculty of Philosophy, University of Split, Split, Croatia); Tullia Musatti (Institute
of Cognitive Sciences and Technologies, National Research Council, Rome, Italy); Mirjana Nazor (Faculty of Natural
Sciences, Mathematics and Education, University of Split , Split, Croatia); Jadranka Nemeth-Jajić (Filozofski fakultet
Sveučilišta u Splitu,Split,Hrvatska); Florence Pirard (Unité Education Petit Enfance et Formation des Professionnels, Liège,
Belgium); Stjepan Rodek (Faculty of Philosophy, University of Split, Split, Croatia); Mira Stambak (Institut Européen pour
le Développement des Potentialités de tous les Enfants [IEDPE], Paris, France); Ronald G. Sultana (University of Malta,
Msida, Malta); Malgorzatta Suswillo (University of Warmia and Mazury, Olsztyn, Poland); Kornelija Špoljar (The Faculty
of Teacher Education, University of Zagreb, Zagreb, Croatia); Nevio Šetić (Croatian Pedagogical-Literary Assembly, Zagreb,
Croatia); Gerhard Tulodziecki (University of Paderborn, Paderborn, Germany); Herbert Tschamler (Ludwig Maximilians
University of Munich, Munich, Germany); Adnan Tufekčić (University of Tuzla, Tuzla, Bosnia and Herzegovina); Jasminka
Zloković (The Faculty of Philosophy, University of Rijeka, Rijeka, Croatia); Slađana Zuković (Filozofski fakultet Univerziteta
u Novom Sadu, Novi Sad, Srbija); Berislav Žarnić (Faculty of Philosophy, University of Split, Split, Croatia)
Editorial Board
Ivan Bošković (Faculty of Philosophy, University of Split); Snježana Dimzov (Faculty of Philosophy, University of Split);
Snježana Dobrota (Faculty of Philosophy, University of Split); Goran Golovko (Academy of Arts, University of Split);
Hicela Ivon (Faculty of Philosophy, University of Split); Srećko Jurišić (Faculty of Philosophy, University of Split); Goran
Kardum (Faculty of Philosophy, University of Split); Dubravka Kuščević (Faculty of Philosophy, University of Split);
Marina Marasović-Alujević (Faculty of Philosophy, University of Split); Ivan Maršić (Faculty of Philosophy, University of
Split); Branimir Mendeš (Faculty of Philosophy, University of Split); Pavao Mijić (Croatian Pedagogical-Literary Assembly,
Zagreb, Split Branch); Irena Mišurac-Zorica (Faculty of Philosophy, University of Split); Mirjana Nazor (Faculty of Natural
Sciences, Mathematics and Education, University of Split); Diana Nenadić-Bilan (Department of Teachers’ and Preschool
Teachers’ Education, University of Zadar); Stjepan Rodek (Faculty of Philosophy, University of Split); Gloria Vickov
(Faculty of Philosophy, University of Split)
Executive Editorial Board
SnježanaDobrota,HicelaIvon,SrečkoJurišić,BranimirMendeš,
Pavao Mijić, Mirjana Nazor, Stjepan Rodek (all from Split)
Editor-in-Chief
Hicela Ivon, Faculty of Philosophy, University of Split
Executive Editor
Pavao Mijić, Croatian Pedagogical-Literary Assembly, Split
Branch, Split, Croatia
The articles published in ‘’Skolski vjesnik’’ are indexed and
abstracted in the following international secondary publications:
Linguistics and Language Behavior Abstracts (LLBA),
Library & Information Science Abstracts (LISA)
(ProQuest, Periodical Acquisitions, Michigan)
MLA International Bibliography
Education Research Complete with Full Text (EBSCO)
Hrcak – Portal of scientific journals of Croatia
Address of the Editorial Board: Filozofski fakultet
Sveučilišta u Splitu, 21 000 Split, Nikole Tesle 12,
telephone number: 385 (021) 38 40 17;
e-mail address: skolskivjesnik@ffst.hr
Language editing in Croatian and English:
Ivana Čagalj
Translation of summaries in Italian: Srećko Jurišić
Annual subscription: Schools and other institutions – 200
HRK (two copies 250 HRK) Individuals — 100 HRK (pupils,
students and senior citizens 65 HRK; abroad 300 HRK)
(Giro Account Number — 2360000-1400144321, with the
note ‘’za Školski vjesnik“)
Prepress and printing: Dalmatina Tisak – Duće, Omiš
The publishing of ‘’Skolski vjesnik’’ is co-financed by the Ministry of Science, Education and Sports of
the Republic of Croatia; City of Split.