The Master’s thesis is presented on 149 pages.
The paper contains the following sections:
Introduction, Theoretical approach to the
problem of the research, Research section which
contains: Research methodology, Analysis and
interpretation of the results, Discussion,
Conclusions, Recommendations, Articles and
The Introduction explains the concept of
behavioral disorder and the different sets of risk
factors that lead to the appearance of behavioral
disorder. Commonly, we distinguish two main
groups of etiological factors that lead to
behavioral disorder: environmental factors and
factors related to the person’s functioning. In the
recent decades, the number of children with
behavioral disorders is increasing more and more,
and this increase entails the need for timely
identification of the risk and the protective factors,
which means that prevention and early
intervention, as a permanent and active process,
must begin as early as possible, and the best
moment is in the preschool period. The Theoretical basis gives definition of the
term behavioral disorder from several aspects
(legal, medical, special-educational and
empirical), mentions different terminology
which is used in scientific literature, as well as
data for the prevalence, comorbidity and
various classification systems, within which the
behavioral disorder is covered. Also, the risk
factors that lead to behavioral disorder, divided
into several groups: individual factors, family
factors, factors related to school, peers and
factors related to the social environment are
elaborated. Besides the risk factors, the factors
for protection and their division are elaborated
too. An important part of the theoretical basis
takes the definition for prevention and early
intervention, including the types of prevention
and the models of early intervention that are
commonly used in working with students with
behavioral disorder.
The Research section presents the methodology
of the research and defines the subject, the
purpose and the character of the research, the
goals, the hypothesis, the variables, the
methods, the techniques and instruments, the
sample, the statistical data processing, the
place, the time, the organization and the course
of the research.
The underlying purpose of this research is to
determine the risk factors for the emergence of
behavioral disorder among students from
primary schools and also the need for taking
some measures for prevention and early
intervention. The sample of the research
consisted of 70 teachers and class teachers from
five primary schools in Prilep that have students
with behavioral disorder in their classes. They
are divided in two groups: 35 teachers and class
teachers are from schools in the urban
community and the rest 35 are from schools in
the rural community.
The methodological structure is based on the
descriptive method and the method of
comparative analysis. The analysis of
documentation, survey and scaling were used as
techniques. For data collecting two types of
questionnaires were used: Questionnaire for
teachers/class teachers and The Strengths and
Difficulties Questionnaire. The collected data was grouped, tabled and graphically displayed
and the distribution of frequency, ponder
arithmetic mean and χ2 was calculated using
PSPP for Windows 7 (for the statistically
significant difference we used the difference
that has a significance level of p < 0.05).
The Analysis and interpretation of the results
shows that the risk factors for the emergence of
behavioral disorder among students from
primary schools are associated with the
individual characteristics of the student, the
family, the school and the peers’ influence. The
verification of the hypothesis gives the
following conclusions: the behavioral disorder
is more prevalent among boys than girls
(81.42%); in most of the cases (41.42%) the
behavioral disorder appears between the age of
9 - 12 years; 60 % of the students with
behavioral disorder live in families with low
material incomes; 50% of the students with
behavioral disorder are in company only with
friends who also have behavior problems. The
fact that most of the students with behavioral
disorder (54.28%) have an intense need for
intervention is worrying.
Based on the results and the conclusions we can
give the following recommendations (socialprotective,
medical, educational and legal):
timely recognition and detection of behavioral
disorder, identification of the risk factors and
the strengthening factors for protection;
planning, development and implementation of
programs for prevention and early intervention
of the behavioral disorder locally and
nationally; organization of the free time of these
students; promotion of the cooperation between
school, family, the Center for social work and
the local community.

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