This work studied self-reports from adolescents on how the COVID-19 pandemic has changed their behaviors, relationships, mood, and victimization. Data collection was conducted between September 2020 and February 2021 in five countries (Sweden, the USA, Serbia, Morocco, and Vietnam). In total, 5114 high school students (aged 15 to 19 years, 61.8% females) responded to our electronic survey. A substantial proportion of students reported decreased time being outside (41.7%), meeting friends in real life (59.4%), and school performance (30.7%), while reporting increased time to do things they did not have time for before (49.3%) and using social media to stay connected (44.9%). One third of the adolescents increased exercise and felt that they have more control over their life. Only a small proportion of adolescents reported substance use, norm-breaking behaviors, or victimization. The overall COVID-19 impact on adolescent life was gender-specific: we found a stronger negative impact on female students. The results indicated that the majority of adolescents could adapt to the dramatic changes in their environment. However, healthcare institutions, municipalities, schools, and social services could benefit from the findings of this study in their work to meet the needs of those young people who signaled worsened psychosocial functioning, increased stress, and victimization.

Prema teoriji Racionalno emotivno bihejvioralne terapije (REBT), iracionalna uverenja predstavljaju uzročne mehanizme uključene u nastanak psiholoških poremećaja i problema (David, Freeman, & DiGiuseppe, 2009). U praksi postoji razvijen sistem konsultativnog rada sa nastavnicima, zasnovan na identifikaciji i osporavanju specifičnih iracionalnih uverenja (Bora, Bernard, Trip, Decsei-Radu, & Chereji, 2009; Terjesen & Kurasaki, 2009). Dosadašnja istraživanja u ovoj oblasti su se ticala psihometrijske operacionalizacije iracionalnih uverenja nastavnika, kao i vezom između tih uverenja i nastavničkog stresa (Bora et al., 2009). Mi pretpostavljamo da osim uverenja postoje i specifični organizacijski izvori stresa u školama koji utiču na nivo nastavničkog stresa. Cilj ovog istraživanja bio je ispitivanje veze između izvora stresa na radu (u školama), specifičnih iracionalnih uverenja i nivoa psihološkog distresa kod nastavnog osoblja. Uzorak u istraživanju činilo je 186 nastavnika i učitelja oba pola, iz osnovnih i srednjih škola sa teritorije Zrenjanina i Sombora (Vojvodina). Prosečna starost ispitanika je 40 godina. Instrumenti korišćeni za prikupljanje podataka su: Skala nastavničkih iracionalnih uverenja (The Teacher Irrational Belief Scale – TIBS), Izvori radnog stresa (IRS) i Skala depresivnosti, anksioznosti i stresa (Depression, Anxiety and Stress Scale – DASS-21). Za obradu podataka korišćeno je strukturalno modelovanje. Rezultati ukazuju da i stresori na radu i iracionalna uverenja imaju direktnog uticaja na distres. Uverenja, dakle, predstavljaju parcijalne medijatore u ovoj vezi. To je očekivan rezultat koji je objašnjen razlikovanjem 'zdravog' i 'nezdravog' emocionalnog odgovora u REBT teoriji i praksi.

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The most important feature of modern distance learning is the change of student position, which is reflected in the fact that students, although physically separated from the teacher and other students, can communicate with the teacher and cooperate with other students easily. Following the decision of the Ministry of Education, Science and Technological Development, the direct teaching in the classroom was stopped and online teaching was introduced. The research sought to determine the experiences of the primary school and subject teachers in relation to the implementation of distance teaching and learning. The total number of 534 teachers from primary schools from the territory of the AP Vojvodina participated in the research, and a questionnaire was created for the needs of the research. The results show that the respondents generally have a positive view of teaching via TV, but they believe that the way of organizing such lessons and the quality of the lessons should be improved. On average, the respondents expressed the view that the lower-grade students can follow the classes on TV more easily than others. The respondents singled out Viber and e-mail as the most useful means of communication with students and parents. The most common type of material distributed to students is textual material with an additional learning content. Based on the obtained results, it can be concluded that the experiences of teachers are very diverse in terms of different aspects of the implementation of distance learning during the COVID-19 pandemic.