| Abstract | Cilj ovog rada je pružiti opis pojma samokritičnosti te dati uvid u postojeće znanstvene spoznaje
o njegovoj povezanosti s internaliziranim problemima kod adolescenata. Pojam samokritičnosti
te njegova povezanost sa sramom i krivnjom proučavali su se još 70-ih godina prošlog stoljeća.
Samokritičnost možemo opisati kao negativni unutarnji glas koji napada i osuđuje pojedinca i
njegovo ponašanje. Samokritičnost doprinosi ranjivosti osobe, svako ponašanje se promatra kao
neuspješno te se pojedinac počinje osjećati neuspješno u svemu što radi. S obzirom na navedeno
jasno je kako samokritičnost može biti u podlozi mnogih internaliziranih problema kod
adolescenata kao što su depresija, anksioznost, poremećaji hranjenja, samoozljeđivanje pa i
suicid, pregledom literature samokritičnost se pokazala povezanom sa svim navedenim
internaliziranim problemima. Samokritičnost se izdvaja i kao rizični čimbenik za razvoj
navedenih internaliziranih poremećaja te kao medijator i moderator koji utječe na intenzitet
samih poremećaja. Samosuosjećanje se ističe u literaturi i kliničkoj praksi kao jedna od
dominantnih alternativa samokritičnosti. Pružanje topline i ljubavi prema samome sebi, osjećaj
zajedničke čovječnosti i usredotočena svjesnost (eng. mindfulness) glavna su obilježja
samosuosjećanja te svaka od ovih komponenti utječe na samokritičnost u nekom pogledu.
Compassionate Mind Training (CMT) i Compassion Focused Therapy (CFT) ukratko su
objašnjene kao vrste intervencija koje se zasnivaju na samosuosjećanju dok je Acceptance and
Commitment Therapy (ACT) neutralnija vrsta tretmana koja je više okrenuta razvoju
usredotočene svjesnosti i stvaranju neutralnog odnosa s vlastitim mislima i osjećajima nego
samosuosjećanju. Na kraju rada pruža se pregled praktičnih implikacija proizašlih iz spoznaja
o povezanosti samokritičnosti i internaliziranih problema za područje socijalne pedagogije s
naglaskom na važnosti znanja o utjecaju samokritičnosti na mentalno zdravlje korisnika, ali i
na mentalno zdravlje socijalnih pedagoga kao stručnjaka. |
| Abstract (english) | The aim of this thesis is to provide a description of the concept of self-criticism and an insight
into existing scientific knowledge about its correlations with internalized problems in
adolescents. The concept of self-criticism and its connection with shame and guilt were studied
as far back as the 1970s. Self-criticism can be described as a negative inner voice that attacks
and condemns the individual and his behavior. Self-criticism contributes to a person's
vulnerability; every behavior is seen as unsuccessful, and the individual begins to feel
unsuccessful in everything he does. Given the above, it is clear that self-criticism can underlie
many internalized problems in adolescents, such as depression, anxiety, eating disorders, and
suicide. A review of the literature showed that self-criticism is related to anxiety, social anxiety,
depression, eating disorders, self-harm, and suicide. Self-criticism stands out both as a risk
factor for the development of the aforementioned internalized disorders and as a mediator that
affects the intensity of the disorders themselves. Self-compassion stands out as the main
alternative to self-criticism. Providing warmth and love to oneself, a sense of human
community, and mindfulness are the main characteristics of self-compassion, and each of these
components affects self-criticism in some way. Compassionate Mind Training (CMT) and
Compassion Focused Therapy (CFT) are briefly explained as types of treatment that are based
on self-compassion, while Acceptance and Commitment Therapy (ACT) is a more neutral type
of treatment that is more focused on mindfulness and creating a neutral relationship with one's
own thoughts and feelings rather than self-compassion. At the end of the paper, an overview of
the practical implications of knowledge about the connection between self-criticism and
internalized problems for the field of social pedagogy is provided, with an emphasis on the
importance of knowledge about the impact of self-criticism on the mental health of clients, but
also on the mental health of social pedagogues as professionals. |
