TY  - CONF
AU  - Jovanović, Dušanka
AU  - Grbić, Sanja
PY  - 2024
UR  - http://reff.f.bg.ac.rs/handle/123456789/6285
AB  - Relying on the theory of Gestalt therapy, in this study we sequenced in-session couple
dynamics aiming to identify aspects of communication that facilitate or hinder constructive
exchange. Initially, we identified five phases of a contact episode, each of which has several
variations: (a) Emergence of a need, (b) Habitual attempt to satisfy the need, (c) Impasse, (d)
Novelty and regression, and (e) Constructive dialogical relationship. These phases are
tentatively successive, i.e., there are regularities in their appearance. However, deviations in
their progression were observed, which could be utilized in process diagnostics in the initial
stage of couple therapy. Mapping these irregularities is the aim of this paper. The participants
were six heterosexual couples (29–45 years old, ≥2 years together, 5 without children). The
data was collected through videotaping the 2nd therapy session. The material for the analysis
were contact episodes: couple interaction regarding the self-selected topic, during which the
therapist assumed the observer role. Thematic analysis was applied by the authors, with the
interpretation based on a dialogical approach and theory of Gestalt therapy. The first variability
is that the appearance of the latter phases is not mandatory (e.g., unwavering defensiveness
keeps the partners in the third phase, Impasse). Second, the order of the phases is not certain
(e.g., the prominent power imbalance within the couple leads to skipping the Impasse). Third,
the duration of the phases is not uniform (e.g., deflection prolongs the Emergence of a need
phase). Fourth, the contact episode development is characterized by circularity, i.e., returning
to previous stages (e.g., when partners are unequally ready for novelty, they create back-and-forth
movement: one introduces constructive dialogue characteristic of later stages, the other
contributes to regressing and reenacting the scheme). Fifth, if a couple has two contact episodes
within the same session, their course may differ: in the second episode, the initial stages are
condensed or completely skipped, and the couple begins the exchange with a rapid jump to
chronologically later stages (e.g., to the Impasse – repeating their scheme until exhaustion is
reached). Finally, particular variations of one phase are more often paired with specific
variations of other phases of the contact episode. The findings contribute to the therapists'
efforts to fine-tune their interventions to the here-and-now developments in order to facilitate
the supportive aspects of dialogical relationship.
PB  - Belgrade: Institute of Psychology, Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade
C3  - Book of Abstracts, XXX International Scientific Conference Empirical Studies in Psychology, Faculty of Philosophy, University of Belgrade, March 22-24. 2024.
T1  - Our unique dance: Deviations in the appearance of the phases of the couples’ contact episode in the initial stage of couple therapy
SP  - 133
UR  - https://hdl.handle.net/21.15107/rcub_reff_6285
ER  - 

@conference{
author = "Jovanović, Dušanka and Grbić, Sanja",
year = "2024",
abstract = "Relying on the theory of Gestalt therapy, in this study we sequenced in-session couple
dynamics aiming to identify aspects of communication that facilitate or hinder constructive
exchange. Initially, we identified five phases of a contact episode, each of which has several
variations: (a) Emergence of a need, (b) Habitual attempt to satisfy the need, (c) Impasse, (d)
Novelty and regression, and (e) Constructive dialogical relationship. These phases are
tentatively successive, i.e., there are regularities in their appearance. However, deviations in
their progression were observed, which could be utilized in process diagnostics in the initial
stage of couple therapy. Mapping these irregularities is the aim of this paper. The participants
were six heterosexual couples (29–45 years old, ≥2 years together, 5 without children). The
data was collected through videotaping the 2nd therapy session. The material for the analysis
were contact episodes: couple interaction regarding the self-selected topic, during which the
therapist assumed the observer role. Thematic analysis was applied by the authors, with the
interpretation based on a dialogical approach and theory of Gestalt therapy. The first variability
is that the appearance of the latter phases is not mandatory (e.g., unwavering defensiveness
keeps the partners in the third phase, Impasse). Second, the order of the phases is not certain
(e.g., the prominent power imbalance within the couple leads to skipping the Impasse). Third,
the duration of the phases is not uniform (e.g., deflection prolongs the Emergence of a need
phase). Fourth, the contact episode development is characterized by circularity, i.e., returning
to previous stages (e.g., when partners are unequally ready for novelty, they create back-and-forth
movement: one introduces constructive dialogue characteristic of later stages, the other
contributes to regressing and reenacting the scheme). Fifth, if a couple has two contact episodes
within the same session, their course may differ: in the second episode, the initial stages are
condensed or completely skipped, and the couple begins the exchange with a rapid jump to
chronologically later stages (e.g., to the Impasse – repeating their scheme until exhaustion is
reached). Finally, particular variations of one phase are more often paired with specific
variations of other phases of the contact episode. The findings contribute to the therapists'
efforts to fine-tune their interventions to the here-and-now developments in order to facilitate
the supportive aspects of dialogical relationship.",
publisher = "Belgrade: Institute of Psychology, Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade",
journal = "Book of Abstracts, XXX International Scientific Conference Empirical Studies in Psychology, Faculty of Philosophy, University of Belgrade, March 22-24. 2024.",
title = "Our unique dance: Deviations in the appearance of the phases of the couples’ contact episode in the initial stage of couple therapy",
pages = "133",
url = "https://hdl.handle.net/21.15107/rcub_reff_6285"
}

Jovanović, D.,& Grbić, S.. (2024). Our unique dance: Deviations in the appearance of the phases of the couples’ contact episode in the initial stage of couple therapy. in Book of Abstracts, XXX International Scientific Conference Empirical Studies in Psychology, Faculty of Philosophy, University of Belgrade, March 22-24. 2024.
Belgrade: Institute of Psychology, Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade., 133.
https://hdl.handle.net/21.15107/rcub_reff_6285

Jovanović D, Grbić S. Our unique dance: Deviations in the appearance of the phases of the couples’ contact episode in the initial stage of couple therapy. in Book of Abstracts, XXX International Scientific Conference Empirical Studies in Psychology, Faculty of Philosophy, University of Belgrade, March 22-24. 2024.. 2024;:133.
https://hdl.handle.net/21.15107/rcub_reff_6285 .

Jovanović, Dušanka, Grbić, Sanja, "Our unique dance: Deviations in the appearance of the phases of the couples’ contact episode in the initial stage of couple therapy" in Book of Abstracts, XXX International Scientific Conference Empirical Studies in Psychology, Faculty of Philosophy, University of Belgrade, March 22-24. 2024. (2024):133,
https://hdl.handle.net/21.15107/rcub_reff_6285 .

TY  - CONF
AU  - Jovanović, Dušanka
AU  - Grbić, Sanja
PY  - 2024
UR  - http://reff.f.bg.ac.rs/handle/123456789/6284
AB  - From the perspective of the dialogic approach, the initial stage of partner therapy is
characterized by monitoring the dialogic exchange of partners, to identify the characteristics of
relational dynamics that facilitate or hinder constructive exchange. These relational microprocesses,
however, are largely unexplored. The goal of this exploratory study (as a part of
larger research) is to map in-session couple dynamics in the initial stage of therapy. The
question that guided us was: what formally defined phases characterize the development of
partner interaction? The participants were six heterosexual couples (29–45 years old, ≥2 years
together, 5 without children). The data was collected through videotaping the second therapy
session. The material for the analysis were contact episodes: couple interaction regarding the
self-selected topic, during which the therapist entered the observer role. Thematic analysis was
applied by the authors, with the interpretation based on Martin Buber’s dialogical approach
and theory of Gestalt therapy. Five themes, i.e., phases of the contact episode were identified,
with some variations of these phases being more and some less supportive of constructive
exchange. The first phase is The emergence of the need, in which the couple defines the
individual or relational needs and the obstacles to their realization. Variations concern
participation in problem definition (one-sided or mutual), way of defining (as relational or as
personal), and communication style (e.g., criticizing). The second phase is the Habitual attempt
to satisfy the needs and concerns couple’s usual problem-solving style, which can be less
constructive (e.g., blaming, fruitless confrontation), or more constructive (communicating
personal shortcomings and boundaries). The third stage is Impasse, in which repeated
unsuccessful attempts at resolution lead to a feeling of being stuck. This could appear in the
form of polarization of positions, or the form of resignation and withdrawal. The fourth stage
is Novelty and regression, in which a constructive change appears briefly before it is quickly
lost by returning to previous communication patterns. The fifth stage is a Constructive
dialogical relationship, in which the novelty introduced by one partner brings either calmness
and reflection, or empathy and validation of the other partner. The paper extends the efforts of
the integrative family therapists regarding the process diagnostic in the initial stage of couple
therapy, by offering tools that could be useful in the shorter time frame – within one therapy
session.
PB  - Belgrade: Institute of Psychology, Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade
C3  - Book of Abstracts, XXIX International Scientific Conference Empirical Studies in Psychology, Faculty of Philosophy, University of Belgrade
T1  - „Do you even listen to me?“: Phases in the development of couples’ contact episode in the initial stage of couple therapy
SP  - 134
UR  - https://hdl.handle.net/21.15107/rcub_reff_6284
ER  - 

@conference{
author = "Jovanović, Dušanka and Grbić, Sanja",
year = "2024",
abstract = "From the perspective of the dialogic approach, the initial stage of partner therapy is
characterized by monitoring the dialogic exchange of partners, to identify the characteristics of
relational dynamics that facilitate or hinder constructive exchange. These relational microprocesses,
however, are largely unexplored. The goal of this exploratory study (as a part of
larger research) is to map in-session couple dynamics in the initial stage of therapy. The
question that guided us was: what formally defined phases characterize the development of
partner interaction? The participants were six heterosexual couples (29–45 years old, ≥2 years
together, 5 without children). The data was collected through videotaping the second therapy
session. The material for the analysis were contact episodes: couple interaction regarding the
self-selected topic, during which the therapist entered the observer role. Thematic analysis was
applied by the authors, with the interpretation based on Martin Buber’s dialogical approach
and theory of Gestalt therapy. Five themes, i.e., phases of the contact episode were identified,
with some variations of these phases being more and some less supportive of constructive
exchange. The first phase is The emergence of the need, in which the couple defines the
individual or relational needs and the obstacles to their realization. Variations concern
participation in problem definition (one-sided or mutual), way of defining (as relational or as
personal), and communication style (e.g., criticizing). The second phase is the Habitual attempt
to satisfy the needs and concerns couple’s usual problem-solving style, which can be less
constructive (e.g., blaming, fruitless confrontation), or more constructive (communicating
personal shortcomings and boundaries). The third stage is Impasse, in which repeated
unsuccessful attempts at resolution lead to a feeling of being stuck. This could appear in the
form of polarization of positions, or the form of resignation and withdrawal. The fourth stage
is Novelty and regression, in which a constructive change appears briefly before it is quickly
lost by returning to previous communication patterns. The fifth stage is a Constructive
dialogical relationship, in which the novelty introduced by one partner brings either calmness
and reflection, or empathy and validation of the other partner. The paper extends the efforts of
the integrative family therapists regarding the process diagnostic in the initial stage of couple
therapy, by offering tools that could be useful in the shorter time frame – within one therapy
session.",
publisher = "Belgrade: Institute of Psychology, Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade",
journal = "Book of Abstracts, XXIX International Scientific Conference Empirical Studies in Psychology, Faculty of Philosophy, University of Belgrade",
title = "„Do you even listen to me?“: Phases in the development of couples’ contact episode in the initial stage of couple therapy",
pages = "134",
url = "https://hdl.handle.net/21.15107/rcub_reff_6284"
}

Jovanović, D.,& Grbić, S.. (2024). „Do you even listen to me?“: Phases in the development of couples’ contact episode in the initial stage of couple therapy. in Book of Abstracts, XXIX International Scientific Conference Empirical Studies in Psychology, Faculty of Philosophy, University of Belgrade
Belgrade: Institute of Psychology, Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade., 134.
https://hdl.handle.net/21.15107/rcub_reff_6284

Jovanović D, Grbić S. „Do you even listen to me?“: Phases in the development of couples’ contact episode in the initial stage of couple therapy. in Book of Abstracts, XXIX International Scientific Conference Empirical Studies in Psychology, Faculty of Philosophy, University of Belgrade. 2024;:134.
https://hdl.handle.net/21.15107/rcub_reff_6284 .

Jovanović, Dušanka, Grbić, Sanja, "„Do you even listen to me?“: Phases in the development of couples’ contact episode in the initial stage of couple therapy" in Book of Abstracts, XXIX International Scientific Conference Empirical Studies in Psychology, Faculty of Philosophy, University of Belgrade (2024):134,
https://hdl.handle.net/21.15107/rcub_reff_6284 .

TY  - CONF
AU  - Grbić, Sanja
AU  - Stanković, Biljana
AU  - Vračar, Selena
PY  - 2024
UR  - http://reff.f.bg.ac.rs/handle/123456789/6447
AB  - Resolving conflicts in close relationships is challenging, especially when emotional injury is
involved, because this entails balancing partially conflicting stakes: maintaining the relationship
while preserving a favorable self- and other-view. Language–focused approaches highlight
important aspects of this process. Discursive psychology reveals how actors utilize rhetorical
devices to impose their own version and co-construct interactional identities. Narrative
psychology focuses on the personal story stabilized through multiple retellings and permanent
self- and other-constructions. However, our study of conflict negotiation and identity coconstruction
in adolescence highlights that, in addition to the analysis of discursive aspects, it is
relevant to conceptualize and analyse phenomenological and affective processes that strikingly
shape the participants’ language use and story creation. These include authentic emotions
(e.g. feeling hurt) and disclosing one’s own vulnerability (e.g. insecurities, partial responsibility
for relationship disturbance). The relevance of phenomenological processes is particularly
evident when participants use less constructive strategies for friendship rupture repair, which
entail verbal masking of unresolved tension by minimizing negative feelings, declaring that the
problem has “magically” disappeared and insisting on an unchanged level of closeness. The
unresolved conflict is linguistically, paralinguistically and performatively marked by: (a) the internal
contradictions in the personal story, (b) salient disjunctions of the versions offered by different
actors, (c) pronounced differences between the private and the shared narrative, preventing the
other from understanding one’s authentic experiences, and (d) perpetuated regressions to the
core plot, i.e. issue that caused the conflict. These contradictions, omissions and repetitions
convincingly (though indirectly) point to the affective processes that are either reflexively or prereflexively
present in both individual stories and close personal interactions, thus emphasizing
the importance of theoretical integration of phenomenological and discursive processes when
studying conflict negotiation in close relationships.
PB  - University of Belgrade: Faculty of Philosophy, Department of Psychology
PB  - Université de Neuchâtel
C3  - 20th Conference of the International Society for Theoretical Psychology Theory as Engagement –Book of Abstracts
T1  - When words are not enough: Importance of going “behind” the language use when studying conflicts in close relationships
EP  - 151
SP  - 151
UR  - https://hdl.handle.net/21.15107/rcub_reff_6447
ER  - 

@conference{
author = "Grbić, Sanja and Stanković, Biljana and Vračar, Selena",
year = "2024",
abstract = "Resolving conflicts in close relationships is challenging, especially when emotional injury is
involved, because this entails balancing partially conflicting stakes: maintaining the relationship
while preserving a favorable self- and other-view. Language–focused approaches highlight
important aspects of this process. Discursive psychology reveals how actors utilize rhetorical
devices to impose their own version and co-construct interactional identities. Narrative
psychology focuses on the personal story stabilized through multiple retellings and permanent
self- and other-constructions. However, our study of conflict negotiation and identity coconstruction
in adolescence highlights that, in addition to the analysis of discursive aspects, it is
relevant to conceptualize and analyse phenomenological and affective processes that strikingly
shape the participants’ language use and story creation. These include authentic emotions
(e.g. feeling hurt) and disclosing one’s own vulnerability (e.g. insecurities, partial responsibility
for relationship disturbance). The relevance of phenomenological processes is particularly
evident when participants use less constructive strategies for friendship rupture repair, which
entail verbal masking of unresolved tension by minimizing negative feelings, declaring that the
problem has “magically” disappeared and insisting on an unchanged level of closeness. The
unresolved conflict is linguistically, paralinguistically and performatively marked by: (a) the internal
contradictions in the personal story, (b) salient disjunctions of the versions offered by different
actors, (c) pronounced differences between the private and the shared narrative, preventing the
other from understanding one’s authentic experiences, and (d) perpetuated regressions to the
core plot, i.e. issue that caused the conflict. These contradictions, omissions and repetitions
convincingly (though indirectly) point to the affective processes that are either reflexively or prereflexively
present in both individual stories and close personal interactions, thus emphasizing
the importance of theoretical integration of phenomenological and discursive processes when
studying conflict negotiation in close relationships.",
publisher = "University of Belgrade: Faculty of Philosophy, Department of Psychology, Université de Neuchâtel",
journal = "20th Conference of the International Society for Theoretical Psychology Theory as Engagement –Book of Abstracts",
title = "When words are not enough: Importance of going “behind” the language use when studying conflicts in close relationships",
pages = "151-151",
url = "https://hdl.handle.net/21.15107/rcub_reff_6447"
}

Grbić, S., Stanković, B.,& Vračar, S.. (2024). When words are not enough: Importance of going “behind” the language use when studying conflicts in close relationships. in 20th Conference of the International Society for Theoretical Psychology Theory as Engagement –Book of Abstracts
University of Belgrade: Faculty of Philosophy, Department of Psychology., 151-151.
https://hdl.handle.net/21.15107/rcub_reff_6447

Grbić S, Stanković B, Vračar S. When words are not enough: Importance of going “behind” the language use when studying conflicts in close relationships. in 20th Conference of the International Society for Theoretical Psychology Theory as Engagement –Book of Abstracts. 2024;:151-151.
https://hdl.handle.net/21.15107/rcub_reff_6447 .

Grbić, Sanja, Stanković, Biljana, Vračar, Selena, "When words are not enough: Importance of going “behind” the language use when studying conflicts in close relationships" in 20th Conference of the International Society for Theoretical Psychology Theory as Engagement –Book of Abstracts (2024):151-151,
https://hdl.handle.net/21.15107/rcub_reff_6447 .

TY  - CONF
AU  - Vesić, Dragan
AU  - Grbić, Sanja
PY  - 2024
UR  - http://reff.f.bg.ac.rs/handle/123456789/6448
AB  - The aim of this paper is to demonstrate the usefulness of the MAS in analyzing relatedness
between social and personal change. MAS is developed by integrating key ideas from Dialogical
Self Theory with contributions of Foucault’s analytics of power, and conceptualizes the self as
a polyphony of voices struggling to obtain power. The model entails: a) functions of voices, b)
forms and practices of exercising power, c) relationships between voices, and d) formative and
legitimizing effect of the context. Context-embedded self appears in the form of a constellation
of voices whose time-limited dynamic follows the specific and repetitive scenario which has a
particular psychosocial purpose. The focus of this paper is “King and his Kingdom” constellation
– “default” functioning when a person’s prevailing values, personified by the King’s coalition,
direct the behavior. The disturbance in the order of power between social discourses can lead to
legitimization of the interior voice which represents values different from the King’s. This voice
can shortly “take over the scene”, which marks a temporary personal change, with the possibility of
becoming a new King. However, reasserting the previous order of power between social discourses
results in strong delegitimization of change within the self, and in restoring the prevailment of “the
old” King, even when the person identifies more with the values proposed by the prospective “new”
King. This points to the strong dependence of permanent personal change upon the change within
the social context, which will be illustrated by the case study from the psychotherapeutic practice.
PB  - University of Belgrade: Faculty of Philosophy, Department of Psychology
PB  - Université de Neuchâtel Suisse
C3  - 20th Conference of the International Society for Theoretical Psychology Theory as Engagement – Book of Abstracts
T1  - How resistance to social change undermines personal change? Perspective of the Model of the Agonistic Self (MAS)
EP  - 175
SP  - 175
UR  - https://hdl.handle.net/21.15107/rcub_reff_6448
ER  - 

@conference{
author = "Vesić, Dragan and Grbić, Sanja",
year = "2024",
abstract = "The aim of this paper is to demonstrate the usefulness of the MAS in analyzing relatedness
between social and personal change. MAS is developed by integrating key ideas from Dialogical
Self Theory with contributions of Foucault’s analytics of power, and conceptualizes the self as
a polyphony of voices struggling to obtain power. The model entails: a) functions of voices, b)
forms and practices of exercising power, c) relationships between voices, and d) formative and
legitimizing effect of the context. Context-embedded self appears in the form of a constellation
of voices whose time-limited dynamic follows the specific and repetitive scenario which has a
particular psychosocial purpose. The focus of this paper is “King and his Kingdom” constellation
– “default” functioning when a person’s prevailing values, personified by the King’s coalition,
direct the behavior. The disturbance in the order of power between social discourses can lead to
legitimization of the interior voice which represents values different from the King’s. This voice
can shortly “take over the scene”, which marks a temporary personal change, with the possibility of
becoming a new King. However, reasserting the previous order of power between social discourses
results in strong delegitimization of change within the self, and in restoring the prevailment of “the
old” King, even when the person identifies more with the values proposed by the prospective “new”
King. This points to the strong dependence of permanent personal change upon the change within
the social context, which will be illustrated by the case study from the psychotherapeutic practice.",
publisher = "University of Belgrade: Faculty of Philosophy, Department of Psychology, Université de Neuchâtel Suisse",
journal = "20th Conference of the International Society for Theoretical Psychology Theory as Engagement – Book of Abstracts",
title = "How resistance to social change undermines personal change? Perspective of the Model of the Agonistic Self (MAS)",
pages = "175-175",
url = "https://hdl.handle.net/21.15107/rcub_reff_6448"
}

Vesić, D.,& Grbić, S.. (2024). How resistance to social change undermines personal change? Perspective of the Model of the Agonistic Self (MAS). in 20th Conference of the International Society for Theoretical Psychology Theory as Engagement – Book of Abstracts
University of Belgrade: Faculty of Philosophy, Department of Psychology., 175-175.
https://hdl.handle.net/21.15107/rcub_reff_6448

Vesić D, Grbić S. How resistance to social change undermines personal change? Perspective of the Model of the Agonistic Self (MAS). in 20th Conference of the International Society for Theoretical Psychology Theory as Engagement – Book of Abstracts. 2024;:175-175.
https://hdl.handle.net/21.15107/rcub_reff_6448 .

Vesić, Dragan, Grbić, Sanja, "How resistance to social change undermines personal change? Perspective of the Model of the Agonistic Self (MAS)" in 20th Conference of the International Society for Theoretical Psychology Theory as Engagement – Book of Abstracts (2024):175-175,
https://hdl.handle.net/21.15107/rcub_reff_6448 .

TY  - CONF
AU  - Grbić, Sanja
AU  - Stanković, Biljana
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5884
AB  - The fundamental assumption of sociocultural psychologists studying narrative identity
development is that individual identity is co-constructed, i.e., a product of social relations.
Characteristics of this process of co-construction are, nevertheless, empirically underexplored,
and this gap is especially prominent in the studies of adolescent identity. The “Big story”
approach, dominant in the field, advocates individual interviews and the use of retrospective
data in order to examine already established identity positions. Alternatively, psychologists
observe participants’ interactions or experimentally manipulate them in order to quantify the
aspects of the storyteller’s self-narrative and to correlate them to the listener’s reactions. What
is missing are methodological tools that would enable researchers to examine qualitative
aspects of the process of adolescent identity co-construction during interaction. In the last 20
years, the “Small story” approach has emerged within narrative psychology and it focuses on
the microgenetic processes of identity development. These processes refer to the progressive
sedimentation of interactive sense-making through negotiation in which various identity
positions get tried out, resisted, or adopted. This paper builds on methodological resources
advanced by the “Small story” approach and further develops them, with the aim to offer a
methodological framework for analyzing identity co-construction. The framework entails three
levels of interaction analysis, each posing different analytical questions. The first level utilizes
resources of conversation analysis and focuses on the formal aspects of interaction in order to
answer how the participants achieve shared understanding and demonstrate affiliation. The
second level pertains to discourse analysis of strategies, demonstrating how participants
negotiate and which devices they use to impose their own morally defensible account. The third
level uses positioning analysis (supplemented by the ethnomethodological membership
categorization analysis), aimed at determining which identity positions are co-construed and
made available by the form of interaction and strategies employed. The practical application of
this framework will be demonstrated to show the usefulness of presented methodological tools
for sociocultural studies of identity exploration in adolescence, especially when these “Small
story” resources are combined with the “Big story” methodology.
C3  - Book of Abstracts, XXIX Scientific Conference “Empirical Studies in Psychology”
T1  - How can we empirically explore adolescent identity co-construction? Discursive approach to positioning analysis as a methodological contribution to sociocultural psychology
SP  - 72
UR  - https://hdl.handle.net/21.15107/rcub_reff_5884
ER  - 

@conference{
author = "Grbić, Sanja and Stanković, Biljana",
year = "2023",
abstract = "The fundamental assumption of sociocultural psychologists studying narrative identity
development is that individual identity is co-constructed, i.e., a product of social relations.
Characteristics of this process of co-construction are, nevertheless, empirically underexplored,
and this gap is especially prominent in the studies of adolescent identity. The “Big story”
approach, dominant in the field, advocates individual interviews and the use of retrospective
data in order to examine already established identity positions. Alternatively, psychologists
observe participants’ interactions or experimentally manipulate them in order to quantify the
aspects of the storyteller’s self-narrative and to correlate them to the listener’s reactions. What
is missing are methodological tools that would enable researchers to examine qualitative
aspects of the process of adolescent identity co-construction during interaction. In the last 20
years, the “Small story” approach has emerged within narrative psychology and it focuses on
the microgenetic processes of identity development. These processes refer to the progressive
sedimentation of interactive sense-making through negotiation in which various identity
positions get tried out, resisted, or adopted. This paper builds on methodological resources
advanced by the “Small story” approach and further develops them, with the aim to offer a
methodological framework for analyzing identity co-construction. The framework entails three
levels of interaction analysis, each posing different analytical questions. The first level utilizes
resources of conversation analysis and focuses on the formal aspects of interaction in order to
answer how the participants achieve shared understanding and demonstrate affiliation. The
second level pertains to discourse analysis of strategies, demonstrating how participants
negotiate and which devices they use to impose their own morally defensible account. The third
level uses positioning analysis (supplemented by the ethnomethodological membership
categorization analysis), aimed at determining which identity positions are co-construed and
made available by the form of interaction and strategies employed. The practical application of
this framework will be demonstrated to show the usefulness of presented methodological tools
for sociocultural studies of identity exploration in adolescence, especially when these “Small
story” resources are combined with the “Big story” methodology.",
journal = "Book of Abstracts, XXIX Scientific Conference “Empirical Studies in Psychology”",
title = "How can we empirically explore adolescent identity co-construction? Discursive approach to positioning analysis as a methodological contribution to sociocultural psychology",
pages = "72",
url = "https://hdl.handle.net/21.15107/rcub_reff_5884"
}

Grbić, S.,& Stanković, B.. (2023). How can we empirically explore adolescent identity co-construction? Discursive approach to positioning analysis as a methodological contribution to sociocultural psychology. in Book of Abstracts, XXIX Scientific Conference “Empirical Studies in Psychology”, 72.
https://hdl.handle.net/21.15107/rcub_reff_5884

Grbić S, Stanković B. How can we empirically explore adolescent identity co-construction? Discursive approach to positioning analysis as a methodological contribution to sociocultural psychology. in Book of Abstracts, XXIX Scientific Conference “Empirical Studies in Psychology”. 2023;:72.
https://hdl.handle.net/21.15107/rcub_reff_5884 .

Grbić, Sanja, Stanković, Biljana, "How can we empirically explore adolescent identity co-construction? Discursive approach to positioning analysis as a methodological contribution to sociocultural psychology" in Book of Abstracts, XXIX Scientific Conference “Empirical Studies in Psychology” (2023):72,
https://hdl.handle.net/21.15107/rcub_reff_5884 .

TY  - JOUR
AU  - Grbić, Sanja
AU  - Džinović, Vladimir
AU  - Vesić, Dragan
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4445
AB  - Building on the Dialogical Self Theory (DST) and the Model of Agonistic Self (MAS), this paper introduces the Model of Agonistic Self Methodology (MAS-M). This methodological approach employs constellations as the interpretative framework for the qualitative analysis of data on the self-in-context. Constellations are defined as wider patterns of interactions between voices of the self-in-context, which follow specific and repetitive scenarios. In order to develop MAS-M, reflexive thematic analysis was performed on individual reports written after interviewing nine elementary school teachers. The data gathering procedure involved a two-stage interview process employing the previously developed Agonistic Self Interview (ASI), which was introduced into the standard MAS-M procedure. We identified six constellations, whose structure and dynamics we described at the formal level: the King and His Kingdom constellation, Crisis Intervention, Defense of Purpose, Value Conflict, Temporary Inclusion of Sidelined Perspectives, and Reflection. In this paper, we discuss the psychological function of each of the identified constellations, along with the possibility of their application as a practical, diagnostic, and research framework.
PB  - Taylor & Francis
T1  - „It’s like the king and his kingdom“: Mapping constellations via the Мodel of the Аgonistic Self methodology (MAS–M)
EP  - 335
IS  - 2
SP  - 289
VL  - 20
DO  - 10.1080/14780887.2023.2201199
ER  - 

@article{
author = "Grbić, Sanja and Džinović, Vladimir and Vesić, Dragan",
year = "2023",
abstract = "Building on the Dialogical Self Theory (DST) and the Model of Agonistic Self (MAS), this paper introduces the Model of Agonistic Self Methodology (MAS-M). This methodological approach employs constellations as the interpretative framework for the qualitative analysis of data on the self-in-context. Constellations are defined as wider patterns of interactions between voices of the self-in-context, which follow specific and repetitive scenarios. In order to develop MAS-M, reflexive thematic analysis was performed on individual reports written after interviewing nine elementary school teachers. The data gathering procedure involved a two-stage interview process employing the previously developed Agonistic Self Interview (ASI), which was introduced into the standard MAS-M procedure. We identified six constellations, whose structure and dynamics we described at the formal level: the King and His Kingdom constellation, Crisis Intervention, Defense of Purpose, Value Conflict, Temporary Inclusion of Sidelined Perspectives, and Reflection. In this paper, we discuss the psychological function of each of the identified constellations, along with the possibility of their application as a practical, diagnostic, and research framework.",
publisher = "Taylor & Francis",
title = "„It’s like the king and his kingdom“: Mapping constellations via the Мodel of the Аgonistic Self methodology (MAS–M)",
pages = "335-289",
number = "2",
volume = "20",
doi = "10.1080/14780887.2023.2201199"
}

Grbić, S., Džinović, V.,& Vesić, D.. (2023). „It’s like the king and his kingdom“: Mapping constellations via the Мodel of the Аgonistic Self methodology (MAS–M). 
Taylor & Francis., 20(2), 289-335.
https://doi.org/10.1080/14780887.2023.2201199

Grbić S, Džinović V, Vesić D. „It’s like the king and his kingdom“: Mapping constellations via the Мodel of the Аgonistic Self methodology (MAS–M). 2023;20(2):289-335.
doi:10.1080/14780887.2023.2201199 .

Grbić, Sanja, Džinović, Vladimir, Vesić, Dragan, "„It’s like the king and his kingdom“: Mapping constellations via the Мodel of the Аgonistic Self methodology (MAS–M)", 20, no. 2 (2023):289-335,
https://doi.org/10.1080/14780887.2023.2201199 . .

TY  - CONF
AU  - Jovanović, Dušanka
AU  - Grbić, Sanja
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5348
AB  - Specifičnost partnerske terapije leži u tome što se fokus sa individualnih pomera na
relacione procese, odnosno na dinamiku partnerskog odnosa. U prvoj etapi, cilj terapije
je osvešćivanje ključnih odlika dinamike para. U ovoj eksplorativnoj studiji (deo je šire
studije o partnerskoj terapiji), usmerile smo se na mapiranje različitih stilova razmene
koji se pojavljuju u početnoj etapi terapije para, pri čemu smo se vodile pitanjem: oko
koje bazične teme se organizuje dinamika partnerske relacije? U studiji je učestvovalo
šest heteroseksualnih parova (29–45 godina, ≥ 2 godine zajedno, 5 parova bez dece).
Podaci su prikupljeni videosnimanjem druge terapijske seanse. Materijal za analizu bila
je kontakt epizoda, definisana kao interakcija partnera o za njih relevantnoj temi, tokom
koje je terapeutkinja zauzela ulogu posmatrača. Svaki par tretiran je kao studija slučaja,
a kao dopunski metod korišćena je tematska analiza. Generisale smo tri teme, koje
odgovaraju stilovima partnerske dinamike, a identifikovane su i dve varijante svakog
stila. U interpretaciji podataka oslonile smo se na teoriju geštalt psihoterapije. Prvi stil
je: „Vidi me, zbrini me“: poziv partneru da reguliše partnerku u nezavršenom poslu
nailazi na otpor i granice. Dinamika para se organizuje oko partnerkinog nezavršenog
posla, a par pregovara oko pitanja ko je odgovoran za zbrinjavanje partnerke i
regulisanje odnosa. Varijante stila su: Kritikovanje i sučeljavanje suprotstavljenih pozicija
(„Meni treba ovo, ti radiš ono – ne, ti radiš to“) i Zagledanost u sebe spram povlačenja i
pojačavanja diferencijacije („Okupira me prošlost – ne mogu da ti nadoknadim sve“).
Drugi stil je: „Pojavi se u našem odnosu“: Poziv partneru kroz postiđivanje da potvrdi
lojalnost odnosu nailazi na prihvatanje ili otpor. Dinamika para se organizuje oko
partnerkinog doživljaja da partner, zbog lične pozadine, izneverava odnos, a pregovara
se oko toga šta može da ostane lično, a šta mora da postane zajedničko. Varijante su:
Konfrontiranje spram nedorečenosti i odbrambenosti („Bori se za naš odnos! – imam
pravo na privatnost“) i Konfrontiranje i potonje međusobno razumevanje („Ti si ovakav,
brinem za nas – razumem te“). Treći stil je: „Čik probaj da me izazoveš“: zahtev partneru
da više učestvuje, ali isključivo praćenjem partnerke, nailazi na slab otpor ili neupitno
slaganje. Dinamiku odlikuje izražen disbalans moći i organizuje se oko partnerkinog
doživljaja da je partner ne podržava, a partneri pregovaraju oko toga kako odgovoriti na
partnerkine duple poruke. Varijante su: Dominacija i optuživanje spram povlačenja i
slaganja („Promeni se po ovom skriptu! – Da, draga, hoću, draga“) i Dominantnost kroz
snažnu afektivnost spram pokušaja održavanja balansa u komunikaciji („Prestani da me poništavaš – Molim te, umiri se“). U radu će biti diskutovane teorijske i praktične
implikacije nalaza.
AB  - The distinct quality of couple therapy is that its focus are not individual, but relational processes, and the aim of the first therapeutic phase is to become aware of the key features of the relationship dynamics. The goal of this exploratory study (as a part of larger research) was to map various styles of couples’ interaction in the initial phase of therapy. To that aim, we asked: Which basic theme organizes the dynamic of couple relation? The participants were 6 heterosexual couples (29–45 years old, ≥2 years together, 5 without children). The data was collected through videotaping the second therapy session. The material for the analysis were contact episodes: couple interaction regarding the self-selected topic, during which the therapist entered the observer role. Couples were analysed as case studies, and thematic analysis was utilized as an auxiliary method. Three themes, i.e. styles of partnership dynamic were generated, and two variants for each of them. In the data interpretation we relied on theory of Gestalt therapy. The first style is: „See me, take care of me“: The one’s appeal that the other regulates her needs is met with resistance and boundary setting. The relationship dynamic is organized around one’s unfinished business, and the couple negotiates who is responsible for regulating the needs of the other and the ongoing relationship. Variants were: Critiquing and confrontation of opposing positions („I need this, you are doing that – No, you are doing that“) and Self-absorption vs. Withdrawal and differences accentuation ("I'm occupied by the past – I can't compensate you for everything"). The second style is: "Show up in our relationship": The request to the other expressed through shaming to confirm loyalty to the relationship is met with acceptance or resistance. The couple dynamics is organized around one’s perception that the other, due to his background, is betraying the relationship, and the couple negotiates what can remain personal and what must become shared. Variants were: Confrontation vs. Vagueness and defensiveness ("Fight for our relationship! – I have the right to privacy") and Confrontation and subsequent mutual understanding ("You are like this, I worry about us – I understand you"). The third style is: "Challenge me, I dare you": One’s request that the other participate more, but only by following, is met with weak resistance or unquestioned agreement. The dynamic characterizes a pronounced power imbalance and is organized around one’s perception that the other does not support her. The pair negotiates how to respond to the dominant partner's double messages. Variants were: Dominance and accusation vs. Withdrawal and acquiescence ("Change according to this script! – Yes, dear, I will, dear") and Dominance through strong affectivity vs. Trying to maintain a balance in communication ("Stop invalidating me – Please, calm down"). The paper will discuss the theoretical and practical implications of the findings.
PB  - Novi Sad: Department of Psychology, Faculty of Philosophy, University of Novi Sad
C3  - Knjiga sažetaka, Savremeni trendovi u psihologiji, Filozofski fakultet Novi sad, 26-28. oktobar
T1  - „Vidi me, zbrini me“: stilovi partnerske dinamike u početnoj etapi partnerske terapije
T1  - „See me, take care of me“: Styles of couple dynamics in the initial phase of couple therapy
EP  - 95
SP  - 93
UR  - https://hdl.handle.net/21.15107/rcub_reff_5348
ER  - 

@conference{
author = "Jovanović, Dušanka and Grbić, Sanja",
year = "2023",
abstract = "Specifičnost partnerske terapije leži u tome što se fokus sa individualnih pomera na
relacione procese, odnosno na dinamiku partnerskog odnosa. U prvoj etapi, cilj terapije
je osvešćivanje ključnih odlika dinamike para. U ovoj eksplorativnoj studiji (deo je šire
studije o partnerskoj terapiji), usmerile smo se na mapiranje različitih stilova razmene
koji se pojavljuju u početnoj etapi terapije para, pri čemu smo se vodile pitanjem: oko
koje bazične teme se organizuje dinamika partnerske relacije? U studiji je učestvovalo
šest heteroseksualnih parova (29–45 godina, ≥ 2 godine zajedno, 5 parova bez dece).
Podaci su prikupljeni videosnimanjem druge terapijske seanse. Materijal za analizu bila
je kontakt epizoda, definisana kao interakcija partnera o za njih relevantnoj temi, tokom
koje je terapeutkinja zauzela ulogu posmatrača. Svaki par tretiran je kao studija slučaja,
a kao dopunski metod korišćena je tematska analiza. Generisale smo tri teme, koje
odgovaraju stilovima partnerske dinamike, a identifikovane su i dve varijante svakog
stila. U interpretaciji podataka oslonile smo se na teoriju geštalt psihoterapije. Prvi stil
je: „Vidi me, zbrini me“: poziv partneru da reguliše partnerku u nezavršenom poslu
nailazi na otpor i granice. Dinamika para se organizuje oko partnerkinog nezavršenog
posla, a par pregovara oko pitanja ko je odgovoran za zbrinjavanje partnerke i
regulisanje odnosa. Varijante stila su: Kritikovanje i sučeljavanje suprotstavljenih pozicija
(„Meni treba ovo, ti radiš ono – ne, ti radiš to“) i Zagledanost u sebe spram povlačenja i
pojačavanja diferencijacije („Okupira me prošlost – ne mogu da ti nadoknadim sve“).
Drugi stil je: „Pojavi se u našem odnosu“: Poziv partneru kroz postiđivanje da potvrdi
lojalnost odnosu nailazi na prihvatanje ili otpor. Dinamika para se organizuje oko
partnerkinog doživljaja da partner, zbog lične pozadine, izneverava odnos, a pregovara
se oko toga šta može da ostane lično, a šta mora da postane zajedničko. Varijante su:
Konfrontiranje spram nedorečenosti i odbrambenosti („Bori se za naš odnos! – imam
pravo na privatnost“) i Konfrontiranje i potonje međusobno razumevanje („Ti si ovakav,
brinem za nas – razumem te“). Treći stil je: „Čik probaj da me izazoveš“: zahtev partneru
da više učestvuje, ali isključivo praćenjem partnerke, nailazi na slab otpor ili neupitno
slaganje. Dinamiku odlikuje izražen disbalans moći i organizuje se oko partnerkinog
doživljaja da je partner ne podržava, a partneri pregovaraju oko toga kako odgovoriti na
partnerkine duple poruke. Varijante su: Dominacija i optuživanje spram povlačenja i
slaganja („Promeni se po ovom skriptu! – Da, draga, hoću, draga“) i Dominantnost kroz
snažnu afektivnost spram pokušaja održavanja balansa u komunikaciji („Prestani da me poništavaš – Molim te, umiri se“). U radu će biti diskutovane teorijske i praktične
implikacije nalaza., The distinct quality of couple therapy is that its focus are not individual, but relational processes, and the aim of the first therapeutic phase is to become aware of the key features of the relationship dynamics. The goal of this exploratory study (as a part of larger research) was to map various styles of couples’ interaction in the initial phase of therapy. To that aim, we asked: Which basic theme organizes the dynamic of couple relation? The participants were 6 heterosexual couples (29–45 years old, ≥2 years together, 5 without children). The data was collected through videotaping the second therapy session. The material for the analysis were contact episodes: couple interaction regarding the self-selected topic, during which the therapist entered the observer role. Couples were analysed as case studies, and thematic analysis was utilized as an auxiliary method. Three themes, i.e. styles of partnership dynamic were generated, and two variants for each of them. In the data interpretation we relied on theory of Gestalt therapy. The first style is: „See me, take care of me“: The one’s appeal that the other regulates her needs is met with resistance and boundary setting. The relationship dynamic is organized around one’s unfinished business, and the couple negotiates who is responsible for regulating the needs of the other and the ongoing relationship. Variants were: Critiquing and confrontation of opposing positions („I need this, you are doing that – No, you are doing that“) and Self-absorption vs. Withdrawal and differences accentuation ("I'm occupied by the past – I can't compensate you for everything"). The second style is: "Show up in our relationship": The request to the other expressed through shaming to confirm loyalty to the relationship is met with acceptance or resistance. The couple dynamics is organized around one’s perception that the other, due to his background, is betraying the relationship, and the couple negotiates what can remain personal and what must become shared. Variants were: Confrontation vs. Vagueness and defensiveness ("Fight for our relationship! – I have the right to privacy") and Confrontation and subsequent mutual understanding ("You are like this, I worry about us – I understand you"). The third style is: "Challenge me, I dare you": One’s request that the other participate more, but only by following, is met with weak resistance or unquestioned agreement. The dynamic characterizes a pronounced power imbalance and is organized around one’s perception that the other does not support her. The pair negotiates how to respond to the dominant partner's double messages. Variants were: Dominance and accusation vs. Withdrawal and acquiescence ("Change according to this script! – Yes, dear, I will, dear") and Dominance through strong affectivity vs. Trying to maintain a balance in communication ("Stop invalidating me – Please, calm down"). The paper will discuss the theoretical and practical implications of the findings.",
publisher = "Novi Sad: Department of Psychology, Faculty of Philosophy, University of Novi Sad",
journal = "Knjiga sažetaka, Savremeni trendovi u psihologiji, Filozofski fakultet Novi sad, 26-28. oktobar",
title = "„Vidi me, zbrini me“: stilovi partnerske dinamike u početnoj etapi partnerske terapije, „See me, take care of me“: Styles of couple dynamics in the initial phase of couple therapy",
pages = "95-93",
url = "https://hdl.handle.net/21.15107/rcub_reff_5348"
}

Jovanović, D.,& Grbić, S.. (2023). „Vidi me, zbrini me“: stilovi partnerske dinamike u početnoj etapi partnerske terapije. in Knjiga sažetaka, Savremeni trendovi u psihologiji, Filozofski fakultet Novi sad, 26-28. oktobar
Novi Sad: Department of Psychology, Faculty of Philosophy, University of Novi Sad., 93-95.
https://hdl.handle.net/21.15107/rcub_reff_5348

Jovanović D, Grbić S. „Vidi me, zbrini me“: stilovi partnerske dinamike u početnoj etapi partnerske terapije. in Knjiga sažetaka, Savremeni trendovi u psihologiji, Filozofski fakultet Novi sad, 26-28. oktobar. 2023;:93-95.
https://hdl.handle.net/21.15107/rcub_reff_5348 .

Jovanović, Dušanka, Grbić, Sanja, "„Vidi me, zbrini me“: stilovi partnerske dinamike u početnoj etapi partnerske terapije" in Knjiga sažetaka, Savremeni trendovi u psihologiji, Filozofski fakultet Novi sad, 26-28. oktobar (2023):93-95,
https://hdl.handle.net/21.15107/rcub_reff_5348 .

TY  - CONF
AU  - Vračar, Selena
AU  - Grbić, Sanja
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5347
AB  - Kako bismo pristupili sistemskom sagledavanju kompleksne umreženosti aktera jedne
školske zajednice usmerenih na postizanje obrazovnih ciljeva, oslanjamo se na koncept
škole kao zajednice učenja (ZU). Integrativni model škole kao zajednice učenja (OECD, 2016) specifikuje 7 dimenzija koje konstituišu ZU: 1) postojanje ciljeva, misije i vizije škole,
a koji su usmereni na učenje učenika; 2) postojanje jake podrške profesionalnom razvoju
zaposlenih; 3) izražena kultura kolaboracije kojom se uvezuje delovanje različitih aktera;
4) postojanje klime koja podržava eksploraciju strategija rada i razmatranje inovativih
pristupa; 5) donošenje odluka koje počivaju na rezultatima stanja i/ili napretka; 6)
povezanost ustanove sa njenim spoljašnjim okruženjem; 7) praktikovanje liderstva
direktora škole koje je usmereno na učenje. OECD model predstavlja značajan napredak
u sistematizaciji dimenzija ZU. Međutim, izostaje konceptualizacija njihove
međupovezanosti, koja bi omogućila razumevanje dinamike, tj. funkcionisanja škola kao
ZU i mapiranja dinamičkih aspekata sistema koji oblikuju dalju transformaciju škole u ZU.
Kako bismo prevazišli identifikovani nedostatak, predlažemo proučavanje ZU,
koncipirane preko OECD modela, kroz okvir kulturno-istorijske Teorije delatnosti (KITD)
treće generacije (Sannino & Engestrom, 2018). Cilj ovog rada je predstavljanje
konceptualne kompatibilnosti ovih pristupa, te komparativne prednosti proučavanja ZU
kroz okvir KITD. Na osnovu konceptualne analize, identifikovana je epistemološka
kompatibilnost dva pristupa, koju prepoznajemo u tome što su oba: a) sistemski
pristupi; b) stanovišta da su psihološki procesi i praksa posredovani simboličkim i
materijalnim socio-kulturnim resursima; c) uverenja da je ZU sistem koji je fleksibilan, tj.
prilagođava se spoljašnjim promenama; d) usmereni na unapređenje prakse.
Komparativne prednosti proučavanja ZU kroz okvir KITD mapirane su u: a) naglašavanju
značaja dijahrone dimenzije, tj. u praćenju istorijskih transformacija sistema, koje
omogućava posmatranje toga kako se objekat sistema (školska misija i vizija)
reprodukuje, uz reprodukciju praksi koje ga podržavaju; b) jačem naglasku na
istraživanju toga kako materijalni resursi oblikuju školsku praksu; c) usmerenju na
inherentne kontradikcije sistema, koje omogućavaju mapiranje mesta njegove
ranjivosti, ali i mogućeg rasta; d) većoj kulturnoj osetljivosti - tezi da ono što predstavlja
dobru praksu u različitim ZU zavisi od specifičnog sociokulturnog konteksta. Zahvaljujući
jasnijoj konceptualizaciji elemenata sistema (objekat, subjekti, alati, zajednica, pravila,
podela rada) i njihovih međusobnih interakcija, a time i osetljivosti za različite aspekte
koji posreduju razvoj ZU, KITD predstavlja dobro polazište za buduće empirijske studije
usmerene na razvoj škola kao ZU. Posebnu vrednost ovakvog pristupa vidimo u
mogućnosti identifikovanja načina na koje se dobre prakse reprodukuju i dalje
transformišu u školi kao ZU.
AB  - In order to systematically study the complex network of school actors who work together in achieving educational goals, we rely on the concept of school as a learning community (LC). The Integrative model of the school as a learning organization (OECD, 2016) specifies 7 dimensions that constitute the LC: 1) establishment of school mission and vision aimed at student learning; 2) devotion to the professional development of the staff; 3) culture of collaboration that binds the actions of different actors; 4) culture that supports the exploration and innovative approaches; 5) data-based decision making; 6) collaboration of the school and the external environment; 7) school principal leadership focused on learning. OECD model represents a significant improvement in the systematization of the dimensions of LC. However, it lacks conceptualization of their interconnectedness, which would advance our understanding of the dynamic aspects of the schools as LSs and, hence, dynamic factors that affect further transformation of the schools into LC. In order to overcome this shortcoming, we suggest studying the LCs, defined in the OECD model, through the lens of cultural-historical Activity theory (CHAT) of the third generation (Sannino & Engestrom, 2018). The aim of this paper is to present a conceptual overview of the compatibility of these frameworks, and comparative advantages of studying the LC through the lens of CHAT. Conceptual analysis revealed the epistemological compatibility of the two approaches, in sense that both: a) are systemic approaches; b) view psychological processes and practice as mediated by symbolic and material socio-cultural resources; c) define LC as a flexible system, i.e. adaptable to external changes; d) aim at improving practice. The comparative advantages of studying LC through the lens of CHAT are recognized in: a) emphasizing the importance of the diachronic dimension - mapping the historical transformations of the system, which shows how the object (school mission and vision) is reproduced, along with the reproduction of the practices that underpin it; b) stronger emphasis on studying how material resources shape professional practices; c) focusing on the inherent contradictions of the system, which aid in mapping places of its vulnerability, but also of possible growth; d) greater cultural sensitivity - what counts as a good practice in a particular school depends on its specific sociocultural context. As a result of a clearer conceptualization of the elements of the system (object, subjects, tools, community, rules, division of labor) and their mutual interactions, and, thus, sensitivity to the various aspects that mediate the development of the LC, CHAT represents a good starting point for future empirical studies of schools as LCs. The distinctive value of this approach, as we see it, is the possibility of identifying the ways in which good school practices are reproduced and further transformed within a school as LC.
PB  - Novi Sad: Department of Psychology, Faculty of Philosophy, University of Novi Sad
C3  - Knjiga sažetaka, Savremeni trendovi u psihologiji, Filozofski fakultet Novi sad, 26-28. oktobar
T1  - Delamo zajedno, učimo zajedno: Primena Teorije delatnosti na proučavanje škole kao zajednice učenja
T1  - We act together, we learn together: Activity theory as a framework for exploring school as learning community
UR  - https://hdl.handle.net/21.15107/rcub_reff_5347
ER  - 

@conference{
author = "Vračar, Selena and Grbić, Sanja",
year = "2023",
abstract = "Kako bismo pristupili sistemskom sagledavanju kompleksne umreženosti aktera jedne
školske zajednice usmerenih na postizanje obrazovnih ciljeva, oslanjamo se na koncept
škole kao zajednice učenja (ZU). Integrativni model škole kao zajednice učenja (OECD, 2016) specifikuje 7 dimenzija koje konstituišu ZU: 1) postojanje ciljeva, misije i vizije škole,
a koji su usmereni na učenje učenika; 2) postojanje jake podrške profesionalnom razvoju
zaposlenih; 3) izražena kultura kolaboracije kojom se uvezuje delovanje različitih aktera;
4) postojanje klime koja podržava eksploraciju strategija rada i razmatranje inovativih
pristupa; 5) donošenje odluka koje počivaju na rezultatima stanja i/ili napretka; 6)
povezanost ustanove sa njenim spoljašnjim okruženjem; 7) praktikovanje liderstva
direktora škole koje je usmereno na učenje. OECD model predstavlja značajan napredak
u sistematizaciji dimenzija ZU. Međutim, izostaje konceptualizacija njihove
međupovezanosti, koja bi omogućila razumevanje dinamike, tj. funkcionisanja škola kao
ZU i mapiranja dinamičkih aspekata sistema koji oblikuju dalju transformaciju škole u ZU.
Kako bismo prevazišli identifikovani nedostatak, predlažemo proučavanje ZU,
koncipirane preko OECD modela, kroz okvir kulturno-istorijske Teorije delatnosti (KITD)
treće generacije (Sannino & Engestrom, 2018). Cilj ovog rada je predstavljanje
konceptualne kompatibilnosti ovih pristupa, te komparativne prednosti proučavanja ZU
kroz okvir KITD. Na osnovu konceptualne analize, identifikovana je epistemološka
kompatibilnost dva pristupa, koju prepoznajemo u tome što su oba: a) sistemski
pristupi; b) stanovišta da su psihološki procesi i praksa posredovani simboličkim i
materijalnim socio-kulturnim resursima; c) uverenja da je ZU sistem koji je fleksibilan, tj.
prilagođava se spoljašnjim promenama; d) usmereni na unapređenje prakse.
Komparativne prednosti proučavanja ZU kroz okvir KITD mapirane su u: a) naglašavanju
značaja dijahrone dimenzije, tj. u praćenju istorijskih transformacija sistema, koje
omogućava posmatranje toga kako se objekat sistema (školska misija i vizija)
reprodukuje, uz reprodukciju praksi koje ga podržavaju; b) jačem naglasku na
istraživanju toga kako materijalni resursi oblikuju školsku praksu; c) usmerenju na
inherentne kontradikcije sistema, koje omogućavaju mapiranje mesta njegove
ranjivosti, ali i mogućeg rasta; d) većoj kulturnoj osetljivosti - tezi da ono što predstavlja
dobru praksu u različitim ZU zavisi od specifičnog sociokulturnog konteksta. Zahvaljujući
jasnijoj konceptualizaciji elemenata sistema (objekat, subjekti, alati, zajednica, pravila,
podela rada) i njihovih međusobnih interakcija, a time i osetljivosti za različite aspekte
koji posreduju razvoj ZU, KITD predstavlja dobro polazište za buduće empirijske studije
usmerene na razvoj škola kao ZU. Posebnu vrednost ovakvog pristupa vidimo u
mogućnosti identifikovanja načina na koje se dobre prakse reprodukuju i dalje
transformišu u školi kao ZU., In order to systematically study the complex network of school actors who work together in achieving educational goals, we rely on the concept of school as a learning community (LC). The Integrative model of the school as a learning organization (OECD, 2016) specifies 7 dimensions that constitute the LC: 1) establishment of school mission and vision aimed at student learning; 2) devotion to the professional development of the staff; 3) culture of collaboration that binds the actions of different actors; 4) culture that supports the exploration and innovative approaches; 5) data-based decision making; 6) collaboration of the school and the external environment; 7) school principal leadership focused on learning. OECD model represents a significant improvement in the systematization of the dimensions of LC. However, it lacks conceptualization of their interconnectedness, which would advance our understanding of the dynamic aspects of the schools as LSs and, hence, dynamic factors that affect further transformation of the schools into LC. In order to overcome this shortcoming, we suggest studying the LCs, defined in the OECD model, through the lens of cultural-historical Activity theory (CHAT) of the third generation (Sannino & Engestrom, 2018). The aim of this paper is to present a conceptual overview of the compatibility of these frameworks, and comparative advantages of studying the LC through the lens of CHAT. Conceptual analysis revealed the epistemological compatibility of the two approaches, in sense that both: a) are systemic approaches; b) view psychological processes and practice as mediated by symbolic and material socio-cultural resources; c) define LC as a flexible system, i.e. adaptable to external changes; d) aim at improving practice. The comparative advantages of studying LC through the lens of CHAT are recognized in: a) emphasizing the importance of the diachronic dimension - mapping the historical transformations of the system, which shows how the object (school mission and vision) is reproduced, along with the reproduction of the practices that underpin it; b) stronger emphasis on studying how material resources shape professional practices; c) focusing on the inherent contradictions of the system, which aid in mapping places of its vulnerability, but also of possible growth; d) greater cultural sensitivity - what counts as a good practice in a particular school depends on its specific sociocultural context. As a result of a clearer conceptualization of the elements of the system (object, subjects, tools, community, rules, division of labor) and their mutual interactions, and, thus, sensitivity to the various aspects that mediate the development of the LC, CHAT represents a good starting point for future empirical studies of schools as LCs. The distinctive value of this approach, as we see it, is the possibility of identifying the ways in which good school practices are reproduced and further transformed within a school as LC.",
publisher = "Novi Sad: Department of Psychology, Faculty of Philosophy, University of Novi Sad",
journal = "Knjiga sažetaka, Savremeni trendovi u psihologiji, Filozofski fakultet Novi sad, 26-28. oktobar",
title = "Delamo zajedno, učimo zajedno: Primena Teorije delatnosti na proučavanje škole kao zajednice učenja, We act together, we learn together: Activity theory as a framework for exploring school as learning community",
url = "https://hdl.handle.net/21.15107/rcub_reff_5347"
}

Vračar, S.,& Grbić, S.. (2023). Delamo zajedno, učimo zajedno: Primena Teorije delatnosti na proučavanje škole kao zajednice učenja. in Knjiga sažetaka, Savremeni trendovi u psihologiji, Filozofski fakultet Novi sad, 26-28. oktobar
Novi Sad: Department of Psychology, Faculty of Philosophy, University of Novi Sad..
https://hdl.handle.net/21.15107/rcub_reff_5347

Vračar S, Grbić S. Delamo zajedno, učimo zajedno: Primena Teorije delatnosti na proučavanje škole kao zajednice učenja. in Knjiga sažetaka, Savremeni trendovi u psihologiji, Filozofski fakultet Novi sad, 26-28. oktobar. 2023;.
https://hdl.handle.net/21.15107/rcub_reff_5347 .

Vračar, Selena, Grbić, Sanja, "Delamo zajedno, učimo zajedno: Primena Teorije delatnosti na proučavanje škole kao zajednice učenja" in Knjiga sažetaka, Savremeni trendovi u psihologiji, Filozofski fakultet Novi sad, 26-28. oktobar (2023),
https://hdl.handle.net/21.15107/rcub_reff_5347 .

TY  - CONF
AU  - Grbić, Sanja
AU  - Vračar, Selena
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4915
AB  - Individualistic orientation in psychology and a reliance on statistical analysis
contributed to the lack of methodological resources for empirical research of processual and
relational phenomena. Qualitative methods helped, but what is still omitted are the studies
of interaction, which would explore the in-vivo microgenetic process of individual identity
co-construction in social interaction. Thus, sociocultural psychologists’ assumptions
regarding identity development were impossible to investigate, and this state was
reproduced in the “Big story” narrative approach. The solution offers the “Small story”
approach, utilising the methods of neighbouring disciplines, which we further adapted for
psychology. This workshop aims to present a methodological framework consisting of 3
levels of interaction analysis, suitable for empirically exploring the process of reality and
identity co-construction. In the first part of the workshop, participants will be acquainted
with the analytical levels 1 and 2 – conversation and discourse analysis, which involves
mapping the discursive strategies that social actors use to demonstrate affiliation and to
impose their own version of reality. In the second part, we continue with the analytical level
3 – positioning analysis and membership categorization analysis, aimed at determining
which identity positions are made available by the strategies employed and a reality version
constructed. Participants will, first in pairs, and then through reflective exchange with the
rest of the group, thoroughly practise the application of these analytical resources on a
plethora of concrete examples. Finally, there will be a demonstration on how to integrate
interaction analysis with the “Big story” narrative analysis, focusing on how social actors
co-construct a shared narrative about a relevant event, while at the same time maintaining
an individual version, not necessarily aligned with the shared one. We will discuss the
suitability of the presented methodological framework for psychological research and the
theoretical implications of the findings for the understanding of individual identity.
PB  - University of Niš: Faculty of Philosophy, Department of Psychology
C3  - Book of abstracts - 19th International Conference Days of Applied Psychology, Niš, Serbia, September 29th-30th
T1  - Interaction analysis and identity co-construction: Down the methodological rabbit hole
DO  - https://doi.org/10.46630/adpp.2023
ER  - 

@conference{
author = "Grbić, Sanja and Vračar, Selena",
year = "2023",
abstract = "Individualistic orientation in psychology and a reliance on statistical analysis
contributed to the lack of methodological resources for empirical research of processual and
relational phenomena. Qualitative methods helped, but what is still omitted are the studies
of interaction, which would explore the in-vivo microgenetic process of individual identity
co-construction in social interaction. Thus, sociocultural psychologists’ assumptions
regarding identity development were impossible to investigate, and this state was
reproduced in the “Big story” narrative approach. The solution offers the “Small story”
approach, utilising the methods of neighbouring disciplines, which we further adapted for
psychology. This workshop aims to present a methodological framework consisting of 3
levels of interaction analysis, suitable for empirically exploring the process of reality and
identity co-construction. In the first part of the workshop, participants will be acquainted
with the analytical levels 1 and 2 – conversation and discourse analysis, which involves
mapping the discursive strategies that social actors use to demonstrate affiliation and to
impose their own version of reality. In the second part, we continue with the analytical level
3 – positioning analysis and membership categorization analysis, aimed at determining
which identity positions are made available by the strategies employed and a reality version
constructed. Participants will, first in pairs, and then through reflective exchange with the
rest of the group, thoroughly practise the application of these analytical resources on a
plethora of concrete examples. Finally, there will be a demonstration on how to integrate
interaction analysis with the “Big story” narrative analysis, focusing on how social actors
co-construct a shared narrative about a relevant event, while at the same time maintaining
an individual version, not necessarily aligned with the shared one. We will discuss the
suitability of the presented methodological framework for psychological research and the
theoretical implications of the findings for the understanding of individual identity.",
publisher = "University of Niš: Faculty of Philosophy, Department of Psychology",
journal = "Book of abstracts - 19th International Conference Days of Applied Psychology, Niš, Serbia, September 29th-30th",
title = "Interaction analysis and identity co-construction: Down the methodological rabbit hole",
doi = "https://doi.org/10.46630/adpp.2023"
}

Grbić, S.,& Vračar, S.. (2023). Interaction analysis and identity co-construction: Down the methodological rabbit hole. in Book of abstracts - 19th International Conference Days of Applied Psychology, Niš, Serbia, September 29th-30th
University of Niš: Faculty of Philosophy, Department of Psychology..
https://doi.org/https://doi.org/10.46630/adpp.2023

Grbić S, Vračar S. Interaction analysis and identity co-construction: Down the methodological rabbit hole. in Book of abstracts - 19th International Conference Days of Applied Psychology, Niš, Serbia, September 29th-30th. 2023;.
doi:https://doi.org/10.46630/adpp.2023 .

Grbić, Sanja, Vračar, Selena, "Interaction analysis and identity co-construction: Down the methodological rabbit hole" in Book of abstracts - 19th International Conference Days of Applied Psychology, Niš, Serbia, September 29th-30th (2023),
https://doi.org/https://doi.org/10.46630/adpp.2023 . .

TY  - CONF
AU  - Grbić, Sanja
AU  - Stanković, Biljana
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4458
AB  - The fundamental assumption of sociocultural psychologists studying narrative identity
development is that individual identity is co-constructed, i.e., a product of social relations.
Characteristics of this process of co-construction are, nevertheless, empirically underexplored,
and this gap is especially prominent in the studies of adolescent identity. The “Big story”
approach, dominant in the field, advocates individual interviews and the use of retrospective
data in order to examine already established identity positions. Alternatively, psychologists
observe participants’ interactions or experimentally manipulate them in order to quantify the
aspects of the storyteller’s self-narrative and to correlate them to the listener’s reactions. What
is missing are methodological tools that would enable researchers to examine qualitative
aspects of the process of adolescent identity co-construction during interaction. In the last 20
years, the “Small story” approach has emerged within narrative psychology and it focuses on
the microgenetic processes of identity development. These processes refer to the progressive
sedimentation of interactive sense-making through negotiation in which various identity
positions get tried out, resisted, or adopted. This paper builds on methodological resources
advanced by the “Small story” approach and further develops them, with the aim to offer a
methodological framework for analyzing identity co-construction. The framework entails three
levels of interaction analysis, each posing different analytical questions. The first level utilizes
resources of conversation analysis and focuses on the formal aspects of interaction in order to
answer how the participants achieve shared understanding and demonstrate affiliation. The
second level pertains to discourse analysis of strategies, demonstrating how participants
negotiate and which devices they use to impose their own morally defensible account. The third
level uses positioning analysis (supplemented by the ethnomethodological membership
categorization analysis), aimed at determining which identity positions are co-construed and
made available by the form of interaction and strategies employed. The practical application of
this framework will be demonstrated to show the usefulness of presented methodological tools
for sociocultural studies of identity exploration in adolescence, especially when these “Small
story” resources are combined with the “Big story” methodology.
PB  - Beograd: Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju Filozofskog Fakulteta Univerziteta u Beogradu
C3  - Book of abstracts, XXIX Scientific Conference “Empirical Studies in Psychology”, Belgrade
T1  - How can we empirically explore adolescent identity co-construction? Discursive approach to positioning analysis as a methodological contribution to sociocultural psychology
SP  - 72
UR  - https://hdl.handle.net/21.15107/rcub_reff_4458
ER  - 

@conference{
author = "Grbić, Sanja and Stanković, Biljana",
year = "2023",
abstract = "The fundamental assumption of sociocultural psychologists studying narrative identity
development is that individual identity is co-constructed, i.e., a product of social relations.
Characteristics of this process of co-construction are, nevertheless, empirically underexplored,
and this gap is especially prominent in the studies of adolescent identity. The “Big story”
approach, dominant in the field, advocates individual interviews and the use of retrospective
data in order to examine already established identity positions. Alternatively, psychologists
observe participants’ interactions or experimentally manipulate them in order to quantify the
aspects of the storyteller’s self-narrative and to correlate them to the listener’s reactions. What
is missing are methodological tools that would enable researchers to examine qualitative
aspects of the process of adolescent identity co-construction during interaction. In the last 20
years, the “Small story” approach has emerged within narrative psychology and it focuses on
the microgenetic processes of identity development. These processes refer to the progressive
sedimentation of interactive sense-making through negotiation in which various identity
positions get tried out, resisted, or adopted. This paper builds on methodological resources
advanced by the “Small story” approach and further develops them, with the aim to offer a
methodological framework for analyzing identity co-construction. The framework entails three
levels of interaction analysis, each posing different analytical questions. The first level utilizes
resources of conversation analysis and focuses on the formal aspects of interaction in order to
answer how the participants achieve shared understanding and demonstrate affiliation. The
second level pertains to discourse analysis of strategies, demonstrating how participants
negotiate and which devices they use to impose their own morally defensible account. The third
level uses positioning analysis (supplemented by the ethnomethodological membership
categorization analysis), aimed at determining which identity positions are co-construed and
made available by the form of interaction and strategies employed. The practical application of
this framework will be demonstrated to show the usefulness of presented methodological tools
for sociocultural studies of identity exploration in adolescence, especially when these “Small
story” resources are combined with the “Big story” methodology.",
publisher = "Beograd: Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju Filozofskog Fakulteta Univerziteta u Beogradu",
journal = "Book of abstracts, XXIX Scientific Conference “Empirical Studies in Psychology”, Belgrade",
title = "How can we empirically explore adolescent identity co-construction? Discursive approach to positioning analysis as a methodological contribution to sociocultural psychology",
pages = "72",
url = "https://hdl.handle.net/21.15107/rcub_reff_4458"
}

Grbić, S.,& Stanković, B.. (2023). How can we empirically explore adolescent identity co-construction? Discursive approach to positioning analysis as a methodological contribution to sociocultural psychology. in Book of abstracts, XXIX Scientific Conference “Empirical Studies in Psychology”, Belgrade
Beograd: Institut za psihologiju i Laboratorija za eksperimentalnu psihologiju Filozofskog Fakulteta Univerziteta u Beogradu., 72.
https://hdl.handle.net/21.15107/rcub_reff_4458

Grbić S, Stanković B. How can we empirically explore adolescent identity co-construction? Discursive approach to positioning analysis as a methodological contribution to sociocultural psychology. in Book of abstracts, XXIX Scientific Conference “Empirical Studies in Psychology”, Belgrade. 2023;:72.
https://hdl.handle.net/21.15107/rcub_reff_4458 .

Grbić, Sanja, Stanković, Biljana, "How can we empirically explore adolescent identity co-construction? Discursive approach to positioning analysis as a methodological contribution to sociocultural psychology" in Book of abstracts, XXIX Scientific Conference “Empirical Studies in Psychology”, Belgrade (2023):72,
https://hdl.handle.net/21.15107/rcub_reff_4458 .

TY  - JOUR
AU  - Džinović, Vladimir
AU  - Grbić, Sanja
AU  - Vesić, Dragan
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/4446
AB  - The paper offers an analytical framework for conceptualization and
research of the structure and dynamics of the agonistic self, relying on
Hermans’ dialogical self theory and Foucault’s analytics of power. In a
multiple-case study, 9 teachers participated in a two-phase Agonistic
Self Interview. A deductive-inductive thematic analysis of the data
yielded an analytical framework comprising 4 categories: Functions of
Voices, Power Relations (with two sub-categories: Forms of Exercising
Power and Practices for Exercising Power and Resistance), Types of
Relations Between Voices, and Institutional Context. The paper offers the
analytical concept of a strategic situation along with novel
methodological tools for the research and analysis of the self as
embedded in interpersonal relationships and sociocultural and
institutional context. The psychological relevance of the findings is
discussed in terms of relations between dominance and maintaining
plurality within the self and relations between the stability and social
contextualization of the self.
PB  - SAGE
T2  - Culture & Psychology
T1  - Defining the Self in Terms of Power, Plurality and Social Embeddedness – the Model of the Agonistic Self
DO  - 10.1177/1354067X231156595
ER  - 

@article{
author = "Džinović, Vladimir and Grbić, Sanja and Vesić, Dragan",
year = "2023",
abstract = "The paper offers an analytical framework for conceptualization and
research of the structure and dynamics of the agonistic self, relying on
Hermans’ dialogical self theory and Foucault’s analytics of power. In a
multiple-case study, 9 teachers participated in a two-phase Agonistic
Self Interview. A deductive-inductive thematic analysis of the data
yielded an analytical framework comprising 4 categories: Functions of
Voices, Power Relations (with two sub-categories: Forms of Exercising
Power and Practices for Exercising Power and Resistance), Types of
Relations Between Voices, and Institutional Context. The paper offers the
analytical concept of a strategic situation along with novel
methodological tools for the research and analysis of the self as
embedded in interpersonal relationships and sociocultural and
institutional context. The psychological relevance of the findings is
discussed in terms of relations between dominance and maintaining
plurality within the self and relations between the stability and social
contextualization of the self.",
publisher = "SAGE",
journal = "Culture & Psychology",
title = "Defining the Self in Terms of Power, Plurality and Social Embeddedness – the Model of the Agonistic Self",
doi = "10.1177/1354067X231156595"
}

Džinović, V., Grbić, S.,& Vesić, D.. (2023). Defining the Self in Terms of Power, Plurality and Social Embeddedness – the Model of the Agonistic Self. in Culture & Psychology
SAGE..
https://doi.org/10.1177/1354067X231156595

Džinović V, Grbić S, Vesić D. Defining the Self in Terms of Power, Plurality and Social Embeddedness – the Model of the Agonistic Self. in Culture & Psychology. 2023;.
doi:10.1177/1354067X231156595 .

Džinović, Vladimir, Grbić, Sanja, Vesić, Dragan, "Defining the Self in Terms of Power, Plurality and Social Embeddedness – the Model of the Agonistic Self" in Culture & Psychology (2023),
https://doi.org/10.1177/1354067X231156595 . .

TY  - CONF
AU  - Vesić, Dragan
AU  - Grbić, Sanja
AU  - Prijić, Milica
PY  - 2023
UR  - http://reff.f.bg.ac.rs/handle/123456789/5685
AB  - Iako psihologiju ličnih konstrukata (PLK) kao psihoterapijski modalitet karakteriše dovoljno „utegnutosti“ i koherentnosti, uz jasne implikacije po psihoterapijsku praksu, ona je i dovoljno permeabilna, tj.
otvorena za teorijske i praktične elemente iz drugih teorija, sve dok
su te novine u skladu sa (meta)teorijskim postavkama PLK. Ovaj rad
posvećen je prikazu Modela agonističkog selfa (MAS) i njegovih doprinosa konstrukivističkoj psihoterapiji. MAS predstavlja teorijski i metodološki aparat za proučavanje distribuisanog i polifonog selfa, koji
se oslanja na Hermansovu teoriju dijaloškog selfa (DST) i na fukoovsku
analitiku moći, a nadovezuje se i na postojeće operacionalizacije polifonog selfa u okviru PLK (Zajednica sopstva i Konstruktivistički rologram).
MAS karakterišu tri gradivna bloka: a) funkcije glasova, kojih smo mapirali 8, b) 3 oblika i 2 prakse vršenja moći i c) odnosi između glasova,
kojih je prepoznato 6. Ovi gradivni blokovi predstavljaju konceptualni
aparat za mapiranje ključne komponente MAS – konstelacije. Konstelaciju definišemo kao, širi, ponavljajući, obrazac odnosa unutrašnjih, internalizovanih i spoljašnjih glasova selfa u konkretnom institucionalnom i socijalnom kontekstu, koji ima specifičnu psihosocijalnu funkciju. Konstelacije,
kao formalne, od sadržaja nezavisne kategorije predstavljaju glavnu
jedinicu analize višeglasnog agonističkog selfa. Od šest do sada identifikovanih konstelacija, u radu će biti prikazane dve - Kralj i njegovo
kraljevstvo i Borba za očuvanje smisla, na primeru lične priče klijentkinje
koja se nalazi u životnoj tranziciji. Izazovi nakon završetka master
studija u stranoj zemlji, koji podrazumevaju nemogućnost nalaženja posla i pritisak oko rešavanja pitanja vize u situaciji odvojenosti od
porodice rezultirali su uzdrmavanjem sržnih uverenja klijentkinje, gubitkom osećaja smisla i dovođenjem u pitanje osećaja lične vrednosti.
Diskutovaćemo koje terapijske hipoteze i konkretne smernice za rad
konstruktivističkim psihoterapeutima nudi model agonističkog selfa.
PB  - Beograd: Savez društava psihoterapeuta Srbije i Novi Sad: Psihopolis institut
C3  - Zbornik rezimea, 13. kongres psihoterapeuta Srbije, 28-31. oktobar
T1  - Model agonističkog selfa – doprinos radu sa višeglasjem u konstruktivističkoj psihoterapiji
EP  - 227
SP  - 226
UR  - https://hdl.handle.net/21.15107/rcub_reff_5685
ER  - 

@conference{
author = "Vesić, Dragan and Grbić, Sanja and Prijić, Milica",
year = "2023",
abstract = "Iako psihologiju ličnih konstrukata (PLK) kao psihoterapijski modalitet karakteriše dovoljno „utegnutosti“ i koherentnosti, uz jasne implikacije po psihoterapijsku praksu, ona je i dovoljno permeabilna, tj.
otvorena za teorijske i praktične elemente iz drugih teorija, sve dok
su te novine u skladu sa (meta)teorijskim postavkama PLK. Ovaj rad
posvećen je prikazu Modela agonističkog selfa (MAS) i njegovih doprinosa konstrukivističkoj psihoterapiji. MAS predstavlja teorijski i metodološki aparat za proučavanje distribuisanog i polifonog selfa, koji
se oslanja na Hermansovu teoriju dijaloškog selfa (DST) i na fukoovsku
analitiku moći, a nadovezuje se i na postojeće operacionalizacije polifonog selfa u okviru PLK (Zajednica sopstva i Konstruktivistički rologram).
MAS karakterišu tri gradivna bloka: a) funkcije glasova, kojih smo mapirali 8, b) 3 oblika i 2 prakse vršenja moći i c) odnosi između glasova,
kojih je prepoznato 6. Ovi gradivni blokovi predstavljaju konceptualni
aparat za mapiranje ključne komponente MAS – konstelacije. Konstelaciju definišemo kao, širi, ponavljajući, obrazac odnosa unutrašnjih, internalizovanih i spoljašnjih glasova selfa u konkretnom institucionalnom i socijalnom kontekstu, koji ima specifičnu psihosocijalnu funkciju. Konstelacije,
kao formalne, od sadržaja nezavisne kategorije predstavljaju glavnu
jedinicu analize višeglasnog agonističkog selfa. Od šest do sada identifikovanih konstelacija, u radu će biti prikazane dve - Kralj i njegovo
kraljevstvo i Borba za očuvanje smisla, na primeru lične priče klijentkinje
koja se nalazi u životnoj tranziciji. Izazovi nakon završetka master
studija u stranoj zemlji, koji podrazumevaju nemogućnost nalaženja posla i pritisak oko rešavanja pitanja vize u situaciji odvojenosti od
porodice rezultirali su uzdrmavanjem sržnih uverenja klijentkinje, gubitkom osećaja smisla i dovođenjem u pitanje osećaja lične vrednosti.
Diskutovaćemo koje terapijske hipoteze i konkretne smernice za rad
konstruktivističkim psihoterapeutima nudi model agonističkog selfa.",
publisher = "Beograd: Savez društava psihoterapeuta Srbije i Novi Sad: Psihopolis institut",
journal = "Zbornik rezimea, 13. kongres psihoterapeuta Srbije, 28-31. oktobar",
title = "Model agonističkog selfa – doprinos radu sa višeglasjem u konstruktivističkoj psihoterapiji",
pages = "227-226",
url = "https://hdl.handle.net/21.15107/rcub_reff_5685"
}

Vesić, D., Grbić, S.,& Prijić, M.. (2023). Model agonističkog selfa – doprinos radu sa višeglasjem u konstruktivističkoj psihoterapiji. in Zbornik rezimea, 13. kongres psihoterapeuta Srbije, 28-31. oktobar
Beograd: Savez društava psihoterapeuta Srbije i Novi Sad: Psihopolis institut., 226-227.
https://hdl.handle.net/21.15107/rcub_reff_5685

Vesić D, Grbić S, Prijić M. Model agonističkog selfa – doprinos radu sa višeglasjem u konstruktivističkoj psihoterapiji. in Zbornik rezimea, 13. kongres psihoterapeuta Srbije, 28-31. oktobar. 2023;:226-227.
https://hdl.handle.net/21.15107/rcub_reff_5685 .

Vesić, Dragan, Grbić, Sanja, Prijić, Milica, "Model agonističkog selfa – doprinos radu sa višeglasjem u konstruktivističkoj psihoterapiji" in Zbornik rezimea, 13. kongres psihoterapeuta Srbije, 28-31. oktobar (2023):226-227,
https://hdl.handle.net/21.15107/rcub_reff_5685 .

TY  - JOUR
AU  - Džinović, Vladimir
AU  - Grbić, Sanja
AU  - Vesić, Dragan
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4447
AB  - In this paper, we present an exploratory study on tensions in teacher professional identity based on the Model of Agonistic Self. The sample comprised nine class and subject teachers employed at two primary schools in Belgrade. The research was conceived as a multiple-case study in which thematic analysis was used as an auxiliary method for analyzing the data obtained via a semi-structured interview. The criterion for the selection of tense situations was the presence of
one of the four types of tense relations in the agonistic self: acceptance with critique, productive tension, acute conflict, and permanent conflict. These relations were interpreted as different forms of psychosocial dynamics and ways of resolving psychological tension among participants. Subsequently, we thematically categorized the selected situations. We identified nine themes in relation to which our participants had professional dilemmas. Our findings indicate that the same professional dilemma within a teacher’s self can manifest itself in different kinds of tense relations. This suggests that it is not sufficient to direct research attention towards the content of the narratives about professional dilemmas, but that it is also necessary to explore different mechanisms of psychosocial dynamics through which these tensions develop and get resolved. This perspective on teachers’ professional dilemmas represents a contribution to the creation of new models and the refinement of existing models of teacher professional development.
AB  - U ovom radu predstavljamo eksplorativno istraživanje u čijem su fokusu tenzije u profesionalnom identitetu nastavnika, koje smo koncipirali oslanjajući se na model agonističkog selfa. U istraživanju je učestvovalo devet nastavnica predmetne i razredne nastave iz dve beogradske osnovne škole. Istraživanje smo dizajnirali kao višestruku studiju slučaja u kojoj smo kao pomoćnu metodu analize podataka, dobijenih putem polustrukturisanog intervjua, koristili tematsku analizu. Kao kriterijum selekcije tenzičnih situacija koristili smo prisustvo jednog od četiri tipa tenzičnih odnosa u agonističkom selfu: kritičko prihvatanje, produktivna tenzija, akutni sukob i trajni sukob. Ove odnose interpretirali smo kao različite načine odvijanja psihosocijalne dinamike i rešavanja psihološke tenzije učesnica. Selektovane situacije smo, potom, tematski kategorisali. Identifikovali smo 9 tema u vezi sa kojima nastavnice imaju profesionalne dileme. Naši rezultati ukazuju na to da se ista profesionalna dilema u selfu nastavnika manifestuje kroz različite tipove tenzičnog odnosa, što sugeriše da nije dovoljno usmeriti istraživačku pažnju na sadržaj narativa o profesionalnim dilemama već i na različite mehanizme psihosocijalne dinamike putem kojih se date tenzije odvijaju i razrešavaju. Ovakvav pogled na profesionalne dileme nastavnika predstavlja doprinos za osmišljavanje novih i unapređivanje postojećih modela profesionalnog razvoja nastavnika.
PB  - Institut za pedagoška istraživanja
PB  - Institute for Educational Research
T2  - Zbornik Instituta za pedagoska istrazivanja
T1  - "I am tilting at windmills": Tensions in teacher professional identity from the perspective of the Model of the Agonistic Self
T1  - „Borim se sa vetrenjačama”: tenzije u profesionalnom identitetu nastavnika iz perspektive Modela agonističkog selfa
EP  - 222
IS  - 2
SP  - 189
VL  - 54
DO  - https://doi.org/10.2298/ZIPI2202189D
ER  - 

@article{
author = "Džinović, Vladimir and Grbić, Sanja and Vesić, Dragan",
year = "2022",
abstract = "In this paper, we present an exploratory study on tensions in teacher professional identity based on the Model of Agonistic Self. The sample comprised nine class and subject teachers employed at two primary schools in Belgrade. The research was conceived as a multiple-case study in which thematic analysis was used as an auxiliary method for analyzing the data obtained via a semi-structured interview. The criterion for the selection of tense situations was the presence of
one of the four types of tense relations in the agonistic self: acceptance with critique, productive tension, acute conflict, and permanent conflict. These relations were interpreted as different forms of psychosocial dynamics and ways of resolving psychological tension among participants. Subsequently, we thematically categorized the selected situations. We identified nine themes in relation to which our participants had professional dilemmas. Our findings indicate that the same professional dilemma within a teacher’s self can manifest itself in different kinds of tense relations. This suggests that it is not sufficient to direct research attention towards the content of the narratives about professional dilemmas, but that it is also necessary to explore different mechanisms of psychosocial dynamics through which these tensions develop and get resolved. This perspective on teachers’ professional dilemmas represents a contribution to the creation of new models and the refinement of existing models of teacher professional development., U ovom radu predstavljamo eksplorativno istraživanje u čijem su fokusu tenzije u profesionalnom identitetu nastavnika, koje smo koncipirali oslanjajući se na model agonističkog selfa. U istraživanju je učestvovalo devet nastavnica predmetne i razredne nastave iz dve beogradske osnovne škole. Istraživanje smo dizajnirali kao višestruku studiju slučaja u kojoj smo kao pomoćnu metodu analize podataka, dobijenih putem polustrukturisanog intervjua, koristili tematsku analizu. Kao kriterijum selekcije tenzičnih situacija koristili smo prisustvo jednog od četiri tipa tenzičnih odnosa u agonističkom selfu: kritičko prihvatanje, produktivna tenzija, akutni sukob i trajni sukob. Ove odnose interpretirali smo kao različite načine odvijanja psihosocijalne dinamike i rešavanja psihološke tenzije učesnica. Selektovane situacije smo, potom, tematski kategorisali. Identifikovali smo 9 tema u vezi sa kojima nastavnice imaju profesionalne dileme. Naši rezultati ukazuju na to da se ista profesionalna dilema u selfu nastavnika manifestuje kroz različite tipove tenzičnog odnosa, što sugeriše da nije dovoljno usmeriti istraživačku pažnju na sadržaj narativa o profesionalnim dilemama već i na različite mehanizme psihosocijalne dinamike putem kojih se date tenzije odvijaju i razrešavaju. Ovakvav pogled na profesionalne dileme nastavnika predstavlja doprinos za osmišljavanje novih i unapređivanje postojećih modela profesionalnog razvoja nastavnika.",
publisher = "Institut za pedagoška istraživanja, Institute for Educational Research",
journal = "Zbornik Instituta za pedagoska istrazivanja",
title = ""I am tilting at windmills": Tensions in teacher professional identity from the perspective of the Model of the Agonistic Self, „Borim se sa vetrenjačama”: tenzije u profesionalnom identitetu nastavnika iz perspektive Modela agonističkog selfa",
pages = "222-189",
number = "2",
volume = "54",
doi = "https://doi.org/10.2298/ZIPI2202189D"
}

Džinović, V., Grbić, S.,& Vesić, D.. (2022). "I am tilting at windmills": Tensions in teacher professional identity from the perspective of the Model of the Agonistic Self. in Zbornik Instituta za pedagoska istrazivanja
Institut za pedagoška istraživanja., 54(2), 189-222.
https://doi.org/https://doi.org/10.2298/ZIPI2202189D

Džinović V, Grbić S, Vesić D. "I am tilting at windmills": Tensions in teacher professional identity from the perspective of the Model of the Agonistic Self. in Zbornik Instituta za pedagoska istrazivanja. 2022;54(2):189-222.
doi:https://doi.org/10.2298/ZIPI2202189D .

Džinović, Vladimir, Grbić, Sanja, Vesić, Dragan, ""I am tilting at windmills": Tensions in teacher professional identity from the perspective of the Model of the Agonistic Self" in Zbornik Instituta za pedagoska istrazivanja, 54, no. 2 (2022):189-222,
https://doi.org/https://doi.org/10.2298/ZIPI2202189D . .

TY  - CONF
AU  - Džinović, Vladimir
AU  - Vesić, Dragan
AU  - Grbić, Sanja
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4468
AB  - We propose to consider a new constructivist approach that is rooted in Heraclitean agonism, Kelly’s constructivism, Foucault’s analytics of power, and Hermans’ dialogical self theory. One of its key assumptions is that the dynamics of psychological life result from the interplay between the opposing tendencies towards long-term dominance and plurality of personal perspectives or voices rather than from the establishment of the core organization of semantic processes. The agonistic approach further implies that a person cannot possess a coherent and integrated self as a singular center of psychological processes. Instead, we propose a model of the self as a decentralized, socially constructed, tensed and ever-changing strategic situation embracing personal voices, other people, interpersonal relations and the institutionalized context as equal protagonists that are immersed in the struggle for predominance. The agonistic approach to constructivism brings additional categories of relations between the dimensions of personal and social meanings as its practical benefit. Examples from relevant identity research and psychotherapy show that voices are not exclusively superordinate or subordinate to other voices, as is the case in the system of personal constructs, but can cooperate with other voices, oppose them, identify with other voices while partly questioning them, and can be modified by other voices while keeping their own ideologies.
PB  - Università di Padova Centro Linguistico di Ateneo
C3  - Conference Handbook, 24th International Congress of Personal Construct Psychology – „The Encounter with the Other: The Space where Love and Threat Confront Each Other“, Padua
T1  - From personal towards agonistic constructivism
SP  - 42
UR  - https://hdl.handle.net/21.15107/rcub_reff_4468
ER  - 

@conference{
author = "Džinović, Vladimir and Vesić, Dragan and Grbić, Sanja",
year = "2022",
abstract = "We propose to consider a new constructivist approach that is rooted in Heraclitean agonism, Kelly’s constructivism, Foucault’s analytics of power, and Hermans’ dialogical self theory. One of its key assumptions is that the dynamics of psychological life result from the interplay between the opposing tendencies towards long-term dominance and plurality of personal perspectives or voices rather than from the establishment of the core organization of semantic processes. The agonistic approach further implies that a person cannot possess a coherent and integrated self as a singular center of psychological processes. Instead, we propose a model of the self as a decentralized, socially constructed, tensed and ever-changing strategic situation embracing personal voices, other people, interpersonal relations and the institutionalized context as equal protagonists that are immersed in the struggle for predominance. The agonistic approach to constructivism brings additional categories of relations between the dimensions of personal and social meanings as its practical benefit. Examples from relevant identity research and psychotherapy show that voices are not exclusively superordinate or subordinate to other voices, as is the case in the system of personal constructs, but can cooperate with other voices, oppose them, identify with other voices while partly questioning them, and can be modified by other voices while keeping their own ideologies.",
publisher = "Università di Padova Centro Linguistico di Ateneo",
journal = "Conference Handbook, 24th International Congress of Personal Construct Psychology – „The Encounter with the Other: The Space where Love and Threat Confront Each Other“, Padua",
title = "From personal towards agonistic constructivism",
pages = "42",
url = "https://hdl.handle.net/21.15107/rcub_reff_4468"
}

Džinović, V., Vesić, D.,& Grbić, S.. (2022). From personal towards agonistic constructivism. in Conference Handbook, 24th International Congress of Personal Construct Psychology – „The Encounter with the Other: The Space where Love and Threat Confront Each Other“, Padua
Università di Padova Centro Linguistico di Ateneo., 42.
https://hdl.handle.net/21.15107/rcub_reff_4468

Džinović V, Vesić D, Grbić S. From personal towards agonistic constructivism. in Conference Handbook, 24th International Congress of Personal Construct Psychology – „The Encounter with the Other: The Space where Love and Threat Confront Each Other“, Padua. 2022;:42.
https://hdl.handle.net/21.15107/rcub_reff_4468 .

Džinović, Vladimir, Vesić, Dragan, Grbić, Sanja, "From personal towards agonistic constructivism" in Conference Handbook, 24th International Congress of Personal Construct Psychology – „The Encounter with the Other: The Space where Love and Threat Confront Each Other“, Padua (2022):42,
https://hdl.handle.net/21.15107/rcub_reff_4468 .

TY  - CONF
AU  - Vesić, Dragan
AU  - Džinović, Vladimir
AU  - Grbić, Sanja
PY  - 2022
UR  - http://reff.f.bg.ac.rs/handle/123456789/4459
AB  - We explore teacher identity, starting from the model of agonistic self, which implies that the experience of oneself is based on the struggle of voices to impose one's own value position and direction of action. In this paper, we will show how broad patterns of power relations between voices of the self, exterior voices and social context, which we call constellations, can be used in order to understand the constitution and mutability of teacher identity. Based on interviews with 9 teachers (all teaching social subjects; years of experience: 1-10 (N = 3), 10-20 (N = 4), > 20 (N = 2) from two primary schools, we conducted multiple cases study analysis, which led to categories for the description of the functions and relations of voices. The next iteration of cross-case synthesis was aimed at mapping constellations. The process involved multiple changes as a result of intersubjective agreement and participant validation. Six constellations have been defined: 1) ‘King and his kingdom’; 2) Crisis intervention; 3) Defense of purpose; 4) Conflict of ideologies; 5) Temporary inclusion of sidelined perspectives and 6) Subsequent evaluation. The example of the King's constellation shows that identity is most often the result of the relatively stable domination of certain voices, which implies the continuous defense of the prevailing subjectivities from those that would create an alternative experience of themselves in the changed power relations. However, identity can also be the result of the temporary prevailement of certain voices, which is evident in the constellations related to the "crisis" dynamics of the agonistic self. For example, teacher identity is constituted situationally, when voices that personify socially and personally undesirable behaviors prevail (as is the case with Crisis Intervention), voices that personify alternative ideologies (as in Conflict of Ideologies and Temporary inclusion of sidelined perspectives) or subversive and questioning voices (as in the case of Defense of purpose and Subsequent Evaluation). Finally, when constellations related to crisis dynamics are too frequent, that can indicate an identity crisis or identity transition.
PB  - Belgrade: Institute of Psychology, Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade
C3  - Book of abstracts, XXVIII Scientific Conference “Empirical Studies in Psychology”, Belgrade
T1  - The agonistic self model: stability and transition of teacher identity
SP  - 85
UR  - https://hdl.handle.net/21.15107/rcub_reff_4459
ER  - 

@conference{
author = "Vesić, Dragan and Džinović, Vladimir and Grbić, Sanja",
year = "2022",
abstract = "We explore teacher identity, starting from the model of agonistic self, which implies that the experience of oneself is based on the struggle of voices to impose one's own value position and direction of action. In this paper, we will show how broad patterns of power relations between voices of the self, exterior voices and social context, which we call constellations, can be used in order to understand the constitution and mutability of teacher identity. Based on interviews with 9 teachers (all teaching social subjects; years of experience: 1-10 (N = 3), 10-20 (N = 4), > 20 (N = 2) from two primary schools, we conducted multiple cases study analysis, which led to categories for the description of the functions and relations of voices. The next iteration of cross-case synthesis was aimed at mapping constellations. The process involved multiple changes as a result of intersubjective agreement and participant validation. Six constellations have been defined: 1) ‘King and his kingdom’; 2) Crisis intervention; 3) Defense of purpose; 4) Conflict of ideologies; 5) Temporary inclusion of sidelined perspectives and 6) Subsequent evaluation. The example of the King's constellation shows that identity is most often the result of the relatively stable domination of certain voices, which implies the continuous defense of the prevailing subjectivities from those that would create an alternative experience of themselves in the changed power relations. However, identity can also be the result of the temporary prevailement of certain voices, which is evident in the constellations related to the "crisis" dynamics of the agonistic self. For example, teacher identity is constituted situationally, when voices that personify socially and personally undesirable behaviors prevail (as is the case with Crisis Intervention), voices that personify alternative ideologies (as in Conflict of Ideologies and Temporary inclusion of sidelined perspectives) or subversive and questioning voices (as in the case of Defense of purpose and Subsequent Evaluation). Finally, when constellations related to crisis dynamics are too frequent, that can indicate an identity crisis or identity transition.",
publisher = "Belgrade: Institute of Psychology, Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade",
journal = "Book of abstracts, XXVIII Scientific Conference “Empirical Studies in Psychology”, Belgrade",
title = "The agonistic self model: stability and transition of teacher identity",
pages = "85",
url = "https://hdl.handle.net/21.15107/rcub_reff_4459"
}

Vesić, D., Džinović, V.,& Grbić, S.. (2022). The agonistic self model: stability and transition of teacher identity. in Book of abstracts, XXVIII Scientific Conference “Empirical Studies in Psychology”, Belgrade
Belgrade: Institute of Psychology, Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade., 85.
https://hdl.handle.net/21.15107/rcub_reff_4459

Vesić D, Džinović V, Grbić S. The agonistic self model: stability and transition of teacher identity. in Book of abstracts, XXVIII Scientific Conference “Empirical Studies in Psychology”, Belgrade. 2022;:85.
https://hdl.handle.net/21.15107/rcub_reff_4459 .

Vesić, Dragan, Džinović, Vladimir, Grbić, Sanja, "The agonistic self model: stability and transition of teacher identity" in Book of abstracts, XXVIII Scientific Conference “Empirical Studies in Psychology”, Belgrade (2022):85,
https://hdl.handle.net/21.15107/rcub_reff_4459 .

TY  - JOUR
AU  - Simić, Nataša
AU  - Marusic Jablanović, Milica
AU  - Grbić, Sanja
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3243
AB  - The aim of this study was to validate the structure of the FIT-Choice scale on a Serbian sample of pre-service teachers, as well as to determine the motivations and beliefs about the teaching profession, and test if motivation differs across different groups of pre-service teachers. After prospective class and subject teachers (N = 433) filled in the FIT-Choice scale, the CFAs were performed. For Motivations, the adjusted 12-factor model fits the data best. Ten original factors were replicated, and Bludging and Time for family appeared as separate factors, like in the first version of the FIT-Choice model, while Transferability and Security merged into one. The six-factor Beliefs model with one item removed had the best fit indices. Intrinsic value, Social utility value and Perceived teaching ability were the highest rated motivations. Females and prospective class teachers were more motivated by altruistic motives and perceived the profession as more demanding than males and prospective subject teachers. The authors conclude that the FIT-Choice scale demonstrated acceptable structural and known-groups validity and reliability, and that the results on Motivations were similar to those obtained in Western countries.
PB  - Routledge Journals, Taylor & Francis Ltd, Abingdon
T2  - Journal of Education for Teaching
T1  - Why teaching? A validation of the fit-choice scale in the Serbian context
DO  - 10.1080/02607476.2021.1958655
ER  - 

@article{
author = "Simić, Nataša and Marusic Jablanović, Milica and Grbić, Sanja",
year = "2021",
abstract = "The aim of this study was to validate the structure of the FIT-Choice scale on a Serbian sample of pre-service teachers, as well as to determine the motivations and beliefs about the teaching profession, and test if motivation differs across different groups of pre-service teachers. After prospective class and subject teachers (N = 433) filled in the FIT-Choice scale, the CFAs were performed. For Motivations, the adjusted 12-factor model fits the data best. Ten original factors were replicated, and Bludging and Time for family appeared as separate factors, like in the first version of the FIT-Choice model, while Transferability and Security merged into one. The six-factor Beliefs model with one item removed had the best fit indices. Intrinsic value, Social utility value and Perceived teaching ability were the highest rated motivations. Females and prospective class teachers were more motivated by altruistic motives and perceived the profession as more demanding than males and prospective subject teachers. The authors conclude that the FIT-Choice scale demonstrated acceptable structural and known-groups validity and reliability, and that the results on Motivations were similar to those obtained in Western countries.",
publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon",
journal = "Journal of Education for Teaching",
title = "Why teaching? A validation of the fit-choice scale in the Serbian context",
doi = "10.1080/02607476.2021.1958655"
}

Simić, N., Marusic Jablanović, M.,& Grbić, S.. (2021). Why teaching? A validation of the fit-choice scale in the Serbian context. in Journal of Education for Teaching
Routledge Journals, Taylor & Francis Ltd, Abingdon..
https://doi.org/10.1080/02607476.2021.1958655

Simić N, Marusic Jablanović M, Grbić S. Why teaching? A validation of the fit-choice scale in the Serbian context. in Journal of Education for Teaching. 2021;.
doi:10.1080/02607476.2021.1958655 .

Simić, Nataša, Marusic Jablanović, Milica, Grbić, Sanja, "Why teaching? A validation of the fit-choice scale in the Serbian context" in Journal of Education for Teaching (2021),
https://doi.org/10.1080/02607476.2021.1958655 . .

TY  - JOUR
AU  - Grbić, Sanja
AU  - Maksić, Slavica
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/3295
AB  - Identity, as a common way of thinking about ourselves and experiencing ourselves, begins to be explored and stabilized during adolescence. According to the narrative psychology, identity development occurs through self-positioning and the simultaneous positioning by others, within the discursive positions available in the present context, one of which is the school environment. The aim of our study was to explore student self-positioning in the narrated accounts of their everyday school experiences. The participants were primary school students that provided us with written accounts that represented their view of the school and of themselves. Data were analyzed in line with the principles of narrative and positioning analysis, which resulted in emergence of four types of events/experiences student accounted for: academic achievement and discipline, peer relationships, relationships with teachers and general school experience. Within these themes we further identified subthemes, the prevailing emotional tone and student self-positioning. Our findings suggest that positioning as a valuable and accepted friend was the prevailing one. We identified peer conflicts as the potential space for the further exploration of identities, and the position of the rejected student as a particularly restricting one. Interventions proposed include altering the structure of the positioning network by widening the space of accessible positions and altering its dynamic properties, so that mutual exclusiveness of some positions is removed.
PB  - Taylor & Francis Inc, Philadelphia
T2  - Journal of Constructivist Psychology
T1  - Adolescent Identity at School: Student Self-Positioning in Narratives concerning Their Everyday School Experiences
DO  - 10.1080/10720537.2020.1816235
ER  - 

@article{
author = "Grbić, Sanja and Maksić, Slavica",
year = "2021",
abstract = "Identity, as a common way of thinking about ourselves and experiencing ourselves, begins to be explored and stabilized during adolescence. According to the narrative psychology, identity development occurs through self-positioning and the simultaneous positioning by others, within the discursive positions available in the present context, one of which is the school environment. The aim of our study was to explore student self-positioning in the narrated accounts of their everyday school experiences. The participants were primary school students that provided us with written accounts that represented their view of the school and of themselves. Data were analyzed in line with the principles of narrative and positioning analysis, which resulted in emergence of four types of events/experiences student accounted for: academic achievement and discipline, peer relationships, relationships with teachers and general school experience. Within these themes we further identified subthemes, the prevailing emotional tone and student self-positioning. Our findings suggest that positioning as a valuable and accepted friend was the prevailing one. We identified peer conflicts as the potential space for the further exploration of identities, and the position of the rejected student as a particularly restricting one. Interventions proposed include altering the structure of the positioning network by widening the space of accessible positions and altering its dynamic properties, so that mutual exclusiveness of some positions is removed.",
publisher = "Taylor & Francis Inc, Philadelphia",
journal = "Journal of Constructivist Psychology",
title = "Adolescent Identity at School: Student Self-Positioning in Narratives concerning Their Everyday School Experiences",
doi = "10.1080/10720537.2020.1816235"
}

Grbić, S.,& Maksić, S.. (2021). Adolescent Identity at School: Student Self-Positioning in Narratives concerning Their Everyday School Experiences. in Journal of Constructivist Psychology
Taylor & Francis Inc, Philadelphia..
https://doi.org/10.1080/10720537.2020.1816235

Grbić S, Maksić S. Adolescent Identity at School: Student Self-Positioning in Narratives concerning Their Everyday School Experiences. in Journal of Constructivist Psychology. 2021;.
doi:10.1080/10720537.2020.1816235 .

Grbić, Sanja, Maksić, Slavica, "Adolescent Identity at School: Student Self-Positioning in Narratives concerning Their Everyday School Experiences" in Journal of Constructivist Psychology (2021),
https://doi.org/10.1080/10720537.2020.1816235 . .

TY  - CONF
AU  - Grbić, Sanja
AU  - Vesić, Dragan
AU  - Džinović, Vladimir
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/4486
AB  - Uvod. Predmet ovog rada su oblici razvoja i promene agonistički koncipiranog selfa (Gutvajn
i Džinović, 2019; Džinović, 2020), koji se oslanja na polifono, fukoovsko i konstruktivističko
stanovište. Ovaj model se delimično nadovezuje na doprinose eriksonovskog, narativnog i
dijaloškog modela identiteta, koji su naglasili kontinuitet u doživljaju sebe (Erikson, 2008), kroz
konstruisanje ličnog narativa, aproprijacijom metanarativa (Bruner, 1991; 2003; McAdams, 1996,
2003; Nelson, 2003), u kojem različite Ja-pozicije (glasovi) demokratski pregovaraju (Hermans,
2018). Razvojno-teorijske pretpostavke koje delimo odnose se na relacionu ontologiju
privatnog: unutrašnji plan se ko-konstruiše u socijalnoj praksi, na prvom mestu jezičkoj
(Vigotski, 1960/1996), u kojoj se nužno neprekidno pozicioniramo i bivamo pozicionirani u
okviru javnih diskursa (Bamberg, 1997, 2011; Davies & Harre, 1990).
Razvoj identiteta u ovim modelima diskutuje se u terminima sve veće diferencijacije
u odgovaranju na normativne razvojne zadatke u kompleksnim socijalnim kontekstima.
Međutim, modeli pretpostavljaju da je adaptivan i relativno trajan razvojni ishod uspostavljanje
koherentnog narativa o sebi i stabilnog pravca akcije (Erikson, 2008; Habermas & Bluck, 2000;
Hermans, 2018). Dakle, prikazane teorije povezuje podležna metafora integrisanog mnoštva,
koju, zbog ograničenja njenih interpretativnih moći, napuštamo.
Alternativa koju nudimo je teorija relacionog, polifonog, agensnog i – ovo predstavlja
diskontinuitet spram prethodnih modela – uvek fragmentiranog i suštinski neucelovljivog
subjekta. Model agonističkog selfa zasniva se na idejama Bahtina (1967), Gergena (1971),
Kelija (Kelly, 1955) i Fukoa (1978) i konceptualizuje self kao procesualan i situaciono specifičan
fenomen. Self je događaj unutar socijalne interakcije, u kojem međusobno neusaglašene
pozicije „unutar subjekta“, nejednake moći, ulaze u različite odnose u večno odvijajućoj borbi.
Ishod je da jedna pozicija privremeno nametne dominaciju i usmeri akciju, uz potencijal da
u narednoj situaciji prevlada neka od suprotstavljenih perspektiva. Ovakav self je u službi
samoregulacije i dijahrone stabilnosti ponašanja, ali inherentna neintegrisanost i nestabilnost čine ga neprestano otvorenim za razvoj i promenu podstaknutu interakcijom u socijalnim i
institucionalnim okruženjima. Promenu konceptualizujemo kao (a) pojavu novih ja-pozicija,
koje se mogu razviti iz prethodnih, ali zadržavaju donekle tenzičan odnos sa njima i (b)
promenu u odnosu moći između postojećih pozicija, tako da prethodno slabija pozicija ojača
na uštrb prethodno snažnije.
Cilj istraživanja je ilustracija primene modela agonističkog selfa u mapiranju oblika
razvoja i promene subjektivnosti. Prikazani rezultati deo su šireg istraživanja izvedenog na
primeru profesionalnog identiteta nastavnika.
Metod. Učesnice. U istraživanju je učestvovalo ukupno 9 nastavnica predmetne i
razredne različitog profesionalnog iskustva.
Instrument i prikupljanje podataka. Agenda za polustrukturisani intervju razvijena je na
osnovu postavki teorije polifonog selfa. Podaci su prikupljani u dva navrata: nakon inicijalne analize
transkripata prvog intervjua, sa pet učesnica smo izveli još jedan radi provere naših nalaza
i prikupljanja dodatnih podataka, dok nam je njih četiri validaciju obezbedilo u pisanoj formi.
Analiza. U analizi pojedinačnih studija slučaja smo se usmerili na definisanje (a) strukture
profesionalnog selfa – glasova, tj. pozicija koje figuriraju u različitim situacijama i (b) njegove
dinamike – odnose u koje ove pozicije ulaze. U transverzalnoj fazi tematski smo grupisali
odnose između pozicija koji ukazuju na razvoj i promenu. Analiza smo izveli kolaborativno,
kroz kontinuirano pregovaranje i revidiranje interpretacija u svetlu novih uvida.
Rezultati. U nastavku ćemo prikazati podatke o izdvojenih šest formi razvoja i
promene agonističkog selfa, koji predstavljaju deo šireg istraživačkog projekta. Naši zaključci
zasnovani su na dijahroniji u nastanku glasova koju su učesnice sugerisale i na promenama
identifikovanim kroz poređenje prvog i drugog intervjua.
1. Identifikacija: kritičko preuzimanje ideologije. Glasovi su u sledećem odnosu: jedan
glas se čini razvojno starijim i on je nosilac profesionalno relevantne vrednosti; drugi glas
je mlađi, „moderniji“. Mlađi glas u velikoj meri deli ideološku poziciju sa starijim glasom, ali
postoje aspekti u kojima se pozicije ova dva glasa razlikuju. Primer za to je odnos Porodičnog
glasa i glasa Edukator:
Edukator se identifikuje sa vrednostima pravednog i voljenog nastavnika koji je
entuzijasta, personifikovanih u Porodičnom glasu: Ako si dovoljno jak i želiš da se boriš i
entuzijasta si, ... pa gurneš tu neku anksioznost. Međutim, Edukator poručuje Porodičnom
glasu da nastavnik danas mora da bude inovativan, fleksibilan, psiholog: Vremena su se
mnogo promenila i oni ... ne bi to podneli. Promenio se odnos dece ... ja moram da igram
neke uloge drugačije od njih.
2. Diferencijacija: od jednog starijeg ka dva nova glasa. Ova kategorija razlikuje se od
prethodne u tome što se dve profesionalne vrednosti, personifikovane u jednom starijem
glasu, razdvajaju na dva nova glasa. „Mlađi“ glasovi sadrže deo starije ideologije, ali mogu
razviti i sopstveno stanovište. Primer uključuje Očev glas, Učitelja i Prijatelja: Iz Očevog glasa koji poručuje da je potrebno biti strog i insistirati na disciplini, ali i
da se deca vaspitavaju ljubavlju i podrškom, diferenciraju se dva „moderna“. Učitelj je
autoritet koji drži granicu, on: ... Sve radi po pravilima... jer samo na taj način nešto može
da se postigne. Kao i Očev glas, Prijatelj smatra da se ...deca vaspitavaju ljubavlju... bitnije
je to nego kad se ko rodio i umro, ali razvija i svoju poziciju o važnosti spuštanja na nivo
deteta.
3. Fragmentacija: ekstremizacija ideologije dominantnih glasova. Kategorija obuhvata
glasove koji dele značajan deo ideologije, pri čemu pretpostavljamo da se „mlađi“ glas
fragmentisao od starijeg, ekstremizovao početnu poziciju i učinio njeno sprovođenje
urgentnim, kroz posezanje za sredstvima koja su za stariji glas neprihvatljiva. Primer je glas
Babaroge koji je fragmentisan od Porodičnog glasa:
Babaroga, u susretu sa “modernom” decom, ideologiju uspostavljanja autoriteta i
poštovanja, koju deli sa Porodičnim glasom, sprovodi oslanjajući se na oštra sredstva
koji su nelegitimna iz perspektive starijeg glasa: Sećam se bake: „Ako te ne slušaju ti
pričaj sve tiše, Ili ćuti“. Ma oni jedva dočekaju da ti ćutiš ... Oni reaguju samo na brze stvari. I
dramatične i dinamične.
4. Profesionalizacija: zamena ličnog profesionalnim. Glas koji personifikuje frustraciju,
za koji se čini da dolazi iz ličnog konteksta, brani vrednosti na emocionalno neregulisan način
(vika, ljutnja, inat). Kontinuirano osporavanje ove pozicije od strane drugih u profesionalnom
kontekstu vodi pojavljivanju novog glasa, koji na prihvatljiv način zastupa datu važnu
ideologiju. Primer uključuje Učiteljski glas o pravičnosti, Emotivnu i Tolerantnost:
Emotivna je preneta u profesionalni kontekst, gde je burno reagovala na ugrožavanje
Učiteljskog glasa o pravičnosti: Moji kažu evo je ova Kalimero, uvek mora pravda …
Emotivnu često zamenjuje Tolerantnost: Budi mirna, take it easy... sve što se kaže na
staložen način više dopre do ljudi nego kroz galamu.
5: Kontrateža: pojava alternativne pozicije. Postoji ideološka pozicija koja je moćna, ali
čije realizovanje podrazumeva zadovoljenje visokih zahteva, a u začinjanju je njoj alternativna
pozicija, čije jačanje ima potencijal da oslabi prethodnu i smanji visinu očekivanja. Primer je
glas Ambicioznosti koji „biva ublažen“ glasom Opušteno i bez prisile:
Ambicioznost je neguje takmičarski duh i za to je spremna da ide do one granice...
plastično, da osetim da mi se znoj sliva niz leđa“. Kao alternativa tom glasu pomalja
se pozicija koja nosi poruku: Kad dođe trenutak takmičenja – (učenica) ne treba da se
opterećuje tim... onda opušteno i bez prisile.
6. Smena ideologa: kontekstom uslovljena promena odnosa snaga suprotstavljenih
pozicija. Jedna pozicija uspeva da se nametne, te se njena ideologija sprovodi, a nosilac
alternativne ideologije je u poziciji otpora. Usled promene u obrazovnom kontekstu, odnos
snaga se menja i glas otpora postaje glas čija se ideologija sprovodi. Primer je odnos između
Predavača i Motivatora, koji se između dva intervjua znatno promenio: Savremeni obrazovni kontekst prvobitno osnaži Motivatora, koji zastupa interaktivan i
inovativni pristup i podsticanje učenika: Ja sam tu da im dam vetar u leđa. Delegitimizacija
koja dolazi od strane roditelja i institucionalnog konteksta, koji šalje kontradiktorne
poruke i otežava inovacije, vodi slabljenju ideologije Motivatora: Javlja se glas Nije
do tebe. Time jača pozicija Predavača koji ... Prosto prenosi činjenice i osnovna znanja.
Predavač je sad kostur, a Motivator začin.
Diskusija i zaključak. Empirijski nalazi vezani za profesionalni identitet nastavnika
sugerišu koncipiranje agonističkog selfa kao arheološki strukturisanog modela subjektivnosti.
Podaci podržavaju tezu da postoji proces sedimentacije vrednosti u intrapsihički svet. Kasniji,
moderni profesionalni glasovi, nastali kroz identifikaciju sa pozicijama koje personifikuju
starije vrednosti, modifikuju početnu ideološku poziciju u skladu sa zahtevima savremenog
okruženja, čime ulaze u tenzični odnos „kritičkog prihvatanja“ spram starijih glasova (kat. 1
i 2). Pojedini glasovi „otcepljeni“ od glavnih ideoloških pozicija imaju specifičnu funkciju u
profesionalnom okruženju, koja im donosi ambivalentan status: fragmenti omogućavaju
preko potrebno održanje profesionalnog smisla, ali njihov „pošto-poto“ način delovanja i
gruba sredstva ih deklarativno čine nepoželjnim (kat. 3). Još jedan oblik razvoja podrazumeva
da razvojno raniji glasovi, koji raspolažu dečijim sredstvima borbe (“przničavi” nastupi),
u profesionalnom kontekstu bivaju delegitimizovani i, zahvaljujući iskustvu, zamenjeni
pozicijama koje na uzrasno i kontekstualno adekvatan obezbeđuju sprovođenje vrednosti
(kat 4). Promena podrazumeva i pojavu glasa koji personifikuje kontrapoziciju ideološki jakom
glasu, čime se smanjuje psihološka napetost koju zahtevi tog glasa proizvode i poboljšava
samoregulacija (kat. 5). Konačno, izvor promene može biti profesionalni kontekst koji,
legitimizacijom nekih vrednosti na uštrb drugih, može voditi promeni odnosa snaga između
suprotstavljenih ideologija (kat 6). Prikazana kategorizacija oblika razvoja i promene, načinjena
na osnovu podataka koji su imali drugačiji fokus, može poslužiti kao izvor korisnih hipoteza
u budućim studijama koje bi bile specifično dizajnirane da istraže procese transformacije
agonističkog selfa. Takođe, na osnovu nalaza mogu se mapirati mesta za intervencije u cilju
podrške profesionalnom razvoju nastavnika.
PB  - Beograd: Institut za pedagoška istraživanja i Institut za psihologiju Filozofskog fakulteta Univerziteta u Beogradu
C3  - XXVI Naučna konferencija „Pedagoška istraživanja i školska praksa“ – Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika, Beograd
T1  - Model agonističkog selfa: oblici razvoja i promene
EP  - 82
SP  - 79
UR  - https://hdl.handle.net/21.15107/rcub_reff_4486
ER  - 

@conference{
author = "Grbić, Sanja and Vesić, Dragan and Džinović, Vladimir",
year = "2021",
abstract = "Uvod. Predmet ovog rada su oblici razvoja i promene agonistički koncipiranog selfa (Gutvajn
i Džinović, 2019; Džinović, 2020), koji se oslanja na polifono, fukoovsko i konstruktivističko
stanovište. Ovaj model se delimično nadovezuje na doprinose eriksonovskog, narativnog i
dijaloškog modela identiteta, koji su naglasili kontinuitet u doživljaju sebe (Erikson, 2008), kroz
konstruisanje ličnog narativa, aproprijacijom metanarativa (Bruner, 1991; 2003; McAdams, 1996,
2003; Nelson, 2003), u kojem različite Ja-pozicije (glasovi) demokratski pregovaraju (Hermans,
2018). Razvojno-teorijske pretpostavke koje delimo odnose se na relacionu ontologiju
privatnog: unutrašnji plan se ko-konstruiše u socijalnoj praksi, na prvom mestu jezičkoj
(Vigotski, 1960/1996), u kojoj se nužno neprekidno pozicioniramo i bivamo pozicionirani u
okviru javnih diskursa (Bamberg, 1997, 2011; Davies & Harre, 1990).
Razvoj identiteta u ovim modelima diskutuje se u terminima sve veće diferencijacije
u odgovaranju na normativne razvojne zadatke u kompleksnim socijalnim kontekstima.
Međutim, modeli pretpostavljaju da je adaptivan i relativno trajan razvojni ishod uspostavljanje
koherentnog narativa o sebi i stabilnog pravca akcije (Erikson, 2008; Habermas & Bluck, 2000;
Hermans, 2018). Dakle, prikazane teorije povezuje podležna metafora integrisanog mnoštva,
koju, zbog ograničenja njenih interpretativnih moći, napuštamo.
Alternativa koju nudimo je teorija relacionog, polifonog, agensnog i – ovo predstavlja
diskontinuitet spram prethodnih modela – uvek fragmentiranog i suštinski neucelovljivog
subjekta. Model agonističkog selfa zasniva se na idejama Bahtina (1967), Gergena (1971),
Kelija (Kelly, 1955) i Fukoa (1978) i konceptualizuje self kao procesualan i situaciono specifičan
fenomen. Self je događaj unutar socijalne interakcije, u kojem međusobno neusaglašene
pozicije „unutar subjekta“, nejednake moći, ulaze u različite odnose u večno odvijajućoj borbi.
Ishod je da jedna pozicija privremeno nametne dominaciju i usmeri akciju, uz potencijal da
u narednoj situaciji prevlada neka od suprotstavljenih perspektiva. Ovakav self je u službi
samoregulacije i dijahrone stabilnosti ponašanja, ali inherentna neintegrisanost i nestabilnost čine ga neprestano otvorenim za razvoj i promenu podstaknutu interakcijom u socijalnim i
institucionalnim okruženjima. Promenu konceptualizujemo kao (a) pojavu novih ja-pozicija,
koje se mogu razviti iz prethodnih, ali zadržavaju donekle tenzičan odnos sa njima i (b)
promenu u odnosu moći između postojećih pozicija, tako da prethodno slabija pozicija ojača
na uštrb prethodno snažnije.
Cilj istraživanja je ilustracija primene modela agonističkog selfa u mapiranju oblika
razvoja i promene subjektivnosti. Prikazani rezultati deo su šireg istraživanja izvedenog na
primeru profesionalnog identiteta nastavnika.
Metod. Učesnice. U istraživanju je učestvovalo ukupno 9 nastavnica predmetne i
razredne različitog profesionalnog iskustva.
Instrument i prikupljanje podataka. Agenda za polustrukturisani intervju razvijena je na
osnovu postavki teorije polifonog selfa. Podaci su prikupljani u dva navrata: nakon inicijalne analize
transkripata prvog intervjua, sa pet učesnica smo izveli još jedan radi provere naših nalaza
i prikupljanja dodatnih podataka, dok nam je njih četiri validaciju obezbedilo u pisanoj formi.
Analiza. U analizi pojedinačnih studija slučaja smo se usmerili na definisanje (a) strukture
profesionalnog selfa – glasova, tj. pozicija koje figuriraju u različitim situacijama i (b) njegove
dinamike – odnose u koje ove pozicije ulaze. U transverzalnoj fazi tematski smo grupisali
odnose između pozicija koji ukazuju na razvoj i promenu. Analiza smo izveli kolaborativno,
kroz kontinuirano pregovaranje i revidiranje interpretacija u svetlu novih uvida.
Rezultati. U nastavku ćemo prikazati podatke o izdvojenih šest formi razvoja i
promene agonističkog selfa, koji predstavljaju deo šireg istraživačkog projekta. Naši zaključci
zasnovani su na dijahroniji u nastanku glasova koju su učesnice sugerisale i na promenama
identifikovanim kroz poređenje prvog i drugog intervjua.
1. Identifikacija: kritičko preuzimanje ideologije. Glasovi su u sledećem odnosu: jedan
glas se čini razvojno starijim i on je nosilac profesionalno relevantne vrednosti; drugi glas
je mlađi, „moderniji“. Mlađi glas u velikoj meri deli ideološku poziciju sa starijim glasom, ali
postoje aspekti u kojima se pozicije ova dva glasa razlikuju. Primer za to je odnos Porodičnog
glasa i glasa Edukator:
Edukator se identifikuje sa vrednostima pravednog i voljenog nastavnika koji je
entuzijasta, personifikovanih u Porodičnom glasu: Ako si dovoljno jak i želiš da se boriš i
entuzijasta si, ... pa gurneš tu neku anksioznost. Međutim, Edukator poručuje Porodičnom
glasu da nastavnik danas mora da bude inovativan, fleksibilan, psiholog: Vremena su se
mnogo promenila i oni ... ne bi to podneli. Promenio se odnos dece ... ja moram da igram
neke uloge drugačije od njih.
2. Diferencijacija: od jednog starijeg ka dva nova glasa. Ova kategorija razlikuje se od
prethodne u tome što se dve profesionalne vrednosti, personifikovane u jednom starijem
glasu, razdvajaju na dva nova glasa. „Mlađi“ glasovi sadrže deo starije ideologije, ali mogu
razviti i sopstveno stanovište. Primer uključuje Očev glas, Učitelja i Prijatelja: Iz Očevog glasa koji poručuje da je potrebno biti strog i insistirati na disciplini, ali i
da se deca vaspitavaju ljubavlju i podrškom, diferenciraju se dva „moderna“. Učitelj je
autoritet koji drži granicu, on: ... Sve radi po pravilima... jer samo na taj način nešto može
da se postigne. Kao i Očev glas, Prijatelj smatra da se ...deca vaspitavaju ljubavlju... bitnije
je to nego kad se ko rodio i umro, ali razvija i svoju poziciju o važnosti spuštanja na nivo
deteta.
3. Fragmentacija: ekstremizacija ideologije dominantnih glasova. Kategorija obuhvata
glasove koji dele značajan deo ideologije, pri čemu pretpostavljamo da se „mlađi“ glas
fragmentisao od starijeg, ekstremizovao početnu poziciju i učinio njeno sprovođenje
urgentnim, kroz posezanje za sredstvima koja su za stariji glas neprihvatljiva. Primer je glas
Babaroge koji je fragmentisan od Porodičnog glasa:
Babaroga, u susretu sa “modernom” decom, ideologiju uspostavljanja autoriteta i
poštovanja, koju deli sa Porodičnim glasom, sprovodi oslanjajući se na oštra sredstva
koji su nelegitimna iz perspektive starijeg glasa: Sećam se bake: „Ako te ne slušaju ti
pričaj sve tiše, Ili ćuti“. Ma oni jedva dočekaju da ti ćutiš ... Oni reaguju samo na brze stvari. I
dramatične i dinamične.
4. Profesionalizacija: zamena ličnog profesionalnim. Glas koji personifikuje frustraciju,
za koji se čini da dolazi iz ličnog konteksta, brani vrednosti na emocionalno neregulisan način
(vika, ljutnja, inat). Kontinuirano osporavanje ove pozicije od strane drugih u profesionalnom
kontekstu vodi pojavljivanju novog glasa, koji na prihvatljiv način zastupa datu važnu
ideologiju. Primer uključuje Učiteljski glas o pravičnosti, Emotivnu i Tolerantnost:
Emotivna je preneta u profesionalni kontekst, gde je burno reagovala na ugrožavanje
Učiteljskog glasa o pravičnosti: Moji kažu evo je ova Kalimero, uvek mora pravda …
Emotivnu često zamenjuje Tolerantnost: Budi mirna, take it easy... sve što se kaže na
staložen način više dopre do ljudi nego kroz galamu.
5: Kontrateža: pojava alternativne pozicije. Postoji ideološka pozicija koja je moćna, ali
čije realizovanje podrazumeva zadovoljenje visokih zahteva, a u začinjanju je njoj alternativna
pozicija, čije jačanje ima potencijal da oslabi prethodnu i smanji visinu očekivanja. Primer je
glas Ambicioznosti koji „biva ublažen“ glasom Opušteno i bez prisile:
Ambicioznost je neguje takmičarski duh i za to je spremna da ide do one granice...
plastično, da osetim da mi se znoj sliva niz leđa“. Kao alternativa tom glasu pomalja
se pozicija koja nosi poruku: Kad dođe trenutak takmičenja – (učenica) ne treba da se
opterećuje tim... onda opušteno i bez prisile.
6. Smena ideologa: kontekstom uslovljena promena odnosa snaga suprotstavljenih
pozicija. Jedna pozicija uspeva da se nametne, te se njena ideologija sprovodi, a nosilac
alternativne ideologije je u poziciji otpora. Usled promene u obrazovnom kontekstu, odnos
snaga se menja i glas otpora postaje glas čija se ideologija sprovodi. Primer je odnos između
Predavača i Motivatora, koji se između dva intervjua znatno promenio: Savremeni obrazovni kontekst prvobitno osnaži Motivatora, koji zastupa interaktivan i
inovativni pristup i podsticanje učenika: Ja sam tu da im dam vetar u leđa. Delegitimizacija
koja dolazi od strane roditelja i institucionalnog konteksta, koji šalje kontradiktorne
poruke i otežava inovacije, vodi slabljenju ideologije Motivatora: Javlja se glas Nije
do tebe. Time jača pozicija Predavača koji ... Prosto prenosi činjenice i osnovna znanja.
Predavač je sad kostur, a Motivator začin.
Diskusija i zaključak. Empirijski nalazi vezani za profesionalni identitet nastavnika
sugerišu koncipiranje agonističkog selfa kao arheološki strukturisanog modela subjektivnosti.
Podaci podržavaju tezu da postoji proces sedimentacije vrednosti u intrapsihički svet. Kasniji,
moderni profesionalni glasovi, nastali kroz identifikaciju sa pozicijama koje personifikuju
starije vrednosti, modifikuju početnu ideološku poziciju u skladu sa zahtevima savremenog
okruženja, čime ulaze u tenzični odnos „kritičkog prihvatanja“ spram starijih glasova (kat. 1
i 2). Pojedini glasovi „otcepljeni“ od glavnih ideoloških pozicija imaju specifičnu funkciju u
profesionalnom okruženju, koja im donosi ambivalentan status: fragmenti omogućavaju
preko potrebno održanje profesionalnog smisla, ali njihov „pošto-poto“ način delovanja i
gruba sredstva ih deklarativno čine nepoželjnim (kat. 3). Još jedan oblik razvoja podrazumeva
da razvojno raniji glasovi, koji raspolažu dečijim sredstvima borbe (“przničavi” nastupi),
u profesionalnom kontekstu bivaju delegitimizovani i, zahvaljujući iskustvu, zamenjeni
pozicijama koje na uzrasno i kontekstualno adekvatan obezbeđuju sprovođenje vrednosti
(kat 4). Promena podrazumeva i pojavu glasa koji personifikuje kontrapoziciju ideološki jakom
glasu, čime se smanjuje psihološka napetost koju zahtevi tog glasa proizvode i poboljšava
samoregulacija (kat. 5). Konačno, izvor promene može biti profesionalni kontekst koji,
legitimizacijom nekih vrednosti na uštrb drugih, može voditi promeni odnosa snaga između
suprotstavljenih ideologija (kat 6). Prikazana kategorizacija oblika razvoja i promene, načinjena
na osnovu podataka koji su imali drugačiji fokus, može poslužiti kao izvor korisnih hipoteza
u budućim studijama koje bi bile specifično dizajnirane da istraže procese transformacije
agonističkog selfa. Takođe, na osnovu nalaza mogu se mapirati mesta za intervencije u cilju
podrške profesionalnom razvoju nastavnika.",
publisher = "Beograd: Institut za pedagoška istraživanja i Institut za psihologiju Filozofskog fakulteta Univerziteta u Beogradu",
journal = "XXVI Naučna konferencija „Pedagoška istraživanja i školska praksa“ – Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika, Beograd",
title = "Model agonističkog selfa: oblici razvoja i promene",
pages = "82-79",
url = "https://hdl.handle.net/21.15107/rcub_reff_4486"
}

Grbić, S., Vesić, D.,& Džinović, V.. (2021). Model agonističkog selfa: oblici razvoja i promene. in XXVI Naučna konferencija „Pedagoška istraživanja i školska praksa“ – Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika, Beograd
Beograd: Institut za pedagoška istraživanja i Institut za psihologiju Filozofskog fakulteta Univerziteta u Beogradu., 79-82.
https://hdl.handle.net/21.15107/rcub_reff_4486

Grbić S, Vesić D, Džinović V. Model agonističkog selfa: oblici razvoja i promene. in XXVI Naučna konferencija „Pedagoška istraživanja i školska praksa“ – Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika, Beograd. 2021;:79-82.
https://hdl.handle.net/21.15107/rcub_reff_4486 .

Grbić, Sanja, Vesić, Dragan, Džinović, Vladimir, "Model agonističkog selfa: oblici razvoja i promene" in XXVI Naučna konferencija „Pedagoška istraživanja i školska praksa“ – Kvalitativna istraživanja kroz discipline i kontekste: osmišljavanje sličnosti i razlika, Beograd (2021):79-82,
https://hdl.handle.net/21.15107/rcub_reff_4486 .

TY  - CONF
AU  - Džinović, Vladimir
AU  - Grbić, Sanja
AU  - Vesić, Dragan
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/4473
AB  - The aim of the workshop is to demonstrate the application
of a new model of multiple self in the context of personal
wellbeing. We will present the model of agonistic self-based on
power relations between its components. We conceptualize the
agonistic self as a strategic situation consisting of temporary,
dynamic and context-shaped power relations between different
voices. A new methodology is developed in order to explore
the structure and dynamics of the agonistic self as well as to
facilitate its change in various fields of psychological practice.
The participants of the workshop will be introduced to the
model of agonistic self through guided exploration of their own
repertoires of voices and their relations. Firstly, the participants
will be encouraged to elicit various thoughts and practices that
they use as strategies for maintaining their wellbeing when faced
with challenging circumstances. After that, they will be asked to
envision these strategies as if they were voices to be named and
ascribed short narratives to. Further, the participants’ repertoires
of voices will be supplemented by the voices that they recognize
as originating from significant others. Finally, the participants
will describe the relationships between the elicited voices, in
terms of their relative strength, cooperation, antagonism, etc.
Insights gained from mapping the structure and dynamics of
their agonistic selves will be further used in group discussion on
strategies for improvement of their personal wellbeing. This will
be facilitated by the questions such as: which of the voices need
to be supported or silenced, which voices should appear in the
strategic situation in order to reduce some important conflict
etc. As a result, participants will reflect upon their self-regulation
strategies regarding wellbeing. Also, they will gain basic skills
in application of the agonistic self-methodology which will
hopefully become a part of their professional toolkit.
PB  - University of Niš: Faculty of Philosophy
C3  - BOOK OF ABSTRACTS, 17 International Conference DAYS OF APPLIED PSYCHOLOGY, Niš
T1  - Me against myself: introduction to agonistic self methodology for improving well-being
EP  - 76
SP  - 75
UR  - https://hdl.handle.net/21.15107/rcub_reff_4473
ER  - 

@conference{
author = "Džinović, Vladimir and Grbić, Sanja and Vesić, Dragan",
year = "2021",
abstract = "The aim of the workshop is to demonstrate the application
of a new model of multiple self in the context of personal
wellbeing. We will present the model of agonistic self-based on
power relations between its components. We conceptualize the
agonistic self as a strategic situation consisting of temporary,
dynamic and context-shaped power relations between different
voices. A new methodology is developed in order to explore
the structure and dynamics of the agonistic self as well as to
facilitate its change in various fields of psychological practice.
The participants of the workshop will be introduced to the
model of agonistic self through guided exploration of their own
repertoires of voices and their relations. Firstly, the participants
will be encouraged to elicit various thoughts and practices that
they use as strategies for maintaining their wellbeing when faced
with challenging circumstances. After that, they will be asked to
envision these strategies as if they were voices to be named and
ascribed short narratives to. Further, the participants’ repertoires
of voices will be supplemented by the voices that they recognize
as originating from significant others. Finally, the participants
will describe the relationships between the elicited voices, in
terms of their relative strength, cooperation, antagonism, etc.
Insights gained from mapping the structure and dynamics of
their agonistic selves will be further used in group discussion on
strategies for improvement of their personal wellbeing. This will
be facilitated by the questions such as: which of the voices need
to be supported or silenced, which voices should appear in the
strategic situation in order to reduce some important conflict
etc. As a result, participants will reflect upon their self-regulation
strategies regarding wellbeing. Also, they will gain basic skills
in application of the agonistic self-methodology which will
hopefully become a part of their professional toolkit.",
publisher = "University of Niš: Faculty of Philosophy",
journal = "BOOK OF ABSTRACTS, 17 International Conference DAYS OF APPLIED PSYCHOLOGY, Niš",
title = "Me against myself: introduction to agonistic self methodology for improving well-being",
pages = "76-75",
url = "https://hdl.handle.net/21.15107/rcub_reff_4473"
}

Džinović, V., Grbić, S.,& Vesić, D.. (2021). Me against myself: introduction to agonistic self methodology for improving well-being. in BOOK OF ABSTRACTS, 17 International Conference DAYS OF APPLIED PSYCHOLOGY, Niš
University of Niš: Faculty of Philosophy., 75-76.
https://hdl.handle.net/21.15107/rcub_reff_4473

Džinović V, Grbić S, Vesić D. Me against myself: introduction to agonistic self methodology for improving well-being. in BOOK OF ABSTRACTS, 17 International Conference DAYS OF APPLIED PSYCHOLOGY, Niš. 2021;:75-76.
https://hdl.handle.net/21.15107/rcub_reff_4473 .

Džinović, Vladimir, Grbić, Sanja, Vesić, Dragan, "Me against myself: introduction to agonistic self methodology for improving well-being" in BOOK OF ABSTRACTS, 17 International Conference DAYS OF APPLIED PSYCHOLOGY, Niš (2021):75-76,
https://hdl.handle.net/21.15107/rcub_reff_4473 .

TY  - CONF
AU  - Maksić, Slavica
AU  - Grbić, Sanja
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/4474
AB  - The expressing and creating of interests in the period of childhood and adolescence indicates
an area in which an individual can show gifted potential and later make creative contributions. The paper presents
the results of research conducted in order to better understand the role that adolescents attach to their interests in the
image they construct about themselves, in the process of personal development and stabilization as an important
aspect of their identity development. The survey included students in the final grade of primary school who
answered the open question "Who am I". Interests were obtained as a result of a thematic analysis conducted
without a pre-defined code system. The research findings confirm that interests were significantly present in the
adolescent's self-image, but that they were little related to their school learning. Sports, artistic and scientific
interests were mostly fulfilled and maintained through various forms of out-of-school activities. Conditions that
would support the stimulation of adolescents' interests by connecting their school and out-of-school activities are
discussed.
PB  - Vršac, Serbia: Preschool teacher training college "Mihailo Palov" & Arad, Romania: Universitatea de Vest „Aurel Vlaicu“
C3  - 26th Round table, international conference “The gifted: Personal and social perspective”, Vršac
T1  - What are interests of our children and why is it not the school
EP  - 209
IS  - 26
SP  - 197
UR  - https://hdl.handle.net/21.15107/rcub_reff_4474
ER  - 

@conference{
author = "Maksić, Slavica and Grbić, Sanja",
year = "2021",
abstract = "The expressing and creating of interests in the period of childhood and adolescence indicates
an area in which an individual can show gifted potential and later make creative contributions. The paper presents
the results of research conducted in order to better understand the role that adolescents attach to their interests in the
image they construct about themselves, in the process of personal development and stabilization as an important
aspect of their identity development. The survey included students in the final grade of primary school who
answered the open question "Who am I". Interests were obtained as a result of a thematic analysis conducted
without a pre-defined code system. The research findings confirm that interests were significantly present in the
adolescent's self-image, but that they were little related to their school learning. Sports, artistic and scientific
interests were mostly fulfilled and maintained through various forms of out-of-school activities. Conditions that
would support the stimulation of adolescents' interests by connecting their school and out-of-school activities are
discussed.",
publisher = "Vršac, Serbia: Preschool teacher training college "Mihailo Palov" & Arad, Romania: Universitatea de Vest „Aurel Vlaicu“",
journal = "26th Round table, international conference “The gifted: Personal and social perspective”, Vršac",
title = "What are interests of our children and why is it not the school",
pages = "209-197",
number = "26",
url = "https://hdl.handle.net/21.15107/rcub_reff_4474"
}

Maksić, S.,& Grbić, S.. (2021). What are interests of our children and why is it not the school. in 26th Round table, international conference “The gifted: Personal and social perspective”, Vršac
Vršac, Serbia: Preschool teacher training college "Mihailo Palov" & Arad, Romania: Universitatea de Vest „Aurel Vlaicu“.(26), 197-209.
https://hdl.handle.net/21.15107/rcub_reff_4474

Maksić S, Grbić S. What are interests of our children and why is it not the school. in 26th Round table, international conference “The gifted: Personal and social perspective”, Vršac. 2021;(26):197-209.
https://hdl.handle.net/21.15107/rcub_reff_4474 .

Maksić, Slavica, Grbić, Sanja, "What are interests of our children and why is it not the school" in 26th Round table, international conference “The gifted: Personal and social perspective”, Vršac, no. 26 (2021):197-209,
https://hdl.handle.net/21.15107/rcub_reff_4474 .

TY  - CONF
AU  - Džinović, Vladimir
AU  - Vesić, Dragan
AU  - Grbić, Sanja
PY  - 2021
UR  - http://reff.f.bg.ac.rs/handle/123456789/4460
AB  - In this study we explore how a new model of the multiple self can help to better understand
self-regulation of human behavior. We start from the dialogical self theory and the social
cognitive theory of personality. The dynamics of the multiple self is conceived in terms of the
patterns of power relations between the voices as personifications of beliefs and guides for
socially accountable behavior. The multi-voiced self is understood as a processing component
of personality which is responsible for self-regulated behavior and its voices may be viewed
as the interacting mediating processes. The goal of this work is to present the most common
patterns of interaction between the voices as strategies of self-regulation on the example of
teacher professional behavior. The research participants (9 elementary school teachers, all
females, years of experience: 1-10 (N=3), 10-20 (N=4), >20 (N=2)) elicited the voices and
described their relationships while being interviewed. We used a combine deductiveinductive
thematic approach to analyze the data. Starting from preexisting categories of
’dominance’ (ability to manage the actions of others), ‘resistance’ (ability to counter-act in
relation to the dominant position), conflict and cooperation we inductively developed the
matrix of the categories and main categories. Critical dialogues between the researchers were
practiced as the multi-iteration procedure for establishing the intersubjective agreement. The
main categories are: 1) functions of the voices; 2) forms of exercising power; 3) tactics; 4) the
voices’ relations and 5) constellations (patterns of interaction among the voices). The main
category of constellations will be further elaborated. The most frequent constellations show
that the regulation of teachers’ professional behavior is manifested through the stable
domination of voices who personify core professional values, implemented either by a
common group of executors and facilitators (‘The team’ constellation) or by alternative
executors and facilitators, often those who personify undesirable (rough, aggressive) acts,
when the dominant ideology was temporally ‘dethroned’ by the opponents (’The Intervention
team’ constellation). The second most common regulatory strategy ensures the dispersion of
power as a way to prevent its monopolization by a single ideological stance (‘Clash of
ideologies’ constellation). This model of self-regulation may be used to improve teacher
competencies and to prevent burnout.
PB  - Belgrade: Institute of Psychology, Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade.
C3  - Book of abstracts, XXVII Scientific Conference “Empirical Studies in Psychology”, Belgrade
T1  - The power relations between the voices of the self as strategies of self-regulation: the case of teacher professional behavior
SP  - 43
UR  - https://hdl.handle.net/21.15107/rcub_reff_4460
ER  - 

@conference{
author = "Džinović, Vladimir and Vesić, Dragan and Grbić, Sanja",
year = "2021",
abstract = "In this study we explore how a new model of the multiple self can help to better understand
self-regulation of human behavior. We start from the dialogical self theory and the social
cognitive theory of personality. The dynamics of the multiple self is conceived in terms of the
patterns of power relations between the voices as personifications of beliefs and guides for
socially accountable behavior. The multi-voiced self is understood as a processing component
of personality which is responsible for self-regulated behavior and its voices may be viewed
as the interacting mediating processes. The goal of this work is to present the most common
patterns of interaction between the voices as strategies of self-regulation on the example of
teacher professional behavior. The research participants (9 elementary school teachers, all
females, years of experience: 1-10 (N=3), 10-20 (N=4), >20 (N=2)) elicited the voices and
described their relationships while being interviewed. We used a combine deductiveinductive
thematic approach to analyze the data. Starting from preexisting categories of
’dominance’ (ability to manage the actions of others), ‘resistance’ (ability to counter-act in
relation to the dominant position), conflict and cooperation we inductively developed the
matrix of the categories and main categories. Critical dialogues between the researchers were
practiced as the multi-iteration procedure for establishing the intersubjective agreement. The
main categories are: 1) functions of the voices; 2) forms of exercising power; 3) tactics; 4) the
voices’ relations and 5) constellations (patterns of interaction among the voices). The main
category of constellations will be further elaborated. The most frequent constellations show
that the regulation of teachers’ professional behavior is manifested through the stable
domination of voices who personify core professional values, implemented either by a
common group of executors and facilitators (‘The team’ constellation) or by alternative
executors and facilitators, often those who personify undesirable (rough, aggressive) acts,
when the dominant ideology was temporally ‘dethroned’ by the opponents (’The Intervention
team’ constellation). The second most common regulatory strategy ensures the dispersion of
power as a way to prevent its monopolization by a single ideological stance (‘Clash of
ideologies’ constellation). This model of self-regulation may be used to improve teacher
competencies and to prevent burnout.",
publisher = "Belgrade: Institute of Psychology, Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade.",
journal = "Book of abstracts, XXVII Scientific Conference “Empirical Studies in Psychology”, Belgrade",
title = "The power relations between the voices of the self as strategies of self-regulation: the case of teacher professional behavior",
pages = "43",
url = "https://hdl.handle.net/21.15107/rcub_reff_4460"
}

Džinović, V., Vesić, D.,& Grbić, S.. (2021). The power relations between the voices of the self as strategies of self-regulation: the case of teacher professional behavior. in Book of abstracts, XXVII Scientific Conference “Empirical Studies in Psychology”, Belgrade
Belgrade: Institute of Psychology, Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade.., 43.
https://hdl.handle.net/21.15107/rcub_reff_4460

Džinović V, Vesić D, Grbić S. The power relations between the voices of the self as strategies of self-regulation: the case of teacher professional behavior. in Book of abstracts, XXVII Scientific Conference “Empirical Studies in Psychology”, Belgrade. 2021;:43.
https://hdl.handle.net/21.15107/rcub_reff_4460 .

Džinović, Vladimir, Vesić, Dragan, Grbić, Sanja, "The power relations between the voices of the self as strategies of self-regulation: the case of teacher professional behavior" in Book of abstracts, XXVII Scientific Conference “Empirical Studies in Psychology”, Belgrade (2021):43,
https://hdl.handle.net/21.15107/rcub_reff_4460 .

TY  - CONF
AU  - Simić, Nataša
AU  - Marušić Jablanović, Milica
AU  - Grbić, Sanja
PY  - 2020
UR  - http://reff.f.bg.ac.rs/handle/123456789/4461
AB  - Despite the unfavourable status of the teaching profession in Serbia, the number of studies
investigating teachers’ motivation for teaching has remained relatively low. The goal of this
study was to explore the motivations for a teaching profession and to determine if there were
differences in motivation depending on the teaching program and disciplines preservice
teachers studied. Participants were 433 preservice teachers from four Serbian state
universities (Mage= 22.6, SD = 2.32). There were 25.2% participants from teacher training
faculty (prospective class teachers), 30.3% from Science and Engineering faculties and
44.5% from Social science and Humanities faculties (prospective subject teachers). Relying
on the FIT-Choice model, 42-item Factors influencing choice of a teaching career scale was
applied, which consists of 13 motivation constructs/ reasons for choosing a teaching career.
The highest rated reasons for choosing a teaching career were: Intrinsic value (M = 6.14, SD
= 1.08, range 1–7), Shape future of children (M = 5.72, SD = 1.34), Perceived teaching
abilities (M = 5.43, SD = 1.16) and Work with children (M = 5.41, SD = 1.56), while
choosing teaching as a Fallback career was the lowest ranked factor (M = 1.78, SD = 1.16).
ANOVA with the type of faculty being independent variable pointed to significant
differences on: Time for family (F(2, 430) = 8.148, p < .001, ηp2=.037), Enhance social
equity (F(2, 430) = 6.706, p < .001, ηp2 = .030), Social influences (F(2, 430) = 4.502, p <
.005, ηp2=.021), Work with children (F(2, 430) = 10.226, p < .001, ηp2=.045), and Shape
future of children (F(2, 430) = 4.250, p < .005, ηp2=.019). Scheffe’s post hoc test revealed
that the prospective Social science and Humanities teachers scored lower on the factor Time
for family than both prospective class and Science and Engineering teachers. Prospective
class teachers scored higher on Enhance social equity and Work with children than
prospective subject teachers. Prospective class teachers are more strongly motivated by the
factor Shape future of children than the prospective Science and Engineering teachers, and
more motivated by Social influences (those of the family and friends) than the Social science
and Humanities teachers. Results are discussed in the light of broader socioeconomic
situation, societal values and the preservice education characteristics
PB  - Belgrade: Institute of Psychology, Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade
C3  - Book of abstracts, XXVI Scientific Conference “Empirical Studies in Psychology”, Belgrade
T1  - Motivation for teaching among different groups of preservice teachers
SP  - 69
UR  - https://hdl.handle.net/21.15107/rcub_reff_4461
ER  - 

@conference{
author = "Simić, Nataša and Marušić Jablanović, Milica and Grbić, Sanja",
year = "2020",
abstract = "Despite the unfavourable status of the teaching profession in Serbia, the number of studies
investigating teachers’ motivation for teaching has remained relatively low. The goal of this
study was to explore the motivations for a teaching profession and to determine if there were
differences in motivation depending on the teaching program and disciplines preservice
teachers studied. Participants were 433 preservice teachers from four Serbian state
universities (Mage= 22.6, SD = 2.32). There were 25.2% participants from teacher training
faculty (prospective class teachers), 30.3% from Science and Engineering faculties and
44.5% from Social science and Humanities faculties (prospective subject teachers). Relying
on the FIT-Choice model, 42-item Factors influencing choice of a teaching career scale was
applied, which consists of 13 motivation constructs/ reasons for choosing a teaching career.
The highest rated reasons for choosing a teaching career were: Intrinsic value (M = 6.14, SD
= 1.08, range 1–7), Shape future of children (M = 5.72, SD = 1.34), Perceived teaching
abilities (M = 5.43, SD = 1.16) and Work with children (M = 5.41, SD = 1.56), while
choosing teaching as a Fallback career was the lowest ranked factor (M = 1.78, SD = 1.16).
ANOVA with the type of faculty being independent variable pointed to significant
differences on: Time for family (F(2, 430) = 8.148, p < .001, ηp2=.037), Enhance social
equity (F(2, 430) = 6.706, p < .001, ηp2 = .030), Social influences (F(2, 430) = 4.502, p <
.005, ηp2=.021), Work with children (F(2, 430) = 10.226, p < .001, ηp2=.045), and Shape
future of children (F(2, 430) = 4.250, p < .005, ηp2=.019). Scheffe’s post hoc test revealed
that the prospective Social science and Humanities teachers scored lower on the factor Time
for family than both prospective class and Science and Engineering teachers. Prospective
class teachers scored higher on Enhance social equity and Work with children than
prospective subject teachers. Prospective class teachers are more strongly motivated by the
factor Shape future of children than the prospective Science and Engineering teachers, and
more motivated by Social influences (those of the family and friends) than the Social science
and Humanities teachers. Results are discussed in the light of broader socioeconomic
situation, societal values and the preservice education characteristics",
publisher = "Belgrade: Institute of Psychology, Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade",
journal = "Book of abstracts, XXVI Scientific Conference “Empirical Studies in Psychology”, Belgrade",
title = "Motivation for teaching among different groups of preservice teachers",
pages = "69",
url = "https://hdl.handle.net/21.15107/rcub_reff_4461"
}

Simić, N., Marušić Jablanović, M.,& Grbić, S.. (2020). Motivation for teaching among different groups of preservice teachers. in Book of abstracts, XXVI Scientific Conference “Empirical Studies in Psychology”, Belgrade
Belgrade: Institute of Psychology, Laboratory for Experimental Psychology, Faculty of Philosophy, University of Belgrade., 69.
https://hdl.handle.net/21.15107/rcub_reff_4461

Simić N, Marušić Jablanović M, Grbić S. Motivation for teaching among different groups of preservice teachers. in Book of abstracts, XXVI Scientific Conference “Empirical Studies in Psychology”, Belgrade. 2020;:69.
https://hdl.handle.net/21.15107/rcub_reff_4461 .

Simić, Nataša, Marušić Jablanović, Milica, Grbić, Sanja, "Motivation for teaching among different groups of preservice teachers" in Book of abstracts, XXVI Scientific Conference “Empirical Studies in Psychology”, Belgrade (2020):69,
https://hdl.handle.net/21.15107/rcub_reff_4461 .

TY  - CONF
AU  - Grbić, Sanja
AU  - Maksić, Slavica
PY  - 2019
UR  - http://reff.f.bg.ac.rs/handle/123456789/4457
AB  - The development of individual identity in line with the values of modern society represents an
essential condition for its modernization. For the young, that development occurs primarily through
their participation in the school life. Relying on the process theory of identity co-construction within
narrative psychology, which proposes that identity is constructed through the process of co-narration
of autobiographical events in interactions with family members and peers, we have tried to identify
those aspects of students’ participation in the school life that are crucial to constructing the experience
of oneself in school. The study was conducted on convenient sample of eight-grade students (N=93)
who completed an open-ended questionnaire. Students were asked to describe an event that
faithfully portrays who they are when they are at school. Narrative analysis was applied to collected
data using inductive approach. This resulted in defining four content areas: academic achievement
and discipline, peer relationships, relations with teachers and general view on the school. Majority
of students spontaneously reported their academic achievement and discipline, and did so mostly
in stereotypical and non-elaborate manner (”average students”, ”trying not to make trouble”), while
boredom and emotional flatness dominated their general school experience. The most elaborated
descriptions were given for the peer relationships. Students emphasized the importance of having
good friends and being a good friend (“I always have my friends’ back“) and those who lacked peer
acceptance reported feeling upset and insecure. Parts of the students’ narratives that bore the
strongest emotional saturation addressed their relations with teachers and referred to inconsistent
demands and unexpected behaviour of teachers. On the whole, relations with peers and teachers
shaped students’ general school experience. Findings point to a substantial influence of the nature
of social relations for co-construction of student identity and their overall evaluative and emotional
stance toward school. It was concluded that considerable attention should be paid to „soft“, relational
aspects of the students’ life in the school community.
AB  - Razvoj identiteta pojedinaca usklađenog sa vrednostima moderne društvene zajednice predstavlja
ključan uslov modernizacije društva. Za mlade, ovaj razvoj se, na prvom mestu, odvija kroz
participaciju u školskom životu. Pošavši od procesne teorije kokonstrukcije identiteta u okviru
narativne psihologije, prema kojoj se identitet konstruiše kroz konarativizaciju autobiografskih
događaja u interakcijama unutar porodičnog i vršnjačkog kruga, pokušale smo da identifikujemo koji
se aspekti participacije učenika u školskom okruženju mogu prepoznati kao ključni za konstruisanje
doživljaja sebe u školi. Na prigodnom uzorku učenika osmog razreda (N=93) primenjen je upitnik
koji je sadržao pitanja otvorenog tipa o događaju koji ih dobro opisuje u kontekstu škole. Izvedena
je narativna analiza induktivnog tipa koja je rezultirala definisanjem četiri oblasti: školski uspeh i
disciplina, odnosi sa drugovima, odnosi sa nastavnicima i opšti doživljaj škole. Najveći broj učenika
osvrnuo se na svoj školski uspeh i vladanje i to, uglavnom, na stereotipan i neelaborisan način (solidni
đaci; neproblematični), a u ukupnom doživljaju školskog učenja dominantna je monotonija i afektivna
zaravnjenost. Najdetaljnije su opisani odnosi sa drugovima, u kojima se ističe važnost imanja dobrih
prijatelja, uloge sebe kao dobrog druga („uvek pokrivam leđa prijatelju”) i prihvaćenosti uopšte, čije
odsustvo jedan deo učenika čini uznemirenim i nesigurnim. Najsnažnije su emocionalno zasićeni
opisi odnosa sa nastavnicima koji govore o nedoslednosti u zahtevima i neočekivanim ponašanjima
nastavnika. U celini, odnosi sa drugovima i sa nastavnicima boje učenikov sveukupan doživljaj
škole. Podaci ukazuju na veliku važnost kvaliteta socijalnih odnosa za kokonstruisanje sopstvenog
identiteta i celokupnog vrednosno-afektivnog odnosa prema školi. Zaključeno je da postoji potreba
za posvećivanjem pažnje „mekim” relacionim aspektima života mladih u školskoj zajednici.
PB  - Belgrade: Institute for educational research
C3  - Book of abstracts, 24th International scientific conference ”Educational research and school practice”
T1  - Who am I at school: Self-narratives of elementary school students
T1  - Kakav sam u školi: narativi učenika osnovne škole o sebi
SP  - 101
UR  - https://hdl.handle.net/21.15107/rcub_reff_4457
ER  - 

@conference{
author = "Grbić, Sanja and Maksić, Slavica",
year = "2019",
abstract = "The development of individual identity in line with the values of modern society represents an
essential condition for its modernization. For the young, that development occurs primarily through
their participation in the school life. Relying on the process theory of identity co-construction within
narrative psychology, which proposes that identity is constructed through the process of co-narration
of autobiographical events in interactions with family members and peers, we have tried to identify
those aspects of students’ participation in the school life that are crucial to constructing the experience
of oneself in school. The study was conducted on convenient sample of eight-grade students (N=93)
who completed an open-ended questionnaire. Students were asked to describe an event that
faithfully portrays who they are when they are at school. Narrative analysis was applied to collected
data using inductive approach. This resulted in defining four content areas: academic achievement
and discipline, peer relationships, relations with teachers and general view on the school. Majority
of students spontaneously reported their academic achievement and discipline, and did so mostly
in stereotypical and non-elaborate manner (”average students”, ”trying not to make trouble”), while
boredom and emotional flatness dominated their general school experience. The most elaborated
descriptions were given for the peer relationships. Students emphasized the importance of having
good friends and being a good friend (“I always have my friends’ back“) and those who lacked peer
acceptance reported feeling upset and insecure. Parts of the students’ narratives that bore the
strongest emotional saturation addressed their relations with teachers and referred to inconsistent
demands and unexpected behaviour of teachers. On the whole, relations with peers and teachers
shaped students’ general school experience. Findings point to a substantial influence of the nature
of social relations for co-construction of student identity and their overall evaluative and emotional
stance toward school. It was concluded that considerable attention should be paid to „soft“, relational
aspects of the students’ life in the school community., Razvoj identiteta pojedinaca usklađenog sa vrednostima moderne društvene zajednice predstavlja
ključan uslov modernizacije društva. Za mlade, ovaj razvoj se, na prvom mestu, odvija kroz
participaciju u školskom životu. Pošavši od procesne teorije kokonstrukcije identiteta u okviru
narativne psihologije, prema kojoj se identitet konstruiše kroz konarativizaciju autobiografskih
događaja u interakcijama unutar porodičnog i vršnjačkog kruga, pokušale smo da identifikujemo koji
se aspekti participacije učenika u školskom okruženju mogu prepoznati kao ključni za konstruisanje
doživljaja sebe u školi. Na prigodnom uzorku učenika osmog razreda (N=93) primenjen je upitnik
koji je sadržao pitanja otvorenog tipa o događaju koji ih dobro opisuje u kontekstu škole. Izvedena
je narativna analiza induktivnog tipa koja je rezultirala definisanjem četiri oblasti: školski uspeh i
disciplina, odnosi sa drugovima, odnosi sa nastavnicima i opšti doživljaj škole. Najveći broj učenika
osvrnuo se na svoj školski uspeh i vladanje i to, uglavnom, na stereotipan i neelaborisan način (solidni
đaci; neproblematični), a u ukupnom doživljaju školskog učenja dominantna je monotonija i afektivna
zaravnjenost. Najdetaljnije su opisani odnosi sa drugovima, u kojima se ističe važnost imanja dobrih
prijatelja, uloge sebe kao dobrog druga („uvek pokrivam leđa prijatelju”) i prihvaćenosti uopšte, čije
odsustvo jedan deo učenika čini uznemirenim i nesigurnim. Najsnažnije su emocionalno zasićeni
opisi odnosa sa nastavnicima koji govore o nedoslednosti u zahtevima i neočekivanim ponašanjima
nastavnika. U celini, odnosi sa drugovima i sa nastavnicima boje učenikov sveukupan doživljaj
škole. Podaci ukazuju na veliku važnost kvaliteta socijalnih odnosa za kokonstruisanje sopstvenog
identiteta i celokupnog vrednosno-afektivnog odnosa prema školi. Zaključeno je da postoji potreba
za posvećivanjem pažnje „mekim” relacionim aspektima života mladih u školskoj zajednici.",
publisher = "Belgrade: Institute for educational research",
journal = "Book of abstracts, 24th International scientific conference ”Educational research and school practice”",
title = "Who am I at school: Self-narratives of elementary school students, Kakav sam u školi: narativi učenika osnovne škole o sebi",
pages = "101",
url = "https://hdl.handle.net/21.15107/rcub_reff_4457"
}

Grbić, S.,& Maksić, S.. (2019). Who am I at school: Self-narratives of elementary school students. in Book of abstracts, 24th International scientific conference ”Educational research and school practice”
Belgrade: Institute for educational research., 101.
https://hdl.handle.net/21.15107/rcub_reff_4457

Grbić S, Maksić S. Who am I at school: Self-narratives of elementary school students. in Book of abstracts, 24th International scientific conference ”Educational research and school practice”. 2019;:101.
https://hdl.handle.net/21.15107/rcub_reff_4457 .

Grbić, Sanja, Maksić, Slavica, "Who am I at school: Self-narratives of elementary school students" in Book of abstracts, 24th International scientific conference ”Educational research and school practice” (2019):101,
https://hdl.handle.net/21.15107/rcub_reff_4457 .

TY  - CHAP
AU  - Kovacs Cerović, Tinde
AU  - Grbić, Sanja
AU  - Vesić, Dragan
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/4525
AB  - Presently Europe is confronted with the need to cater for hundreds of thousands
of refugees from the Middle East, mostly from Syria, Iraq and Afghanistan and to
ensure their education The importance of education for migrant communities and
refugees is based not only on the Universal Declaration of Human Rights and the
European Convention on Human Rights, but also on the fact that schooling is an
essential means for ensuring life continuity, job prospects, social integration and
peer relationships. However, literature addressing education of immigrant or refugee children lists
a variety of barriers that can hinder education integration and negatively affect
education attainment of these children and youth. Recommendations for overcoming the barriers and pitfalls in the education
trajectory of refugee and immigrant children include measures such as language
integration, early childhood education and care, parental engagement, limiting
concentration in disadvantaged schools, building the capacity of schools and
teachers, and limiting tracking and grade repetition. Serbia was until
recently only a transit country for refugees aspiring to move on to more developed
countries and its education system was caught unprepared for their integration. Since the education system in Serbia never before
faced a challenge of similar complexity, the process these schools are piloting is
a unique opportunity to observe and register the educational changes entailed in
enrolling refugee students.
In response to changing aspirations and needs, in September 2016 the Ministry of
Education, Science and Technological Development (MOESTD), in cooperation
with the Centre for educational policies (CEP) and UNICEF, launched a one-year
pilot project “Supporting the education of refugee/migrant students in the Republic
of Serbia” with five elementary schools being selected (out of 12 applicants) to
participate based on criteria of (a) proximity to the asylum/refugee centre and
(b) estimated capacities for providing quality education in diversified classrooms.
The Project design was informed by best international experience, and in accordance
with these, refugee children were to be enrolled in regular school classes as well
as provided with additional classes targeting language acquisition (Serbian and
English), cultural and civic competence building and social adjustment. The Project aimed to assist the development of a comprehensive strategy of
education integration of refugee students throughout the education system in the
Republic of Serbia. From transit station Serbia turned into a semi-destination country
for refugee pupils, hence obtaining a unique status among the countries responding
to the refugee crisis. This, in turn, required a serious shift from the usual way of
functioning for schools, and a new capacity for responding to the new situation had
to be developed.

Study aims. The study we are reporting about builds on the pilot project, and its aims are fully
pragmatic: we were witnessing the unfolding of a new phenomenon in Serbia that
is unique in several ways, and we wanted to take a snapshot of this developing
phenomenon in status nascendi and learn from what we see, hear and understand.
Particularly compelling seemed the following aspects to register: (a) Serbia is a
country of emigration and not immigration, and it is not prepared to face sizable
cultural and linguistic differences – did children and teachers embrace the differences
brought about with the newly arriving refugee students at all and if yeas, how?
(b) Schools in Serbia are working under fairly strict curriculum constraints, meagre
financing, and have almost no autonomy in their functioning – could they adjust and
successfully respond to such an outstanding challenge at all and, if yes, how did they
bring this about? We were interested to collect both positive and negative experiences
of the schools in order to develop recommendations for the forthcoming nation-wide
action.
Methodology. Three interconnected case studies of schools were conducted using a mixmethod
research design, with quantitative and qualitative research procedures
being implemented within two consecutive research phases. Research Phase One: Quantitative Overview of the General School Climate Regarding Integration. Student sample. The first variable we measured is social distance that
domicile students expressed toward refugee students. For that purpose, we administered a version of
the Bogardus scale adapted to the Serbian school context and fitting to situations. 148 students in total participated from three schools, from classes that had refugee students. Out of these 40% were girls and 30% declared themselves as
Roma, which reflects student profile in the three selected schools. Social distance of the entire student group was
calculated as the arithmetic mean of the individual scores for the two targeted
groups separately. Multiple ANOVA and t-tests were performed. differences in the dependent variable,
namely, social distance, are examined taking into consideration two factors,
domicile student group (Serbian or Roma) being the unrepeated one, and student
group toward which the distance is assessed (Serbian, Roma or refugee) being the
repeated factor. Teacher sample. The second type of characteristics we measured as
an indicator of psychosocial classroom climate is intercultural competence of teachers. Data were collected by using Teacher Intercultural
Competence Scale, a recently developed multidimensional instrument that is intended
to measure self-reported levels of competence for teaching in culturally heterogeneous classrooms standardized on the Serbian sample. The scale measures three dimensions of competence. Each of the dimensions are
self-assessed through a number of Likert type items with a 1–4 rating scale. The Scale
has 68 items in total and requires approximately 20 minutes to complete. 44 teachers in total from the three targeted schools responded to the ICC
questionnaire, 91% of which were females, within age range 27–60. Two-factor mixed analysis of variance was performed on the
teachers’ data. The first of the two factors was Intercultural competence dimension
and was repeated (by respondents), having 3 levels, one for each dimension of the
ICC scale: (1) beliefs, values and goals, (2) motivation and (3) self-regulation. last of the two factors is unrepeated and represents the three schools wherefrom
teachers were asked to participate. Research Phase Two: School-Level Qualitative Overview of the Inclusion. Process. Semi-structured focus
groups with local-level experts from the three selected schools were conducted. Focus-group guidelines were formulated around inclusion-relevant
themes, covering several thematic blocks, depending on the participants. Four semi-structured focus groups were
carried out, three of them held in each of the participating schools with internal experts,
while the fourth one was organised for the school mentors at the Faculty of Philosophy
in Belgrade. Each focus group discussion lasted up to 120 minutes and was conducted
with 10 to 20 participants per session, making it around 50 informants in total. Thematic analysis was applied going from particular statements
to more abstract themes, with no a priori defined coding system, so that the themes
would more naturally emerge from data. Identified core themes were
then interpreted in light of similar international experiences, as well as taking into
consideration distinctive features of the national context and of the selected schools.
Triangulation and reporting of participants’ original statements were used as means
for reliability insurance. 

Findings. Three schools participated - Flexible survivor, Frustrated and Overburdened and Young and enthusiastic. Social distance towards refugee students. The findings suggest that there is
no difference between Serbian and Roma pupils regarding their distance towards the
refugee pupils. Findings also show that that the distance
of the domicile students’ population towards refugee pupils is of a medium level. The results considered separately for the two groups of domicile students
demonstrate that Serbian students exhibit a relatively high distance towards
Roma students, which is significantly higher than the distance to their own group, and this distance is also significantly higher than the distance
to the refugee students. On the other hand, within the Roma
student group there is no statistically significant difference in the distance towards
their own Roma group compared to their distance towards Serbian students. There is a significantly higher distance towards refugee pupils than
towards Serbs. Hence, the distance of all domicile students
towards the refugee population, although larger compared to the distance to their
own group, is shown to be lower than expected. Teachers’ intercultural competence. Teachers report higher intercultural competences than what
is theoretically expected. The teachers reported highest scores on the
scale reflecting their beliefs, values and goals concerning intercultural education.
They assessed somewhat lower their own motivation to work in an intercultural
environment. Finally, teachers evaluated their self-regulation skills in the situation
of teaching in an intercultural environment as being the lowest compared to the other
two dimensions. teachers from different
schools marginally differ in the assessment of their intercultural competence.
Teachers from the school labelled as “Survivor” report a higher level of intercultural
competences in relation to the other two schools. teachers from
all of them are similar in their expressed beliefs, values and goals concerning
intercultural education, rating them relatively high. On the other hand, estimates
of the motivation to work in an interculturally diversified environment were not as
high in all the schools, while the self-assessed self-regulation skills for managing
the teaching and learning process in diversified classroom conditions proved to be
the weakest point of teachers’ intercultural competence, showing that favourable
attitudes and previous experience are, even for these most prepared and willing
schools, perceived as insufficient when it comes to the new challenge of integrating
refugee students.
Qualitative Overview of the School-Level Inclusion Process: Surprisingly positive experience – (a) Resilience instead of trauma. Teachers were faced with children who were seen
as resilient and with no visible disruptive distress symptoms - they
faced resilient and smiling youngsters. (b) Low expectation revised - The children plead for homework, and the next day they would come to school asking for feedback. (c) Students’ academic aspirations as inspiration for teachers - Teachers formulated their own gains from this process as inspiration,
greater challenges and a general feeling of satisfaction, feeling that they were
“encouraged to give more”. (d) Positive peer interactions - Domicile children were friendly, and they expressed the need to learn refugee students’ language, and independently organized a humanitarian action (collecting
clothing and footwear) for the newcomers. (e) Benefits for local students - The schools noted important benefits for domicile learners – the
development of empathy, increased sense of personal value by helping others, “decentration”
from their own cultural and school practices, and the prioritization of
the development of competences over and above the typical focus on school grades. (f) Benefits for parents - These positive experiences of domicile students with
newcomers contributed to their parents’ more positive and agreeable reactions to the
integration process. (g) Teacher – (refugee) student relationship. The acceptance of personal responsibility for the process
and the autonomous search for solutions to the problems they were experiencing
was beneficial to the process of inclusion, especially if it was accompanied with
sensitivity to and respect for cultural specificities. (h) Cherished resources - When it comes to the characteristics of the schools
themselves, the first and mostly addressed resource were the teachers, professional
associates and principals themselves and their proactive attitudes. The schools
recognized the importance of their own efforts in planning, implementing and
adapting activities needed for the process of refugee inclusion. schools could easily rely on some of their previous systemic experience:
inclusion of refugees during the civil war in the former SFRY in the 1990s, a
decade of integration of Roma students into formal education (2005–2015) and the
implementation of inclusive education starting in 2009.
Weak Points. (a) Poor macro-level organization. Schools assessed an aggravating circumstance in
the process of integration was the lack of a clear and coherent policy for refugee
integration. In addition to such difficulties, a very negative experience of schools, gravely
present towards the end of the school year, was the lack of basic necessities for
newcomers such as food, clothing, transportation, and school supplies. The schools also identified less than adequate communication and coordination
between the relevant institutions during the entire project – collective centres for
refugees, the centre for social work, relevant state institutions and non-governmental
organizations. internal experts uniformly expressed a sense of general lack of support
and assistance for schools, even by the institutions that they explicitly asked for
support. (b) Unexpected diversity among the refugee population - There were many differences in
terms of cultural characteristics and the educational background in the country of
origin, the students’ years of formal and non-formal education, level of competence
in different school subjects. The lack of a common language between refugees and the domicile population
but also among the refugees was a substantial problem. The refugee students spoke
English on a very basic level. Additionally, there was a high degree of fluctuation in school attendance by the
refugee students. (c) Coping with students’ nascent education needs - As the refugee
students spent more and more time in schools, their interest shifted from socializing
with peers to mastering computer sciences and mathematics, and learning English
and German language. (d) Dilemma between conflicting goals - Numerous relevant questions remained unanswered for teachers:
Should the focus be on preparing refugees for further migration or for longer stays?
Should teaching be focused on socialization or on learning? Should students be
taught English or Serbian language? (e) Professional concerns of teachers - The experience of being overburdened
was clearly stated by the teachers. Teachers described their working setting and additional requirements in
this process as “working in a mine”. Teachers expressed concern on whether the quality of teaching could be
maintained in a setting of such diversity. Finally, teachers also questioned how long their motivation for working under such challenging conditions will last. Teachers felt frustrated and abused as
“free of charge labour” and stated how it was “unjust to only resort to their humanity”
while no systematic and focused support was provided. Three main recommendations are given and elaborated on in the paper: (a) Provide better organization: procedures, inter-sectoral cooperation, mediator; (b) Providing support to teachers for their teaching; (c) Develop an external support network for the schools.
PB  - Dordrecht, NL: Brill/Sense Publisher
T2  - Studies in Inclusive Education series - Challenges and Opportunities in Education for Refugees in Europe: From Research to Good Practices
T1  - How do schools integrate refugee students? First experiences from Serbia.
EP  - 112
SP  - 78
UR  - https://hdl.handle.net/21.15107/rcub_reff_4525
ER  - 

@inbook{
author = "Kovacs Cerović, Tinde and Grbić, Sanja and Vesić, Dragan",
year = "2018",
abstract = "Presently Europe is confronted with the need to cater for hundreds of thousands
of refugees from the Middle East, mostly from Syria, Iraq and Afghanistan and to
ensure their education The importance of education for migrant communities and
refugees is based not only on the Universal Declaration of Human Rights and the
European Convention on Human Rights, but also on the fact that schooling is an
essential means for ensuring life continuity, job prospects, social integration and
peer relationships. However, literature addressing education of immigrant or refugee children lists
a variety of barriers that can hinder education integration and negatively affect
education attainment of these children and youth. Recommendations for overcoming the barriers and pitfalls in the education
trajectory of refugee and immigrant children include measures such as language
integration, early childhood education and care, parental engagement, limiting
concentration in disadvantaged schools, building the capacity of schools and
teachers, and limiting tracking and grade repetition. Serbia was until
recently only a transit country for refugees aspiring to move on to more developed
countries and its education system was caught unprepared for their integration. Since the education system in Serbia never before
faced a challenge of similar complexity, the process these schools are piloting is
a unique opportunity to observe and register the educational changes entailed in
enrolling refugee students.
In response to changing aspirations and needs, in September 2016 the Ministry of
Education, Science and Technological Development (MOESTD), in cooperation
with the Centre for educational policies (CEP) and UNICEF, launched a one-year
pilot project “Supporting the education of refugee/migrant students in the Republic
of Serbia” with five elementary schools being selected (out of 12 applicants) to
participate based on criteria of (a) proximity to the asylum/refugee centre and
(b) estimated capacities for providing quality education in diversified classrooms.
The Project design was informed by best international experience, and in accordance
with these, refugee children were to be enrolled in regular school classes as well
as provided with additional classes targeting language acquisition (Serbian and
English), cultural and civic competence building and social adjustment. The Project aimed to assist the development of a comprehensive strategy of
education integration of refugee students throughout the education system in the
Republic of Serbia. From transit station Serbia turned into a semi-destination country
for refugee pupils, hence obtaining a unique status among the countries responding
to the refugee crisis. This, in turn, required a serious shift from the usual way of
functioning for schools, and a new capacity for responding to the new situation had
to be developed.

Study aims. The study we are reporting about builds on the pilot project, and its aims are fully
pragmatic: we were witnessing the unfolding of a new phenomenon in Serbia that
is unique in several ways, and we wanted to take a snapshot of this developing
phenomenon in status nascendi and learn from what we see, hear and understand.
Particularly compelling seemed the following aspects to register: (a) Serbia is a
country of emigration and not immigration, and it is not prepared to face sizable
cultural and linguistic differences – did children and teachers embrace the differences
brought about with the newly arriving refugee students at all and if yeas, how?
(b) Schools in Serbia are working under fairly strict curriculum constraints, meagre
financing, and have almost no autonomy in their functioning – could they adjust and
successfully respond to such an outstanding challenge at all and, if yes, how did they
bring this about? We were interested to collect both positive and negative experiences
of the schools in order to develop recommendations for the forthcoming nation-wide
action.
Methodology. Three interconnected case studies of schools were conducted using a mixmethod
research design, with quantitative and qualitative research procedures
being implemented within two consecutive research phases. Research Phase One: Quantitative Overview of the General School Climate Regarding Integration. Student sample. The first variable we measured is social distance that
domicile students expressed toward refugee students. For that purpose, we administered a version of
the Bogardus scale adapted to the Serbian school context and fitting to situations. 148 students in total participated from three schools, from classes that had refugee students. Out of these 40% were girls and 30% declared themselves as
Roma, which reflects student profile in the three selected schools. Social distance of the entire student group was
calculated as the arithmetic mean of the individual scores for the two targeted
groups separately. Multiple ANOVA and t-tests were performed. differences in the dependent variable,
namely, social distance, are examined taking into consideration two factors,
domicile student group (Serbian or Roma) being the unrepeated one, and student
group toward which the distance is assessed (Serbian, Roma or refugee) being the
repeated factor. Teacher sample. The second type of characteristics we measured as
an indicator of psychosocial classroom climate is intercultural competence of teachers. Data were collected by using Teacher Intercultural
Competence Scale, a recently developed multidimensional instrument that is intended
to measure self-reported levels of competence for teaching in culturally heterogeneous classrooms standardized on the Serbian sample. The scale measures three dimensions of competence. Each of the dimensions are
self-assessed through a number of Likert type items with a 1–4 rating scale. The Scale
has 68 items in total and requires approximately 20 minutes to complete. 44 teachers in total from the three targeted schools responded to the ICC
questionnaire, 91% of which were females, within age range 27–60. Two-factor mixed analysis of variance was performed on the
teachers’ data. The first of the two factors was Intercultural competence dimension
and was repeated (by respondents), having 3 levels, one for each dimension of the
ICC scale: (1) beliefs, values and goals, (2) motivation and (3) self-regulation. last of the two factors is unrepeated and represents the three schools wherefrom
teachers were asked to participate. Research Phase Two: School-Level Qualitative Overview of the Inclusion. Process. Semi-structured focus
groups with local-level experts from the three selected schools were conducted. Focus-group guidelines were formulated around inclusion-relevant
themes, covering several thematic blocks, depending on the participants. Four semi-structured focus groups were
carried out, three of them held in each of the participating schools with internal experts,
while the fourth one was organised for the school mentors at the Faculty of Philosophy
in Belgrade. Each focus group discussion lasted up to 120 minutes and was conducted
with 10 to 20 participants per session, making it around 50 informants in total. Thematic analysis was applied going from particular statements
to more abstract themes, with no a priori defined coding system, so that the themes
would more naturally emerge from data. Identified core themes were
then interpreted in light of similar international experiences, as well as taking into
consideration distinctive features of the national context and of the selected schools.
Triangulation and reporting of participants’ original statements were used as means
for reliability insurance. 

Findings. Three schools participated - Flexible survivor, Frustrated and Overburdened and Young and enthusiastic. Social distance towards refugee students. The findings suggest that there is
no difference between Serbian and Roma pupils regarding their distance towards the
refugee pupils. Findings also show that that the distance
of the domicile students’ population towards refugee pupils is of a medium level. The results considered separately for the two groups of domicile students
demonstrate that Serbian students exhibit a relatively high distance towards
Roma students, which is significantly higher than the distance to their own group, and this distance is also significantly higher than the distance
to the refugee students. On the other hand, within the Roma
student group there is no statistically significant difference in the distance towards
their own Roma group compared to their distance towards Serbian students. There is a significantly higher distance towards refugee pupils than
towards Serbs. Hence, the distance of all domicile students
towards the refugee population, although larger compared to the distance to their
own group, is shown to be lower than expected. Teachers’ intercultural competence. Teachers report higher intercultural competences than what
is theoretically expected. The teachers reported highest scores on the
scale reflecting their beliefs, values and goals concerning intercultural education.
They assessed somewhat lower their own motivation to work in an intercultural
environment. Finally, teachers evaluated their self-regulation skills in the situation
of teaching in an intercultural environment as being the lowest compared to the other
two dimensions. teachers from different
schools marginally differ in the assessment of their intercultural competence.
Teachers from the school labelled as “Survivor” report a higher level of intercultural
competences in relation to the other two schools. teachers from
all of them are similar in their expressed beliefs, values and goals concerning
intercultural education, rating them relatively high. On the other hand, estimates
of the motivation to work in an interculturally diversified environment were not as
high in all the schools, while the self-assessed self-regulation skills for managing
the teaching and learning process in diversified classroom conditions proved to be
the weakest point of teachers’ intercultural competence, showing that favourable
attitudes and previous experience are, even for these most prepared and willing
schools, perceived as insufficient when it comes to the new challenge of integrating
refugee students.
Qualitative Overview of the School-Level Inclusion Process: Surprisingly positive experience – (a) Resilience instead of trauma. Teachers were faced with children who were seen
as resilient and with no visible disruptive distress symptoms - they
faced resilient and smiling youngsters. (b) Low expectation revised - The children plead for homework, and the next day they would come to school asking for feedback. (c) Students’ academic aspirations as inspiration for teachers - Teachers formulated their own gains from this process as inspiration,
greater challenges and a general feeling of satisfaction, feeling that they were
“encouraged to give more”. (d) Positive peer interactions - Domicile children were friendly, and they expressed the need to learn refugee students’ language, and independently organized a humanitarian action (collecting
clothing and footwear) for the newcomers. (e) Benefits for local students - The schools noted important benefits for domicile learners – the
development of empathy, increased sense of personal value by helping others, “decentration”
from their own cultural and school practices, and the prioritization of
the development of competences over and above the typical focus on school grades. (f) Benefits for parents - These positive experiences of domicile students with
newcomers contributed to their parents’ more positive and agreeable reactions to the
integration process. (g) Teacher – (refugee) student relationship. The acceptance of personal responsibility for the process
and the autonomous search for solutions to the problems they were experiencing
was beneficial to the process of inclusion, especially if it was accompanied with
sensitivity to and respect for cultural specificities. (h) Cherished resources - When it comes to the characteristics of the schools
themselves, the first and mostly addressed resource were the teachers, professional
associates and principals themselves and their proactive attitudes. The schools
recognized the importance of their own efforts in planning, implementing and
adapting activities needed for the process of refugee inclusion. schools could easily rely on some of their previous systemic experience:
inclusion of refugees during the civil war in the former SFRY in the 1990s, a
decade of integration of Roma students into formal education (2005–2015) and the
implementation of inclusive education starting in 2009.
Weak Points. (a) Poor macro-level organization. Schools assessed an aggravating circumstance in
the process of integration was the lack of a clear and coherent policy for refugee
integration. In addition to such difficulties, a very negative experience of schools, gravely
present towards the end of the school year, was the lack of basic necessities for
newcomers such as food, clothing, transportation, and school supplies. The schools also identified less than adequate communication and coordination
between the relevant institutions during the entire project – collective centres for
refugees, the centre for social work, relevant state institutions and non-governmental
organizations. internal experts uniformly expressed a sense of general lack of support
and assistance for schools, even by the institutions that they explicitly asked for
support. (b) Unexpected diversity among the refugee population - There were many differences in
terms of cultural characteristics and the educational background in the country of
origin, the students’ years of formal and non-formal education, level of competence
in different school subjects. The lack of a common language between refugees and the domicile population
but also among the refugees was a substantial problem. The refugee students spoke
English on a very basic level. Additionally, there was a high degree of fluctuation in school attendance by the
refugee students. (c) Coping with students’ nascent education needs - As the refugee
students spent more and more time in schools, their interest shifted from socializing
with peers to mastering computer sciences and mathematics, and learning English
and German language. (d) Dilemma between conflicting goals - Numerous relevant questions remained unanswered for teachers:
Should the focus be on preparing refugees for further migration or for longer stays?
Should teaching be focused on socialization or on learning? Should students be
taught English or Serbian language? (e) Professional concerns of teachers - The experience of being overburdened
was clearly stated by the teachers. Teachers described their working setting and additional requirements in
this process as “working in a mine”. Teachers expressed concern on whether the quality of teaching could be
maintained in a setting of such diversity. Finally, teachers also questioned how long their motivation for working under such challenging conditions will last. Teachers felt frustrated and abused as
“free of charge labour” and stated how it was “unjust to only resort to their humanity”
while no systematic and focused support was provided. Three main recommendations are given and elaborated on in the paper: (a) Provide better organization: procedures, inter-sectoral cooperation, mediator; (b) Providing support to teachers for their teaching; (c) Develop an external support network for the schools.",
publisher = "Dordrecht, NL: Brill/Sense Publisher",
journal = "Studies in Inclusive Education series - Challenges and Opportunities in Education for Refugees in Europe: From Research to Good Practices",
booktitle = "How do schools integrate refugee students? First experiences from Serbia.",
pages = "112-78",
url = "https://hdl.handle.net/21.15107/rcub_reff_4525"
}

Kovacs Cerović, T., Grbić, S.,& Vesić, D.. (2018). How do schools integrate refugee students? First experiences from Serbia.. in Studies in Inclusive Education series - Challenges and Opportunities in Education for Refugees in Europe: From Research to Good Practices
Dordrecht, NL: Brill/Sense Publisher., 78-112.
https://hdl.handle.net/21.15107/rcub_reff_4525

Kovacs Cerović T, Grbić S, Vesić D. How do schools integrate refugee students? First experiences from Serbia.. in Studies in Inclusive Education series - Challenges and Opportunities in Education for Refugees in Europe: From Research to Good Practices. 2018;:78-112.
https://hdl.handle.net/21.15107/rcub_reff_4525 .

Kovacs Cerović, Tinde, Grbić, Sanja, Vesić, Dragan, "How do schools integrate refugee students? First experiences from Serbia." in Studies in Inclusive Education series - Challenges and Opportunities in Education for Refugees in Europe: From Research to Good Practices (2018):78-112,
https://hdl.handle.net/21.15107/rcub_reff_4525 .

TY  - CONF
AU  - Vesić, Dragan
AU  - Kovacs Cerović, Tinde
AU  - Grbić, Sanja
PY  - 2018
UR  - http://reff.f.bg.ac.rs/handle/123456789/4480
AB  - Serbia as a country on the “Balkan route” was a transit country for thousands of refugees until summer 2016. As the entry to the EU became more complicated, more and more families realized they might end up staying longer than originally planned in this last non-EU country on their route, and began considering the education of their children in Serbia. Inventing a viable modality for integrating the refugee students from the Middle East in the education system in Serbia poses a considerable challenge for a country that is struggling with low quality of education (Pavlović Babić & Baucal, 2011), high peer violence in schools (Popadić, Pavlović & Plut, 2015) and has started inclusive education only less than a decade ago (Kovač Cerović, Jovanović & Pavlović Babić, 2016) and improved integration of Roma students only after 2005 (Bojadjijeva, 2015). The integration process was supported by several projects and new policies, hence at the end of 2017 about 400 refugee students are enrolled in 50 schools across Serbia. A first snapshot on the challenges and successes of the integration process of refugees into schools highlighted both unexpected positive experiences, and also serious barriers in this process. One of the most salient positive experiences were constructive peer relationships between domicile and refugee students, along with findings of resilience of refugee students and their remarkable academic motivation (Kovač Cerović, Grbić, & Vesić, 2017).

Although international overviews and recommendations for integrating migrant students highlight measures such as language integration, early childhood education and care, parental engagement, limiting concentration in disadvantaged schools, building the capacity of schools and teachers, and limiting tracking and grade repetition, they usually do not include nurturing of peer relationships (OECD, 2015; Nusche, 2009). Developmental-psychological studies, on the other hand, stress the pivotal role of peer relationships for development and socialization throughout entire childhood and adolescence, both through success experiences with friends and through acceptance by the peer group (Parker, Rubin, Erath, Wojslawowicz, & Buskirk, 2006). Moreover, literature shows multiple facets of the peer interaction benefits especially in case of vulnerable or immigrant children, such as increased intercultural understanding (Vickers, McCarthy & Zammit, 2017), or gaining social confidence relying on at least one good friend (Albrecht and Ko, 2017) as well as positive effects of increasing opportunity for intergroup contact and involvement between immigrants’ and domicile peer relations in the longer term (Asendorpf & Motti-Stefanidi, 2017).

The objective of the current paper is to build on the previous study and explore the peer relationships between the domicile and refugee students included in the schools in Serbia at greater depth and detail, to ascertain its modalities, limitations and potentials.
Method
This paper presents a mix-method in-depth exploration of the characteristics of peer-to-peer interactions between domicile and refugee students from the perspectives of different school actors. The study is conducted in four schools located in Belgrade suburbs near the asylum centers that started integrating refugees, all of them already having comparatively high percentage of Roma, poor and disabled students. Enrollment of refugee students in two of these schools started at the beginning of 2017, and in the other two during the fall of the same year. The study participants are 80 domicile students, 50 refugee students, their teachers and school associates. Key data is provided through application of qualitative research methods and include analyses of two types of narratives written by domicile students, inspired by the “Dynamic storytelling” methodology (Daiute & Kovacs Cerovic, 2017). The first story is of a school event (real or imagined) whose main actors were both domicile and refugee students. The second story is conceptualized as a letter addressed to another student from Serbia going to a school where refugee students will also enroll, and contain recommendations based on personal experience from the process of the refugee students’ inclusion. A thematic analysis approach informed by Braun and Clarke (2006) was applied to the narratives. The data was analysed in two stages using MAXQDA software. The first applied a deductive approach (Hayes, 1997) and explored the nature of the relationships with refugees (e.g. romantic, friendship), character of joint activities (e.g. play, study, fight), roles assigned to refugee students (e.g. a hero, a victim) and distribution of the power, etc. An inductive approach was used at the second stage of analysis to find out about the organizing principles embedded in the narratives (Daiute & Kovacs Cerovic, 2017). This is complemented with focus groups with refugees (and, if possible, also narrative analysis) regarding the joint school activities. Students' viewpoints are then compared with the perspectives of teachers and school associates on peer-to-peer interaction and support obtained during interviews and focus groups. Finally, this is followed by the application of the measures of social distance towards refugee students, administrated to 120 domicile students from four aforementioned schools as well as four control Belgrade schools without refugee students.

Expected Outcomes
Our first results show that in the examined schools fostering peer support is not embedded in a systematic whole school approach. Even when teachers mention examples of peer support in the classroom and show awareness of its usefulness, these refer to coincidental events occurring spontaneously among students. Discrepancies have been identified between the perspectives of school teachers and refugee students, especially older students, regarding their social integration and satisfaction. Refugee students also report on spending time mostly with each other between classes and not with domicile students. They ascribe this to the language barrier that hinders their need for communication and understanding Contrary to the former results, narratives of the domicile students provide positive and encouraging perspectives, suggesting the attitude of acceptance, positive relations and readiness to engage with refugee students in various kinds of joint activities. These narratives also describe how domicile students are striving to empathize with the experiences of refugee students, their feelings and needs regarding their present situation and future endeavors. These results are in accordance with the previous findings on the social distance scale administrated to domicile students, where relatively high social acceptance could be registered toward refugee students. Since the multifaceted peer relationships unfold even in the absence of guidance from the school, teachers or other adults, they certainly require further exploration and analysis. The findings highlight the complexity of the issue and suggest that the accepting attitudes of domicile students towards refugees are necessary, but might not be sufficient for full social inclusion to happen. Nonetheless, peers seem to be a very important facilitator of the integration for the refugee students, and the ways how the role of peers should be developed and strategically utilized in this respect will be further discussed in the paper.
C3  - ECER - Inclusion and Exclusion, Resources for Educational Research?, Bolzano, Italy, Sep 4th – Sep 7th
T1  - Peer relationships between refugee and domicile students in schools
SP  - 2780
UR  - https://hdl.handle.net/21.15107/rcub_reff_4480
ER  - 

@conference{
author = "Vesić, Dragan and Kovacs Cerović, Tinde and Grbić, Sanja",
year = "2018",
abstract = "Serbia as a country on the “Balkan route” was a transit country for thousands of refugees until summer 2016. As the entry to the EU became more complicated, more and more families realized they might end up staying longer than originally planned in this last non-EU country on their route, and began considering the education of their children in Serbia. Inventing a viable modality for integrating the refugee students from the Middle East in the education system in Serbia poses a considerable challenge for a country that is struggling with low quality of education (Pavlović Babić & Baucal, 2011), high peer violence in schools (Popadić, Pavlović & Plut, 2015) and has started inclusive education only less than a decade ago (Kovač Cerović, Jovanović & Pavlović Babić, 2016) and improved integration of Roma students only after 2005 (Bojadjijeva, 2015). The integration process was supported by several projects and new policies, hence at the end of 2017 about 400 refugee students are enrolled in 50 schools across Serbia. A first snapshot on the challenges and successes of the integration process of refugees into schools highlighted both unexpected positive experiences, and also serious barriers in this process. One of the most salient positive experiences were constructive peer relationships between domicile and refugee students, along with findings of resilience of refugee students and their remarkable academic motivation (Kovač Cerović, Grbić, & Vesić, 2017).

Although international overviews and recommendations for integrating migrant students highlight measures such as language integration, early childhood education and care, parental engagement, limiting concentration in disadvantaged schools, building the capacity of schools and teachers, and limiting tracking and grade repetition, they usually do not include nurturing of peer relationships (OECD, 2015; Nusche, 2009). Developmental-psychological studies, on the other hand, stress the pivotal role of peer relationships for development and socialization throughout entire childhood and adolescence, both through success experiences with friends and through acceptance by the peer group (Parker, Rubin, Erath, Wojslawowicz, & Buskirk, 2006). Moreover, literature shows multiple facets of the peer interaction benefits especially in case of vulnerable or immigrant children, such as increased intercultural understanding (Vickers, McCarthy & Zammit, 2017), or gaining social confidence relying on at least one good friend (Albrecht and Ko, 2017) as well as positive effects of increasing opportunity for intergroup contact and involvement between immigrants’ and domicile peer relations in the longer term (Asendorpf & Motti-Stefanidi, 2017).

The objective of the current paper is to build on the previous study and explore the peer relationships between the domicile and refugee students included in the schools in Serbia at greater depth and detail, to ascertain its modalities, limitations and potentials.
Method
This paper presents a mix-method in-depth exploration of the characteristics of peer-to-peer interactions between domicile and refugee students from the perspectives of different school actors. The study is conducted in four schools located in Belgrade suburbs near the asylum centers that started integrating refugees, all of them already having comparatively high percentage of Roma, poor and disabled students. Enrollment of refugee students in two of these schools started at the beginning of 2017, and in the other two during the fall of the same year. The study participants are 80 domicile students, 50 refugee students, their teachers and school associates. Key data is provided through application of qualitative research methods and include analyses of two types of narratives written by domicile students, inspired by the “Dynamic storytelling” methodology (Daiute & Kovacs Cerovic, 2017). The first story is of a school event (real or imagined) whose main actors were both domicile and refugee students. The second story is conceptualized as a letter addressed to another student from Serbia going to a school where refugee students will also enroll, and contain recommendations based on personal experience from the process of the refugee students’ inclusion. A thematic analysis approach informed by Braun and Clarke (2006) was applied to the narratives. The data was analysed in two stages using MAXQDA software. The first applied a deductive approach (Hayes, 1997) and explored the nature of the relationships with refugees (e.g. romantic, friendship), character of joint activities (e.g. play, study, fight), roles assigned to refugee students (e.g. a hero, a victim) and distribution of the power, etc. An inductive approach was used at the second stage of analysis to find out about the organizing principles embedded in the narratives (Daiute & Kovacs Cerovic, 2017). This is complemented with focus groups with refugees (and, if possible, also narrative analysis) regarding the joint school activities. Students' viewpoints are then compared with the perspectives of teachers and school associates on peer-to-peer interaction and support obtained during interviews and focus groups. Finally, this is followed by the application of the measures of social distance towards refugee students, administrated to 120 domicile students from four aforementioned schools as well as four control Belgrade schools without refugee students.

Expected Outcomes
Our first results show that in the examined schools fostering peer support is not embedded in a systematic whole school approach. Even when teachers mention examples of peer support in the classroom and show awareness of its usefulness, these refer to coincidental events occurring spontaneously among students. Discrepancies have been identified between the perspectives of school teachers and refugee students, especially older students, regarding their social integration and satisfaction. Refugee students also report on spending time mostly with each other between classes and not with domicile students. They ascribe this to the language barrier that hinders their need for communication and understanding Contrary to the former results, narratives of the domicile students provide positive and encouraging perspectives, suggesting the attitude of acceptance, positive relations and readiness to engage with refugee students in various kinds of joint activities. These narratives also describe how domicile students are striving to empathize with the experiences of refugee students, their feelings and needs regarding their present situation and future endeavors. These results are in accordance with the previous findings on the social distance scale administrated to domicile students, where relatively high social acceptance could be registered toward refugee students. Since the multifaceted peer relationships unfold even in the absence of guidance from the school, teachers or other adults, they certainly require further exploration and analysis. The findings highlight the complexity of the issue and suggest that the accepting attitudes of domicile students towards refugees are necessary, but might not be sufficient for full social inclusion to happen. Nonetheless, peers seem to be a very important facilitator of the integration for the refugee students, and the ways how the role of peers should be developed and strategically utilized in this respect will be further discussed in the paper.",
journal = "ECER - Inclusion and Exclusion, Resources for Educational Research?, Bolzano, Italy, Sep 4th – Sep 7th",
title = "Peer relationships between refugee and domicile students in schools",
pages = "2780",
url = "https://hdl.handle.net/21.15107/rcub_reff_4480"
}

Vesić, D., Kovacs Cerović, T.,& Grbić, S.. (2018). Peer relationships between refugee and domicile students in schools. in ECER - Inclusion and Exclusion, Resources for Educational Research?, Bolzano, Italy, Sep 4th – Sep 7th, 2780.
https://hdl.handle.net/21.15107/rcub_reff_4480

Vesić D, Kovacs Cerović T, Grbić S. Peer relationships between refugee and domicile students in schools. in ECER - Inclusion and Exclusion, Resources for Educational Research?, Bolzano, Italy, Sep 4th – Sep 7th. 2018;:2780.
https://hdl.handle.net/21.15107/rcub_reff_4480 .

Vesić, Dragan, Kovacs Cerović, Tinde, Grbić, Sanja, "Peer relationships between refugee and domicile students in schools" in ECER - Inclusion and Exclusion, Resources for Educational Research?, Bolzano, Italy, Sep 4th – Sep 7th (2018):2780,
https://hdl.handle.net/21.15107/rcub_reff_4480 .