1 Mednarodna konferenca Centra Janeza Levca Ljubljana Učenje… iz šole v življenje ZBORNIK PRISPEVKOV Interna7onal conference of Centre Janez Levec Ljubljana Learning… from school to life COLLECTION OF PAPERS M Hotel, Ljubljana 17. in 18. oktober 2025 17th and 18th October 2025 2 Naslov: Mednarodna konferenca Centra Janeza Levca Ljubljana Učenje… iz šole v življenje Title: Interna7onal conference of Centre Janez Levec Ljubljana Learning… from school to life Podnaslov: Zbornik prispevkov SubAtle: Collec7on of papers Urednice/Editors: Nataša Bijeljac Kores Eva Korenč Monika Radivojević Tehnična urednica in oblikovanje/Technical Editor and Designer: Maša Pelc Za vsebino, strokovno korektnost in jezikovno pravilnost prispevkov odgovarjajo avtorji. Authors are responsible for the content, integrity and linguis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able 1 illustrates a comprehensive framework for addressing the cogni7ve, metacogni7ve, " " and behavioural dimensions of au7sm. The key components focus on the child, family, and " cogni7ve-intellectual development, integra7ng essen7al principles that shape an individualized and holis7c approach. These principles, depicted within the table, emphasize early interven7on, stress management, fostering independence, and promo7ng lifelong learning. 3. THE FAMILY In establishing the theore7cal framework for strengthening a family resilience within the context of raising an au7s7c child, it is impera7ve to account for various components, each wielding substan7al influence, characterized by their varying posi7ve or nega7ve amplitudes, collec7vely shaping the family's resilience. Life is a journey filled with unexpected twists and turns. While we cherish moments of joy and success, challenges are an inevitable part of this voyage. Coping with life challenges is a skill that each of us must cul7vate, as it equips us to navigate the stormy seas and emerge stronger and wiser. However, the extent of our strength and wisdom is con7ngent upon our biopsychosocial facets (Bennek et al., 2018), which 370 cons7tute the fundamental elements of individual resilience (Seery, and Quinton, 2016). The results of the systema7c review by Pappoudi et al. (2021) indicate that parental percep7ons of au7sm are most oien influenced by a lack of knowledge about the condi7on itself. This aligns with the findings of Henell et al. (2016), where 98% of parents expressed a strong need for parent’s educa7on about au7sm. MIBa is an educa7onal model in which parental educa7on is placed at the forefront. Parents are ac7vely involved in all aspects of their child’s upbringing and educa7on, while also working on their own personal growth. The model encourages parents to become aware of factors that may nega7vely affect their child’s development. This approach requires a high level of parental engagement, as it calls for the use of metacogni7ve skills to seek more appropriate responses, reflect on personal reac7ons, and adjust them in accordance with their understanding of the child’s individual needs. The model takes into account both the child’s individuality and the heterogeneous and complex nature of the au7sm diagnosis. One of the key components of this model is the transforma7on of parents’ core beliefs, which may otherwise hinder the educa7onal process. An example shown in Figure 1 illustrates this through parent educa7on aimed at strengthening both the child and the parent in developing balanced emo7onal regula7on skills. MIBa considers emo7onal regula7on to be a fundamental basis for healthy development. Difficul7es in this area, such as behavioural outbursts, sudden mood changes, and increased frustra7on caused by new learning or failure, are oien perceived as primary challenges by both parents and professionals working with children on the au7sm spectrum ( Cai et al., 2018; Has7ngs et al., 2022). Parents of au7s7c children hold diverse core beliefs that shape their understanding, emo7ons, and ac7ons. Research has shown that when parents beker understand their child's inner states, such as emo7ons, thoughts, and needs, they can provide stronger emo7onal support and more responsive care (Frolli et al., 2021). This, in turn, fosters emo7onal stability, which serves as a crucial founda7on for the development of social and academic skills. Stress, depression, and anxiety among parents are linked to various factors, including diagnos7c challenges, behavioral difficul7es, and financial strain (Čolić et al. 2022). The MIBa model addresses these factors by helping parents reframe their core beliefs and adopt adap7ve coping strategies (Dozois and Beck, 2008). The metacogni7ve model of modifying core beliefs involves self-awareness, reflec7on, and cogni7ve strategies to reshape beliefs, enabling parents to foster resilience (Dozois and Beck, 2008). Parent educa7on, alongside the modifica7on of core beliefs, plays a crucial role in strengthening the parental role in raising an au7s7c child. Educa7on equips parents with knowledge of au7sm, challenges, and effec7ve strategies, empowering them to make informed decisions and provide op7mal support. Modifying core beliefs about au7sm and paren7ng responsibili7es helps parents build resilience and adopt adap7ve coping strategies, reducing stress and enhancing their ability to support their child’s development. This combina7on of educa7on and cogni7ve restructuring allows parents to navigate the 371 complexi7es of au7sm more effec7vely, leading to beker outcomes for both the child and the family. The need to modify core beliefs is, in essence, the necessity for a different approach to paren7ng, one that redefines percep7ons of au7sm shaped by s7gma and a lack of knowledge (Turnock et al., 2022) as these can contribute to subop7mal developmental outcomes for the child. Figure 1 represents how MIBa influences core beliefs and helps caregivers recognize and challenge automa7c, distress-driven responses to their child’s behavior, promo7ng emo7onal regula7on and a beker understanding. Through this model, both the caregiver and the child can benefit from increased awareness of emo7ons, reflec7on on core beliefs, and more balanced, adap7ve strategies for managing distressing situa7ons in the future. Figure 1 also emphasizes bidirec7onal growth (child autonomy and parental well-being), which reflects a progressive, systemic perspec7ve. 372 !"#$%FG()G!"#$%#&'()*+,&,-#$%).#I$)0$%).,0,('&,)+$)0$()1#$2#I,#03$,+$456'$'3$'$()%7)+#+&$8,&",+$&"#$0'%,I9$ '771)'("! ! ! ;I%FGFF4"F1G3HG ! 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According to Dozois and Beck (2008), we can provide an explana7on and reflec7on in the process of MIBA modifica7on of core beliefs. The caregiver’s core beliefs may include underlying thoughts such as, "I must fix my child's distress immediately," or "I am responsible for my child's emo7onal state." These beliefs can create pressure and anxiety, par7cularly when faced with the child’s emo7onal turmoil. However, as the therapist demonstrates 373 calmness and stability, the caregiver’s intermediate beliefs6 might shii, recognizing that it’s okay to allow the child to experience distress and that calm guidance from a trusted professional can help. The 7 acAvaAon of the self-schema via stress occurs when the caregiver’s internal beliefs about their ability to manage the child’s emo7ons are triggered. The automa7c thought, “I feel upset, but the child appears fine; the therapist is assis