Josipa Mihić

Background/Objectives: Adolescence is a critical period for mental health, with depression increasing rapidly and often leading to lifelong consequences. In recent decades, the prevalence of elevated depressive symptoms among adolescents has steadily risen, making it a significant public health concern. While research supports the benefits of mindfulness-based practices in reducing adolescent depressive symptoms, the role of trait mindfulness remains underexplored. Although some studies suggest a link between trait mindfulness and lower depressive symptomatology, a longitudinal perspective could provide deeper insights into this relationship. Given adolescents’ heightened vulnerability to mental health issues, understanding the potential causal link between trait mindfulness and depression is crucial for both prevention and intervention efforts. Methods: This study examines the relationship between mindfulness and depression in a three-wave longitudinal study of 1618 secondary school students (Males: N = 671, M = 16.4 years, SD = 0.60; Females: N = 947, M = 16.3 years, SD = 0.65) using a random intercept cross-lagged panel model. Results: Findings indicate that mindfulness and depression share a substantial proportion of variance (r = 0.48) at the stable trait level, suggesting that sustained attentional focus, a hallmark of mindfulness, is consistently associated with fewer depressive symptoms. At the within-person level, momentary deviations from stable mindfulness levels in the first and second waves were linked to lower depressive symptoms in subsequent waves (β = −0.21, p = 0.016; β = −0.44, p = 0.03, respectively). These findings suggest that even temporary increases in mindfulness may provide additional protection against depression. Conclusions: Overall, the results suggest that trait mindfulness is associated with a reduced risk of developing depressive symptoms at both the between-person and within-person levels. Specifically, adolescents with higher stable levels of mindfulness tend to report fewer depressive symptoms over time, and even momentary increases in mindfulness beyond an individual’s typical level are linked to reductions in subsequent depressive symptoms. These findings highlight the potential of mindfulness-based interventions in mitigating adolescent depression and underscore the importance of cultivating mindfulness as a protective factor during this critical stage of development.

The aim of the paper is to research the frequency of experiencing, committing and witnessing individual forms of peer violence, as well as certain consequences of peer violence to secondary school students in Croatia. Gender differences with regard to the aforementioned experiences were researched, as well as the differences regarding the locality, grade (age) and the type of school. The research participants were 10,138 students of all grades from various secondary school programs from five Croatian towns: Zagreb, Pula, Split, Osijek and Varaždin. Quota sampling was used with the sample of young men of 47.4% (n = 4595), while 4.5% of participants did not report their gender. The average age of participants is M = 16.2 (SD = 1.16). Regarding the established aims of the paper, the Survey on socio-demographic data and a scale related to peer abuse and violence CTC (Communities That Care) – Questionnaire for children and young people (Mihić, Novak & Bašić, 2010.). The results show that 38.9% of students witnessed peer abuse at least once in the last month, while 18.2% were exposed to it at least once. Additionally, 11.8% of secondary school students had at least one experience of cyberbullying in the last month. The research also determined certain differences in the frequency of experiencing, committing and witnessing certain forms of peer abuse, as well as the consequences of peer violence with regard to gender, locality, age (grade) and type of school program. The obtained results indicate the need for timely, comprehensive and continuous investments in evidence-based preventive strategies and programs, as well as psycho-social support approaches aimed at children and young people. Key words: peer violence, peer abuse, secondary schools students, adolescents.

Konstrukt samosuosjećanja u znanstvenoj se zajednici intenzivno proučava tijekom posljednjih dvadesetak godina. Samosuosjećanje je povezano s pozitivnim mentalnim zdravljem i otpornošću, a označava odnos pojedinca prema samome sebi u teškim trenucima. U ovome je radu predstavljena teorijska konceptualizacija toga konstrukta prema kojoj samosuosjećanje uključuje nekoliko međusobno povezanih komponenata: (1) ljubaznost prema sebi nasuprot samoosuđivanju, (2) zajedničku čovječnost nasuprot izolaciji te (3) usredotočenu svjesnost nasuprot pretjeranoj identifikaciji. Također su ponuđeni prikazi instrumenata kojima se mjeri konstrukt samosuosjećanja te nejednoznačnih rezultata istraživanja faktorske strukture najčešće korištenog instrumenta za mjerenje samosuosjećanja. Nadalje, prikazani su i rezultati pojedinih istraživanja u kojima su ispitivane individualne razlike u samosuosjećanju s obzirom na rod i dob. Cilj je ovoga preglednog rada integrirati rezultate dosadašnjih istraživanja u svrhu pružanja uvida u teorijsku konceptualizaciju konstrukta samosuosjećanja, kao i predstaviti različite načine njegova mjerenja, pri čemu je poseban naglasak stavljen na kritički osvrt povezan s njegovom operacionalizacijom. Predstavljene su i implikacije nalaza individualnih razlika u samosuosjećanju za praksu te prijedlozi za buduća istraživanja. Naposljetku, u radu je istaknuta potreba za provjerom predloženoga teorijskog modela samosuosjećanja u našemu kulturnom kontekstu, kao i za njegovom potencijalnom adaptacijom.

SAŽETAK Cilj ovog rada je utvrditi kako adolescenti procjenjuju zadovoljstvo obiteljskim životom te ispitati postoje li razlike u navedenim procjenama ovisno o osobnim obilježjima sudionika istraživanja (spol, dob) te obilježjima obitelji (struktura...

The aim of this study was to examine cross-sectional associations of protective factors within a family and school context with adolescent risk behaviors. The study was conducted among adolescents (n = 9682) from five cities in Croatia. Mean age of participants was 16.2 years (SD = 1.2), and 52.5% were female. Multigroup structural equation modeling was used to examine relations between school attachment, school commitment, family communication, and family satisfaction with gambling, substance use, violence, and sexual risk behavior. Data analyses were conducted in two sets, the first using the full sample, and the second using a subsample (excluding Zagreb) for which there was data on sexual risk behavior. In the first model, school attachment was negatively associated with gambling and violence, while school commitment was negatively associated with students’ gambling, substance use, and violence. Gambling was also associated with family satisfaction in this model. Results from the subsample model were similar with regards to school and family factors associated with gambling, substance use, and violence, with a few exceptions. In this model, family protective factors were found not to be significantly related with any risk behavior. These study results emphasize the importance of strengthening school protective factors, school attachment, and school commitment in preventing risk behaviors in adolescents.

Sveobuhvatne, interdisciplinarne studije dobrobiti djece i mladih koje bi poslužile kao polazište za planiranje znanstveno utemeljenih politika i intervencija u Hrvatskoj još uvijek su rijetke. Pomak u fokusu domaćih istraživanja...

Tijekom posljednjih desetak godina u svijetu se intenzivno kreiraju, provode i istražuju programi namijenjeni adolescentima, temeljeni na tehnikama usredotočene svjesnosti (mindfulness), te studije ukazuju na njihov potencijal u prevenciji raznih problema u ponašanju i promociji mentalnog zdravlja. U svrhu boljeg razumijevanja mehanizma njihova djelovanja pojavio se interes za istraživanja koja istražuju odnos dispozicijske usredotočene svjesnosti i emocionalne inteligencije kod pojedinca. Ciljevi istraživanja prikazanog u ovom radu bili su ispitati povezanost različitih dimenzija usredotočene svjesnosti (opažanje, opisivanje, svjesno postupanje, neprosuđivanje i nereaktivnost) i emocionalne kompetentnosti te istražiti relativan doprinos pojedinih dimenzija u objašnjenju emocionalne kompetentnosti kod adolescenata. Istraživanje je provedeno na uzorku od 220 učenika (65.9% muškog spola) srednjih škola Grada Zagreba, prosječne životne dobi od 16 godina. U svrhu ostvarivanja ciljeva istraživanja primijenjen je Petofacetni upitnik usredotočene svjesnosti (Baer i sur., 2006) te Upitnik emocionalne kompetentnosti UEK-15 (Takšić, 1998). Provedene analize ukazale su na prisutnost značajnih korelacija između pojedinih dimenzija usredotočene svjesnosti (opisivanje, nereaktivnost, svjesno postupanje i opažanje) te emocionalne kompetentnosti kod adolescenata. Provedena hijerarhijska regresijska analiza pokazala je kako pojedine dimenzije usredotočene svjesnosti (opisivanje, svjesno postupanje i opažanje) imaju značajan doprinos u objašnjenju emocionalne kompetentnosti kod adolescenata. Rezultati ovog istraživanja mogu pridonijeti kvaliteti kreiranja programa razvoja emocionalnih kompetencija kod adolescenata.

Research of internalized problems during school years shows their stability and tendency of enhancement during the period of growing up. There are many challenges children and adolescents have to face: greater academic expectations, changes in relationships with parents and peers, physical changes, and transitions. Given the context and their background, students’ feelings such as shy or withdrawn behavior, frequent worrying, sadness, loneliness, and low sense of self-worth are unavoidable part of every classroom. Childhood and adolescence seem to be a critical age for prevention of internalized problems, and schools seem as a natural setting to support the accumulation of positive experiences that outweigh risks. When thinking about general evidence-based approach to internalized problems, findings show that is crucial to educate youth how to develop active coping strategies and to cope with negative thoughts. Schools can be good environments to do that. The aim of this chapter is to offer an overview of critical epidemiological data on internalized disorders of children and youth as well as a summary of evidence-based practices focused on their prevention in schools, going from universal to targeted programs and highlighting mindfulness-based interventions. Finally, Croatian example of investments in socio-emotional learning is presented, examining its effects on students’ internalizing symptoms.