– Скопје BEHAVIORAL DISORDERS IN ADOLESCENTS WITH MILD INTELLECTUAL DISABILITY

Адолесцентите со интелектуална попреченост поради дефицитот во своето интелектуално функционирање се изложени на поголем ризик од појава на разни облици на растројства во однесувањето. Adolescents with intellectual disabilities, due to deficits in their intellectual functioning, are exposed to even greater risk of developing various forms of behavioral disorders. Цел: да се утврди ризикот од појава на растројства во однесувањето кај адолесцентите со лесна интелектуална попреченост. Goal: to determine the risk of emergence of behavioral disorders in adolescents with mild intellectual disability. Примерок: адолесценти (211) со лесна интелектуална попреченост, воспитно-образовниот кадар во посебните средни училишта (39) и членови на стручниот тим (5). Respondents: adolescents (211) with mild intellectual disability, educational staff in special secondary schools (39) and members of the expert team (5). Методи: дескриптивен метод, метод на компаративна анализа. Methods: descriptive method, method of comparative analysis Постапки: анкетирање и полуструктуирано интервју со воспитно-образовниот кадар и стручниот тим. Procedures: survey and semi-structured interviews with the educational staff and expert team. Статистичка обработка на податоците: Windows-програмот R x C за анализа на табели на контингенција и тестот Fisher Exact, а како сигнификантни беа земени разликите на ниво на значајност од p<0.05. Statistical data processing: Windows Tool R x C for contingency tables analysis and Fisher Exact Test, and as significant were considered the differences with significance level of p<0.05. Резултати: Со статистичка обработка на податоците констатиравме дека училишниот успех влијае на појавата на несакано однесување Results: with the statistical data processing we came to the conclusion that the school achievements affect the emergence of undesired

following factors are stated as factors related to the community: are stated the following: availability of alcohol and psychotropic substances, access to weapons, high rate of crime in the community, economic deprivation and poverty, unsafe and disorganized neighborhood, social and physical disorder and insufficient contact with the community (8).

Слика 1: Интересот на родителите за проблемите на учениците според воспитно-образовниот кадар
Based on Figure 1 it can be concluded that 86.4% of the educational staff from both schools suggests that the parents of the students with behavioral disorders rarely show interest in the problems of their children.Based on Figure 2 it can be concluded that 52.3% of the educational staff in both schools believe that there is a partial connection between the manifestation of unacceptable behavior and the school achievements of the students.Almost one third or 31.8% of the educational staff believes that school achievement is correlated with the emergence of deviant behavior, while 15.9% believe that the problematic behavior is not conditioned by the achievements in school.The statistical processing of data delivered the result p <0.001, which means that there is a strong, statistically significant difference in the behavior of students depending on their school achievements.This leads to the conclusion that school achievement is correlated with the behavior of the students with MID in schools.

Табела 4: Поведението на учениците со ЛИП во однос на нивниот училиштен успех
Табела 5: Поведението на учениците со ЛИП според местото и начинот на згрижување The statistical data processing delivered the result p = 0.115, respectively p> 0.05, which means that there is no statistically significant difference in the behavior of students with MID that are of the opposite gender.This leads to the conclusion that gender does not affect the emergence or manifestation of deviant behavior among students with MID which is not the case with students in regular high schools.

Дискусија Discussion
Според the educational staff responded that students are partially informed, while 70.45% of the total number of employees responded that students rarely start conversation or ask for help voluntarily.
According to the opinion of 86.4% of the educational staff, the parents of the students are rarely interested in mutual cooperation.52.3% of the employed staff in both schools believes that a correlation between deviant behavior and school achievement is only partially expressed, while one-third of the total number of employees believes that such correlation exists.Based on the statistical data processing in relation to the connection between school achievement and the behavior (p < 0.001), we can conclude that there is a strong mutual relationship between these two parameters.With regard to the representation of the educational component, we obtained the result p < 0.05, which means that there is a statistically significant differences in the educational and pedagogical component in teaching.
The obtained results show that the majority of respondents (54.5%) believe that accommodation of students with MID in residential schools does not affect the emergence of deviant behavior among them, while the results obtained from the statistical data processing (p < 0.001) lead to the conclusion that the manner and place of accommodation of the students with MID has a great influence on the appearance or manifestation of deviant behavior.Analyzing the impact of the length of stay in student homes the result p < 0.005 has been obtained, which means that the length of stay in the student homes affect the emergence of deviant behavior.Using the statistical data processing the resultant p = 0.115, respectively p > 0.05 has been obtained, which means that there is no statistically significant difference in the behavior of students with MID of the opposite gender.This leads to the conclusion that gender does not affect the emergence or manifestation of deviant behavior among students with MID.

Заклучок Conclusion
Деликвенцијата Based on the results obtained within the research from the educational staff in both schools, we can conclude that the students are not equally informed about the possible consequences of the various forms of behavioral disorders.Namely, the data in Table 2 indicate that students in "Iskra" Shtip, according to the educational staff, have more information on the occurrence and consequences of behavioral disorders.This conclusion points to the need for additional group and individual work of the expert team with the students who are in social risk, as well as with the students whose behavior deviates from the standard and usual behavior.This conclusion also requires the media to provide more space in their programs for programs of the educational character and to meet the legal regulations concerning the hours for broadcasting programs whose contents have violence and social and pathological appearances.This conclusion points to the need for increased activity of NGOs and the local selfgovernment in organizing the free time for these people and their involvement in various cultural, entertainment, sport and other recreational activities and other activities which will provide for proper development of the people with intellectual disabilities.Students with MID who realized better school achievements, manifest significantly more pro-social than unacceptable forms of behavior, which suggests that such students have developed positive moral attitudes, as well as a greater sense of responsibility, compared to their peers who have unsatisfactory or poor school achievements.(15).Евидентната разликата во застапеноста на децата и младите од понежниот пол во манифестирањето на различните облици на асоцијално и антисоцијално однесување, главно се have completed 4 years of primary education, and only 6.2% have completed secondary education.This conclusion highlights the need for organizing additional individual educational activities in order to develop the sense of responsibility and moral values for the purpose of more successful and more efficient socialization of these students.The longer duration of stay in student homes has a negative effect on students with intellectual disability, namely by increasing the duration of stay in student homes, there is an increase in the volume of the manifested behavioral disorders.All these suggest that a healthy family is the most optimal environment in which the basic biological, emotional and social needs can be satisfied and it represents a good basis for development of positive moral attitudes and manifestation of acceptable forms of behavior.The obtained results indicate the sex among students with intellectual disability has no significant impact on the behavior, which means that unacceptable forms of behavior occur equally in both sexes, which is not the case with the students who go to regular secondary schools.The participation of female juveniles in the overall juvenile crime in Macedonia in the period from 1998 to 2007 is between 2% and 4% and this proportion is 34:1 in favor of the male juveniles.In Bulgaria, in the period between 2000 and 2007, the proportion of participation in crime according to sex is 18:1 in favor of the male juveniles.In Serbia, in the period from 2002 to 2006, in the stage of convictions, this proportion of participation in crime is 21.3:1 in favor of the male juveniles.The proportion of participation in the manifestation of antisocial behavior according to sex in Macedonia amounts 7.8:1 in favor of the males.In Bulgaria this proportion is 2.8:1 in favor of male juveniles (15).The evident difference in the participation of female children and youngsters in the manifestation of different shapes of unsocial and antisocial behavior is mainly due to the должи на обичаите, традицијата и културата во македонското семејство, а посебно во улогата на девојчињата во семејството за време на развојниот период.customs, tradition and culture of the Macedonian family, and especially to the role of girls in the family during the period of development.
Authors declare no conflict of interest.

Figure 1 :
Figure 1: Parents' interest in the problems of the students in relation to the behavioral disorders according to the educational staff

Table 1 :
Types of disorders according to the educational staff

Table 2 :
Awareness of students about the consequences of various types of deviant behavior according to the educational staff

Table 3 :
Self-initiated conversations or a asking for help by students who manifest deviant behavior according to the educational staff

Table 4 :
Behavior of students with MID in relation to their school achievements

Table 5 :
Behavior of the students with MID according to the place and manner of accommodation

Table 6 :
Behavior of students depending on the length of stay in a student home