Josip Juraj Strossmayer University of Osijek. Faculty of Education.
Abstract
Internalizirani poremećaji odnose se na ona ponašanja koja se pretjerano kontroliraju te su usmjerena prema samome sebi. Anksioznost, depresija te suicidalnost najučestaliji su internalizirani poremećaji kod djece i adolescenata. Djeca koja imaju neki oblik internaliziranog poremećaja nemaju dovoljno razvijene socijalne odnose, povučena su, te su kod njih izraženi strah, tuga i somatski problemi. Simptomatologija internaliziranih poremećaja teže je uočljiva, te zbog toga dolazi do kasnog identificiranja poremećaja kod velikog broja djece, što može rezultirati lošijim mentalnim zdravljem u odrasloj dobi i komorbiditetom s drugim poremećajima. Rizični čimbenici u djetetovu okruženju mogu doprinijeti nastanku i napredovanju ovih poremećaja, a također je naglašena važnost njihovog pravovremenog uočavanja. Preventivni programi temelje se na interdisciplinarnom pristupu kojim se nastoji zaustaviti ili spriječiti nastajanje problematičnog ponašanja kod djece. Navedeni su i brojni zaštitni čimbenici u obiteljskom, vrtićkom i školskom okruženju.Internalized disorders are related to behavior that are excessively controlled and directed toward oneself. Anxiety, depression and suicidal thoughts are the most common disorders in children and adolescents. Children who have some kind of internalized disorder have underdeveloped social relationships, are withdrawn, with pronounced fear, and sadness and somatic problems are expressed. The symptomatology of internalized disorders is hard to notice, and therefore a large number of children with internalized disorders are late-identified, which can result in poorer mental health in adulthood and comorbidity with other disorders. Risk factors in the child environment can contribute to emergence and progress of these disorders, have been highlighted, and the importance of their timely observation is also emphasized. Preventive programs are based on an interdisciplinary approach to stop or prevent the emergence of problematic behavior in children. Numerous protective factors in the family, kindergarten and school environment are also listed
