Małgorzata Przanowska, Listening and acuological education
The review of: Małgorzata Przanowska, Listening and acuological education; Warszawa: Wydawnictwa Uniwersytetu Warszawskiego, 2019, 306 pp. ISBN 978–83–235–3735–9, softcover
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The review of: Małgorzata Przanowska, Listening and acuological education; Warszawa: Wydawnictwa Uniwersytetu Warszawskiego, 2019, 306 pp. ISBN 978–83–235–3735–9, softcover
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The aim of the article is to define and assess the entrepreneurial potential of young people and, against that background, to draw attention to barriers that potentially, in the future, may hinder young people from entering the role of entrepreneurs. This analysis is based on the concept of attitude by S. Nowak (1973). Therefore, the study took into account its three components – cognitive, emotional-evaluating and behavioural. The article is based on the analysis of the literature on the subject and field research with the use of a questionnaire. The research group consisted of high school students from selected cities of the Łódź region (Poland) where there is at least one public secondary school. The research revealed that the respondents are characterised by a well-balanced level of the individual components of their attitude, which means that both the level of their knowledge about entrepreneurship, their emotional attitude to this phenomenon, and the willingness to undertake their own activity are at a balanced level. The local environment remains the greatest barrier to the full development of entrepreneurial attitudes of young people in the study area.
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The need to communicate is a necessity of the human being to exchange information with his peers. It sets in motion a dynamic, verbal and non-verbal process, allowing people to become accessible to each other, to manage to share feelings, opinions, experiences and information, thus highlighting the relationship between emotional intelligence and communication. Blocked by their own emotions, children with special educational needs encounter great difficulties in communication and school adaptation. The change in the living environment of the child with special educational requirements influences the somatic and mental state of the child, children cannot know all the diversity of human experience, thus many of the social and personal resources remain inaccessible to them. Through this article we want to elucidate intelligence as a complex system of operations that conditions the general way of approaching and solving the most diverse situations and problematic tasks in which the child with special educational requirements finds himself.
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Young people learn about emotions and how they can be managed correctly in the context of social interactions. Their experiences in relationships with others help them learn about the rules of expressing emotions, about their recognition, about emotional regulation. To deal with emotional stress, we need to develop our emotional skills. Today's modern life has created emotional challenges that are increasingly difficult to manage. Educating emotional intelligence is the key to effective parenting - a condition for the harmonious development of children and maintaining mental health.
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This article aims to theoretically analyze the quality of life of institutionalized teenagers with intellectual disabilities. By examining existing literature and relevant theories, the article provides a deeper understanding of this issue and suggests directions for future research and practice. Quality of life (QoL) has become a central theme in psychological research on people with intellectual disabilities. This article reviews the existing literature on quality of life in institutionalized youth with intellectual disabilities, focusing on indicators of physical, emotional, and social well-being.
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Psychological well-being and cognitive schemas are two interconnected concepts in the field of psychology. Cognitive schemas are mental structures or thought patterns being developed in order to organize and interpret information from the environment. These cognitive schemas are essential for processing information, making decisions, and understanding the world. Positive self-reflection and awareness of our thinking can contribute to improve well-being. By identifying and replacing negative or dysfunctional thoughts with healthier and more realistic thoughts, individuals can improve their attitude and overall well-being. Cognitive schemas play a significant role in the way people think, feel, and behave, and how they relate to these cognitive schemas can influence their psychological well-being. Awareness and improvement of dysfunctional cognitive schemas can be an important aspect of well-being and mental health.
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The article reflects the scientific results obtained by the members of the project The theoretical and methodological bases of ensuring psychological activity in the general education system, from the perspective of contemporary societal approaches, number 20.80009.1606.10, within the Institute of Research, Innovation and Technological Transfer of the Pedagogical University of State "Ion Creangă". The importance and necessity of the research activities within this project is determined by the need to develop an integrated vision of the development of the psychological service in the general education system for: promoting quality in education; facilitating the training of children's social skills in the learning and relationship process; preventing difficulties in child development by identifying risk factors; reducing violence and aggressive behavior of children and other educational actors; - school inclusion of children in difficulty; ensuring the activity of psychologists, teaching and management staff from the general education system with complex prevention, evaluation and psychological intervention methodologies; the development of a managerial system for ensuring psychological activity in general education.
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The impact of risky driving includes accidents resulting in injuries, loss of life, and economic costs. Various interventions, such as public awareness campaigns, education, law enforcement, and technological measures, have been implemented to address this issue. However, the effectiveness of these interventions may vary, and a comprehensive approach that includes emotional and cognitive education is needed. The study emphasizes the relevance of addressing and resolving dangerous driving behaviors to prevent accidents and their consequences, through psychosocial intervention programs. The program's objectives included reducing aggression in traffic, improving self-control and conflict management skills, and increasing awareness of aggressive driving behaviors. The program involved a group of 100 participants selected based on their high levels of aggressive driving behavior. The intervention program was found to significantly reduce risky driving behavior, as evidenced by posttest comparisons using ANCOVA. The results suggested that the intervention had a positive impact on the experimental group, leading to lower levels of risky driving behavior. These findings emphasize the importance of intervention programs in promoting safer driving and reducing risks on the road.
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Emotion has a substantial influence on cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem solving. The effects of emotion on learning and memory are not always univalent, as studies have reported that emotion either enhances or impairs learning and long-term memory retention, depending on a number of factors. The results of the research show that the vast majority of respondents who do not cope with stress are between 18 and 25 years old, and the least, those between 31 and 35 years old. Most of them manage to control their emotions. The emotions/states of mind towards the exams identified by the respondents were mostly those of tension and fear, and a small percentage of them reacted positively.
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The objective of the study was to investigate the topic of forgiveness, conceptualized as a personality trait and understood from several perspectives. In a wealth of meanings commonly found in universal scientific discourse, the religious and psychological approaches to forgiveness could be revealed, making the understanding of this mechanism more comprehensive. More than that, we can assume a complementary view of forgiveness, initially perceived as a religious ritual, where people wished to receive forgiveness from the deity, and then by extending the concept to the interpersonal level, where people manifested a need for mutual forgiveness for aggressions suffered. The latter approach shifted the idea of forgiveness from a divine concept to one present at the psychological level, which allowed the identification of several models, dimensions and measurement tools of forgiveness. Not least, the paper aimed to glimpse the explanatory factors of forgiveness present in the psychological narrative. In this regard, it seems that loneliness, machiavellianism, narcissism, psychopathy and perfectionism play an important role in explaining forgiveness as a personality structure.
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Psychological studies have shown that the most common causes of family conflicts are communication disorders, the lack of ability to manage emotions. Modern studies on the reaction of spouses to family conflict and the dependence of perception on gender characteristics have revealed that, regardless of the length of family life, both men and women tend to look at the conflict through the prism of their own expectations, ideas, without taking into account the opinion of a partner, which is evidence of a lack of orientation towards the partner. For young families, the most typical are the conflicts arising on the basis of relations with relatives, the distribution of power with a pronounced dominance of one of the spouses, as well as the planning of the family budget. Over time, these causes of conflict become less expressed, disagreements about the education of children come to the fore and the disruption of role expectations. The dominant behavioral strategy for women is avoidance, for men it is compromise. At the same time, both women and men are ready to cooperate to preserve the psychological comfort of the family, but unlike women, husbands are more inclined to violate their husbands' rights in order to achieve their own.
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The part of journal is Supplementum, to publish abstracts from international conferences organized by the St. Elizabeth University of Health and Social Work in Bratislava. In 2022, the conference will take place in October in Piešťany, in the Slovak Republic.
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Autism spectrum disorders (AST) are a complex and puzzling cluster of disorders in which social isolation, communication difficulties, and the presence of peculiar and/or repetitive behaviors, in various degrees, are the main characteristics. These characteristics are interlinked and share similar brain and cognitive functioning specificity. This paper focuses on communication and language disorders, their particularities in persons with AST, and their impact on differential diagnostic and specific interventions. Efficient therapeutic strategies and techniques for persons with ASD should address these strong correlations and overlaps between the specific social behavior development and the particularities of using language and communication in an ecological paradigm.
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This paper aims to identify the developmental characteristics of language in preschool children, capturing the impact of the speech therapy program on language development, and utilizing the principles of the TALK program in speech therapy intervention. The study sample consisted of 22 preschoolers, aged between 5-6 years, from a kindergarten in Cluj-Napoca. After dividing the participants into two groups, control and experimental, the evaluation was performed using three assessment tools: the Curriculum TALK, Portage (Language subscale), and the Logopedic Album. A speech therapy intervention program was implemented for the experimental group, followed by a final evaluation conducted using the same assessment tools. After collecting the results from pre and post-tests, all data were centralized in an SPSS database for processing. Thus, by using the paired samples t-test (hypothesis 1), the independent samples t-test (hypothesis 2), and Pearson's bivariate correlation (hypothesis 3), it was found that all research hypotheses were confirmed.
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In this paper we chose to study the influence of music therapy with the help of Boomwhackers instruments on the following skills: sustained attention, short-term memory, phonemic hearing and reading fluency in students with severe and associated impairments, among students from disadvantaged backgrounds. I considered this type of intervention useful because the effectiveness of music therapy is proven in many situations both in typical children and in those with atypical development. The students participating in the study have music among their passions and because of this, their implication activities was achieved without much difficulty. Also, the use of Boomwhackers was of high interest for the students and they were always excited to participate in the activities. The results obtained in the study prove the effectiveness of the intervention, as improvements were observed in all the evaluated areas.
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The labour migration of parents influences stay-behind children, their state of mind and their socialization process. The influences can be both positive and negative. This article analyses how the labour migration of parents from the Republic of Moldova to the European Union influences the process of socialization of stay-behind children and explores the involvement of public authorities in the socialization of these children. Data on which the paper is based were collected in the Republic of Moldova from December 2021 through April 2022, in the course of the development of the CASTLE project. The paper reflects the opinions of members of the transnational families on stay-behind children's socialization. The socialization process of children left at home following the labour migration of their parents faces several challenges. The knowledge of these challenges and their causes can contribute to the establishment of directions and mechanisms for the realization of public policy oriented towards solving children’s social challenges. Given current conditions, organized efforts are required from all socialization agents for the effective socialization of stay-behind children.
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The objective of the paper is an analysis of how David Goggins describes his life in his book Can’t Hurt Me. The analysis was conducted within the methodological framework of the Conceptual Metaphor Theory and Blending Theory. It has been established that the metaphors life is a journey and aspects of the self are individuals at war provide coherence to the story of his life, while conceptual blends are a mental tool used to reframe a situation and himself. As a result of implementing those blends in his thinking, David Goggins has developed a mindset that allowed him to transform from a broken teenager to “the strongest man alive”. This case study reveals how specific conceptual blends may impact not only cognition and language in general, as is argued in Cognitive Semantics, but also one’s emotional state, and consequently one’s physical performance.
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Introduction. The article presents a theoretical review and an experimental study of preschoolers’ cognitive and emotional development in the digital era. The purpose of the research is to identify and clarify the synergetic effect of creating an event–organized educational space for joint activities of children and adults in the implementation of a complex of various types and forms of cultural practices aimed at developing agency and initiative in preschool children within the framework of socially transformative activities in digital society. Materials and Methods. The study follows the basic principles of the synergetic approach. In order to obtain empirical data, the following methods and techniques of psychological assessment were used: (1) structured observation of children’s joint activities, (2) social emotions inventory, and (3) G. A. Uruntayeva and Yu. A. Afonkina’s ‘Studying the effectiveness of social and personal motive’ inventory. The sample consisted of 56 preschoolers. In order to detect the randomness of the results and track the dynamics, the experimental data were subjected to mathematical processing (Wilcoxon's Ttest, which ensures the validity and reliability of the results obtained). Results. The research findings show that the use of a synergetic approach and a complex of various types and forms of cultural practices, such as a creative workshop, a research quest, game simulation modeling, design, collecting, and studio work have a significant impact on the indicators of older preschool children’s social agency as a condition for their cognitive and emotional development. The study confirms the assumption that achieving a high level of preschoolers’ social agency is possible provided that an event-organized space of joint activities of children and adults is created in the educational process of the kindergarten. Conclusions. The article concludes about the effectiveness of the synergetic approach in the implementation of a set of different types and forms of cultural practices as conditions for preschoolers’ cognitive and emotional development in the new digital society. The authors emphasize that the use of a synergetic approach and a set of cultural practices in educational practice increases the level of initiative, independence, and responsibility in children, and contributes to redirecting their attention from digital devices to the peer-group and developing positive relationships based on verbal communication and cooperation between peers and adults through the amplification of the creative experience of cognition, application the surrounding objects in a new quality and transforming them.
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This article shows the problematic nature of modern studies that consider interrogation protocols of the Stalinist era to be reliable sources in their analyses. To begin with, these studies use primitive and inconsistent methodologies in their analysis of the interrogation protocols. Most of them approach the problem without the appropriate level of criticism, expressing little or no doubt about the content of these documents. Others, which claim to have adopted more specific methodological approaches, often base them on unverified hypotheses instead of empirically-proven principles. Secondly, these studies ignore recent work in neuroscience and cognitive, social, and clinical psychology that shows that coercion and torture undermine the ability of those under interrogation to give credible testimony. Biomedical studies have demonstrated that extremely stressful conditions (torture, coercion, blackmail, fear, deprivation of sleep and food, etc.) impair the function of the mind and erode its ability to retrieve reliable information from memory, especially affecting the accuracy and clarity of these recollections. Such techniques can significantly distort the testimony of detainees and even force those under interrogation to change their testimony, to repeat false information provided by the investigator or to falsely incriminate themselves. Thirdly, these studies overlook the fact that state security officials of that period systematically falsified interrogation protocols. Protocols, as a rule, were drawn up by the investigators and then were simply signed by those under interrogation — a practice that raises questions about how accurately these protocols convey the actual words, expressions and meanings contained in the elicited testimony. What’s more, many investigators are known to have often added details or to have embellished the confessions, while others made up entire conspiracies from scratch, before forcing the suspects to sign protocols recording their false confessions. This article illustrates these theses with evidence from the case of A. V. Putintsev, a state security investigator between 1941–1954.
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Review of: „O Pedagogiji Čovjeka – Od čovjeka kao bića učenja do učećeg društva“ by Mujo Slatina; Bužim: Ilum d.o.o., 2023, 361 str.
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