University of Zagreb. Faculty of Education and Rehabilitation Sciences.
Abstract
Za razvoj prevencijske znanosti i prakse značajnom se pokazala promjena znanstvene paradigme kojom je veći fokus usmjeren na holistički pristup pojedincu, kao i sistemski pristup društvu. To znači da se na nepoželjno ponašanje pojedinca više ne nastoji djelovati kažnjavanjem, već ga se nastoji prevenirati jačanjem zaštitnih čimbenika i smanjivanjem utjecaja rizičnih čimbenika u njegovom okruženju. Razvojem prevencijske znanosti poseban se naglasak stavlja na razvoj preventivni programa temeljenih na dokazima učinkovitosti (evidence-based programi). Osim prakse i kvalitete programa, u fokus dolazi i stručnjak koji kreira, implementira i provodi preventivne programe. Osim teorijskog znanja, od ključne važnosti pokazale su se i druge kompetencije koje stručnjaku omogućuju kreiranje, provođenje i evaluaciju preventivnih programa, kao i zagovaranje prevencije na razini politike. Sve to se razvija paralelno s paradigmom kompetencijskog pristupa u obrazovanju i cjeloživotnog učenja. U radu je problematizirano koje kompetencije stručnjaka u području prevencijske znanosti i prakse su važne i kako su te kompetencije povezane s obrazovanjem tih stručnjaka.The shift towards the holistic paradigm in science, which is visible as a holistic approach to individuals, as well as a systematic approach to society, has had an important impact on the development of prevention practice and science. That means that punishment isn’t anymore the common reaction to unwanted behavior of individuals. Instead of punishment, unwanted behavior is trying to be prevented by strengthening the protective factors and decreasing the effect of risk factors that are present in the surrounding of the individual. With the development of the prevention science specific attention is being paid to developing evidence-based prevention programs. Besides this, the experts that create, implement and conduct prevention programs are also in the spotlight. Besides theoretical knowledge, other competencies that enable experts to create, conduct and evaluate prevention programs, as well as upholding prevention in politics, have been shown to be of key importance. All of this is being developed at the same time as the so-called competency-based learning in education and life-long learning. The paper problematizes which competencies of experts in the field of prevention practice and science are important and what link do they have with educational programs for prevention experts
