Prepoznavanje odgojne funkcionalnosti i disfunkcionalnosti obitelji
Identification of educational functionality or no functionality of the family

Summary/Abstract: In the relatively short history of research of family, most of the attention was paid to its structure, based on which undoubted conclusions were made regarding the functional efficiency or inefficiency of a family towards the development and formation of one’s personality. (Munro & Munro, 1979). The basic research topics mostly focused on the problems or pathological issues within a family, where a large number of variables contained a structural dimension, such as the presence or lack of a father, a wholesome or divorced family, single-parent family, or multi-generation family, family without wedlock, etc. Relatively few research works have focused on the processes within a family, mostly by primarily focusing on the family structure. Shifts in the family research approaches have occured in the last 2-3 decades, and have, as such, played a key role in the wholesome recognition of the core family processes, understanding their values towards the development of a child, and for the educational or advisory work with a family. Grace to these, different approaches (such as the approach used by Bronfenbrener, 1997), scientists and researchers have more and more arrived to the conclusion that the earlier negatively-structural approach to a family was characterized as incorrect and rahter limited. Experts in the field of family education were, more and more given an opportunity to recognize oneparent families as able to maintain family cohesion, develop warmth, provide safety and support, that is to help provide free and sucessful development. (Pedersen, 1976; Herzog & Sudia 1972, quoted from Becvar & Becvar, 1998:120) Results of such reseach have encouraged other researchers and theoretics to discuss, and to reach a possible description of a healthy, that is functional family, relying on primarily the noticed, describesd, and general processes within families that sucessfully conduct its educvational role along with the parallel description of various forms and structures of a family. Establishing models of a family that are functional it is implicitly possible to make conclusions regarding the models that are considered as disfunctional. The emphasis being on the family processes, and less on its form, composition, structure, etc.

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