Journal of Special Treatment, 2025. Vol.11(2)-full text

After presenting school psychology organizational models from the perspective of organizational position, the study analyzes certain aspects of the Kőbánya School Psychology Model. The empirical material of the article consists of qualitative interview analyses. The survey corresponds to the research material of the author’s earlier article (Borbáth-Kürty, 2025), but this study undertakes an analysis from a different perspective. In the study, the main and subthemes identified through deductive and inductive content analysis of interviews in the genre of oral history are organized into thematic content clusters. This study focuses on the presentation of subthemes related to attitudes toward organizational position, emotions connected to the organization, group formation, and afterlife, and it also includes several examples of good practices. The conclusions emphasize the complex impact of the organizational model and highlight the determining role of organizational position and affiliation with a professional center, which influences the Kőbánya School Psychology Model as an organizational model in its entirety, including the motivational foundation and elements supporting mental health. Furthermore, these models may also indicate the level of attachment to the workplace.

Research studies indicate that the development of spatial orientation is crucial for understanding science, technology, engineering, and mathematics (STEM). Based on this, we investigated whether there is a correlation between the mathematics grades of middle school students and their performance on various visual perception tasks. The visual perception tasks we used fell into two categories. In the first, participants had to select the development of 3D shapes from a set of given options. For each 3D shape, we offered 4-4 possible developments. In total, participants had to solve 13 tasks. In the second type of task, they also had to choose a pattern matching the presented stimulus from four possibilities. The patterns were 5x5 squares of increasing complexity, initially consisting of two, then three, and finally four colour combinations. A total of 32 students participated in the survey, comprising 12 boys and 20 girls, all of whom were high school students. The level of correlation between scores on the tasks and grade 9 marks in mathematics was investigated. The results of the statistical analysis revealed no significant difference in performance between boys and girls in each task. The performance in the two different types of functions showed a strong positive correlation (p<.05) with each other, both when the performance of girls was considered and when the performance of all students was compared. Furthermore, there was no strong correlation between the mathematics grade score and the other variables. The probable reason for this is the significantly higher proportion of numeracy tasks and a relatively low proportion of geometry tasks in the mathematics grade. A limitation of the study is the small sample size and the fact that only high school students were examined. Considering the results and limitations of our pilot study, it is promising to extend the survey to a larger sample of mixed-grade students from secondary schools and technical schools, investigating the relationship with additional subjects.

Mapping the oral health of pupils with special needs is a missing research goal, and our research team focused on equal access to health in this objective. We conducted our studies among students of the Miskolc Éltes Mátyás EGYMI and among patients attending a day-care dental clinic under general anaesthesia in a private health care institution in Miskolc. We searched for data on dental procedures performed in 2023 in the same-day surgery department of the University of Debrecen Clinical Center Dental Clinic of the Department of Dental Surgery under Anesthesia (DEKK) among disabled patients from our previous studies.  Sample: 104 persons (mean age: 10 ± 4.9 years) had their dental screening and diagnosis recorded in 2024 at the EGYMI in Miskolc. The number of children with special needs attending anaesthesia dentistry in 2024 is 28, with a BNO code and recording of dental interventions. The DEKK patient turnover in 2023 was 301. The total number of patients was 115 children and 186 adults, 111 women and 190 men. Result: the most common BNO diagnosis was autism spectrum disorder in all three institutions. The results of the dental examination showed a high number of cavities and a high percentage of gingivitis in all groups studied. During the procedures performed under anaesthesia, 42 tooth extractions were performed in Miskolc and 768 in Debrecen. 47 tooth fillings were made in the remaining dentition in Miskolc and 587 in Debrecen. The preventive activity for the maintenance of gingivitis is tartar removal; the number of this intervention is significantly lower than the number of tooth extractions in the present examined samples. In Miskolc, 3 cases of tooth scaling were performed, and in Debrecen, 87 cases. This is also a preventive intervention in children to prevent dental caries.    Conclusion: the oral health of this population is significantly worse than the Hungarian average; therefore, prevention is of particular importance in this group, both in terms of dental education and in terms of preventive activities that can be carried out in practice. In this educational work, both teachers and social workers can play a role. The problem is exacerbated by the precarious nature of patient pathways in the public sector.

The study presents an examination of the attention of 4th and 8th grade students attending various schools in a county seat. The sample consisted of n=126 fourth and eighth grade students, including children with atypical development, who were given the Stroop test and the Pieron test. In addition, based on the results of a background questionnaire, we obtained information about their internet use and their assessment of their own attention. We analyzed our data using SPSS software, performing cross-tabulation, ANOVA, and correlation tests. Our results show that students misjudge their own attention performance. Those who use the internet more have better attention, and the correlation between the results of the two tests is low.

In our study, we present one of the works from the Research Workshop on Social Integration and Employment Support at the Pető András Faculty of Semmelweis University, Budapest. This work examines conductive education and the collaboration with families, summarizing the broad activities and crucial role of mental health parent groups. Our research continues an earlier previous study (Kapcsándy, et al., 2024) aimed at evaluating the mental health parent groups operating within the Faculty. For two decades now, group sessions have been held here, led by conductors with knowledge in psychology and mental health, offering support to parents in coping with crises, ensuring they do not feel isolated in their struggles. In our study, we conducted semi-structured interviews with parents, specifically mothers (n=13), who have participated in these support groups over the past 15-20 years. Our aim is to summarize the insights gained from these conversations and, based on the findings, offer recommendations to both conductor training and practice regarding mental health support. The interviews were coded using the MAXQDA software. We explored which areas of family life were supported by the parent groups led by psychologists and conductors and how participants perceived the group’s supportive nature. An important message for the Faculty is that all parents had a positive experience with the sessions, highlighting the demand for a systematic provision of mental health support for families. During the interviews, we observed that these sessions had a significant impact on the mothers’ later lives, with several choosing a helping profession as a result of the group’s influence. We also encountered cases where the children of mothers attending the groups chose to study in supportive fields (e.g., psychology, therapeutic riding instructor, and teacher).

Attention-deficit/hyperactivity disorder (ADHD) is characterised as a neurodevelopmental disorder marked by impulsivity, hyperactivity, and inattention, frequently seen in young offenders (Silva et al., 2014). The development of delinquent behaviours is significantly influenced by ADHD traits, which arise from adverse childhood experiences, comorbid conditions, and socio-environmental factors (Rutten et al., 2022; Wojciechowski, 2021). This paper explores the relationship between ADHD and juvenile delinquency, emphasizing behavioural, psychological, and social aspects. Methods: A systematic literature review was performed in accordance with PRISMA guidelines, utilizing EBSCO Discovery Service, Science Direct, PubMed, and the snowball method. We analysed studies (n=21) including juvenile offenders diagnosed with ADHD and comparisons with non-offenders or controls without ADHD who met the specified inclusion criteria. The methodological quality of the studies was assessed using the Joanna Briggs Institute's assessment tools. Results: In the reviewed studies, symptoms of ADHD—especially impulsivity and emotional dysregulation—along with conduct disorder, substance abuse, and depression were shown to worsen these behaviours. Additionally, sociodemographic elements like low educational achievement and an adverse family environment played a role in contributing to offending. The findings indicate that ADHD serves as a significant risk factor for juvenile delinquency, interacting in complex ways with behavioural and social influences. The studies highlight the importance of early diagnosis, tailored treatment, and comprehensive rehabilitation programs within the juvenile justice system to mitigate long-term risks and encourage social inclusion.

Between 2017-2020 I was a member in the project called „Opportunity Maker Kindergarten” (EFOP-3.1.3-16-2016-00001). It was organised by the National Educational Office. The purpose of this project is helping and supporting the kindergartens which are teaching and educating lots of disadvantaged (and roma) children. There was an important part of this work: taking an ability measurement by the kindergarten teachers. It was a special measurement, because we collected their judgements of some statement. In the study, we looked at children aged 5-7 years. In this study, we focus on an important aspect of the survey, namely the examination of motor skills. We obtained results in five categories (1, spatial orientation and movement coordination, 2, body awareness, sense of balance, 3, physical fitness, 4, reaction speed, 5, fine motor skills), with five dimensions per category (except for the body awareness category), from the kindergartens participating in the project in the three selected counties.In the overall survey, kindergartens provided information on a total of 1,112 children, with the following numbers of responses in the three counties analysed: 259 in Borsod-Abaúj-Zemplén, 178 in Hajdú-Bihar and 271 in Szabolcs-Szatmár-Bereg. No significant difference was observed in the results: only a few percent difference can be detected in the sample.

As a result of the expansion of higher education, the student population is becoming more diversified, with students who are the first in their families and communities to undertake a university degree. Minorities defined as Roma have been an integral part of Europe since the Middle Ages, but their educational attainment lags behind the general population, and they are still under-represented in higher education. The study analyses the perceptions of mostly Roma students who are on the path of social mobility in their formal education and the non-formal community (Roma student societies) that provides targeted support for their academic progress. The study involved the members of the network of Roma student societies in Hungarian universities in questionnaire format research (N=300, n=182). In this study, the implicit ideas of the participants about the university and the Roma student societies are inquired into, exploring the similarities and differences in the function of the two institutions, and analysing the role of the Roma student society in social mobility. The data were processed using a qualitative analysis strategy, thematic coding. The results shed light on the functions of the university, which is a formal space, and the Roma student society, which is a non-formal socialization space. The university was associated with formal learning and socialisation, while the Roma student society was associated with experiential, action-oriented, non-formal space. The respondents perceived the university, but especially the student society, as a positive experience. Our study reveals the perceptions of the pedagogical programme of the Roma student societies. The Roma student society is compared to the relationships experienced in a family; the Roma student society is seen as a continuum of the sense of security provided by the family. Through the responses of Roma students, this study highlights that non-formal small communities in universities are effective means for the successful advancement of underrepresented groups in higher education, which supports a positive experience of their mobility.

The aim of the research is to determine the teachers’ views on the use of artificial intelligence in the education of students with special education needs. This research was conducted using the case study design, one of the qualitative research methods. It was made to examine in depth how teachers approach the idea of using artificial intelligence in education, what they think about integrating artificial intelligence technology into classroom practices, and what kind of suggestions and expectations they have regarding the development of the use of artificial intelligence. The study group consisted of 54 teachers working in the provinces of Bursa, Çanakkale, and Istanbul in the first semester of the 2024-2025 academic year, determined according to the convenience (easily accessible) sampling method, one of the purposeful sampling types. Data were collected from teachers from different branches and with different years of experience through a semi-structured interview form developed by the researchers. Content analysis technique was applied in the data analysis process, and the findings were classified as codes, categories, and themes.

In recent years, the number of adults diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) has risen significantly worldwide, including in Estonia. In 2024, a study was conducted focusing on the learning experiences of adults who were diagnosed with ADHD in adulthood. The study involved a total of 10 adults aged between 23 and 49 who had previous experience in higher education. The aim of the study was to explore the learning experiences and perceptions of individuals diagnosed with ADHD in adulthood, particularly in relation to coping with academic activities. A qualitative research method was used, and data were collected through narrative interviews. Participants reported difficulties related to executive functioning, learning challenges, and mental health. Although they occasionally received support from both educational institutions and external sources, they mostly had to rely on self-developed strategies and personal resilience. The results highlighted that emotional and social support, involvement of support networks, and adaptations in the learning environment are crucial in supporting learners with ADHD. The findings provide insights into how to better support students with similar needs within the education system.

Children with autism experience significantly more feeding difficulties compared to their neurotypical peers, which may lead to long-term health risks. School meals for children with autism remain an under-researched area, despite their crucial role not only in nutritional intake but also in the development of social skills, especially for students who require sensory-sensitive and structured environments. These challenges place an increasing burden on families, healthcare systems, and educational institutions. This study aims to propose inclusive and supported school-based practices that promote healthy eating habits and social integration, based on existing literature and empirical experiences, while considering individual needs. A literature review was conducted to identify studies published between 2018 and 2025 that focused primarily on the school eating habits of autistic children and, secondarily, of children with other neurodevelopmental disorders. Using predefined keywords, six relevant studies were selected, which examined eating behaviors, dietary diversity, and influencing factors. Several studies confirm that the eating habits of autistic children can be improved through various interventions, which support the acceptance of new foods, reduce challenging behaviors, and facilitate better adaptation to the school environment. School meals for children with autism present a complex challenge that goes beyond dietary needs, encompassing sensory sensitivities, social interactions, and environmental conditions. A well-structured and supportive school meal program can reduce stress, promote the acceptance of new foods, and enhance students' integration into mealtime settings.

This narrative review explores the growing prevalence of video gaming among children and its impact on their visual cognitive development, particularly attentional mechanisms and visual information processing. As games are introduced at younger ages and become increasingly prevalent, concerns emerge about their effects on developing cognitive systems. The review synthesises current evidence on how fast-paced video games challenge children’s visual processing, filling a gap in the literature, which has mostly focused on adolescents and adults. It outlines childhood gaming habits, key visual cognitive developments, and the effects of gaming on these processes. Research suggests that video gaming can enhance spatial-visual attention and stimulus processing speed; however, the effects vary depending on age, game type, offline engagement, and parental involvement. Early and excessive gaming may lead to cognitive overload and attention difficulties that extend beyond gaming contexts. While games may enhance divided attention, these skills often fail to transfer effectively to real-world tasks, such as learning. The review concludes with practical considerations for age-appropriate, balanced gaming to support healthy cognitive development.

In this article, the authors will present an extremely interesting and at the same time very topical topic concerning two areas - interpersonal closeness and adolescents' sense of meaning in life. Young people today, in what we can call the age of consumerism, focus on taking rather than giving. Interpersonal relationships are diminishing, closeness, as well as the sense of life, in young people, are losing their value. This can lead to many dangerous situations, as a consequence of which the adolescent may stop coping with life in the real world. The article presents a qualitative study of young people from Poland. The study used a structured interview, whose questions concerned the meaning of life and the sense of interpersonal closeness. The results of the study have preventive and therapeutic value.

The selected biblical testimonies offer a deep insight into the dynamics of parental relationships and their theological significance. Along with the theological significance, the entire education of a young person is also revealed. From exemplary models of faith to cautionary tales about neglecting fundamental educational values and leaving children to their own upbringing, the consequences are clearly visible. These testimonies are fundamental to the Christian understanding of spiritual formation and education. This article examines selected passages through exegetical and theological reflections, seeking to inform contemporary Christian parenting and educational practice.

This article explores witchcraft’s ongoing relevance and function in contemporary society based on a qualitative analysis of folklore, historical, and modern practices. Despite the rise of secularism and scientific scepticism, the practice of witchcraft continues, albeit under different names and with different purposes. Through the examination of stories collected by Vuk Stefanović Karadžić and partly by Milovan Glišić, as well as contemporary testimonies as a side of comparison, this study reveals that witchcraft serves as a form of spiritual but also practical support in times of personal and social crisis. Rituals like ‘The Melting of Fear’ and ‘Coal Quenching’ demonstrate the continuity of magical practices, even as their cultural and religious contexts evolve. This study argues that, while secular individuals may publicly reject the supernatural, many still seek the services of witchcraft practitioners when conventional solutions fail. The methodology of this work includes a literary analysis of the stories of the mentioned authors and qualitative interviews with four individuals. Emphasising the complex interweaving of witchcraft, folklore, and religious and pagan beliefs, this study shows that despite the changing times, magical practices remain dominant and well-known even to today’s modern man.

Since the establishment of the Faculty of Central European Studies, the staff of our Institute have been engaged in both theoretical and practical inquiries related to talent development. This study presents a brief history of the Institute of the Hungarian Linguistics and Literary Science at the Faculty of Central European Studies of the Constantine Philosopher University of Nitra, outlines the linguistic research conducted there, and provides an overview of the Institute’s talent development activities in the field of linguistics. a century and historical adversity to become an internationally recognised intellectual centre. The Institute has overcome the difficulties of more than half a century and historical adversity to become an internationally recognised intellectual centre. It has a wide range of educational and scientific activities, the mainstay of which is talent management and training. The Institute's core mission is to carry out research in two fields: language and literature. There needs to be a growing awareness in our institution of the responsibility to provide prospective teachers with a multifaceted, complex body of knowledge, not only in terms of lexical knowledge and methodology, but also in terms of the possibilities for developing their professional role as individuals. The study also reports on the linguistic talent development programs currently being implemented at the Institute, as well as on its strategies for fostering the next generation of scholars.