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(Ne)viditeľní: transrodové deti na základných a stredných školách

Author(s): Sona Lutherová / Language(s): Slovak / Issue: 3/2016

The process of gender identity development in children and youth affects their daily life. With their very existence, transgender children confront the common notions of the majority about “right” boys and girls. There is a persistent pressure in different areas of social life and at schools they visit on preserving the cisnormative way of life. The study is based on a year-long research of transgender children and youth at elementary and secondary schools in Slovakia, with the support of the civic association TransFúzia. The research material consists of in-depth interviews with ten children and young people and interviews with the representatives and teachers from three selected secondary schools. The research results suggest that the self-realization of children in a school environment is influenced by various limits and barriers. These, however, arise not only from the official systemic framework for teaching and the education process in Slovakia, but also from individual notions and approaches by school authorities. The personal stories of seeking their own“self” of transgender children and youth therefore develop in different contexts and under different conditions. They present not only the specific situation of the members of this special minority, but create the image of the daily life of children and youth in a school environment.

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A comparison of WISC-R and WAIS-R (PL) scores of children and adolescents in a longitudinal study

Author(s): Krystyna Sochacka / Language(s): English / Issue: 1/2016

D. Wechsler’s tests were used to examine the same group of subjects within the intellectual norm (N = 31) twice over an interval of 13 years: the Wechsler Intelligence Scale for Children (WISC-R; the subjects’ mean age was 8 years) and the Wechsler Adult Intelligence Scale (WAIS-R; mean age – 21 years). Each measurement was carried out by the same person. Based on 62 protocols (answer sheets), intelligence quotients, scaled subtest scores, and factor scores obtained using WISC-R were compared both with the normalized version of WAIS-R (PL) (2004) and with the version of WAIS-R (PL) from before normalization (1996). Statistically significant differences were found between the results obtained using WISC-R and the normalized version of WAIS-R (PL). There is no such difference between WISC-R and the earlier version of WAIS-R (PL), from before normalization. Implications for clinical practice are discussed.

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ADHD a problem dysleksji u dzieci w wieku szkolnym

Author(s): Elzbieta Januszewska,Izabella Januszewska / Language(s): Polish / Issue: 2/2016

Relative to their peers, learning difficulties are more oen observable among children with aention deficit hyperactivity disorder – something which may oen cause a discrepancy between the “estimated” intelligence of the child and the results that they achieve at school. ere are reasons to think that ADHD may be co-occurring with other learning disorders, including specific difficulties with reading and writing typical of developmental dyslexia: this would be the case for 15 to 30 percent of people with ADHD. e aim of this article is to describe the relationship between the typical symptoms of ADHD and of developmental dyslexia in the areas of visual and auditory perception, as well as of motor disorders. Due to the frequent comorbidity of both disorders, they can be defined as combined disorders, which require complex diagnostic and therapeutic procedures.

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Antygrawitacyjne aspekty religijności człowieka

Author(s): Czeslaw Walesa / Language(s): Polish / Issue: 3/2016

Gravity is a natural force found in different dimensions. Mental gravity includes inertia, addiction, mindlessness and other similar processes or states. Anti-gravity, on the other hand, includes activity, freedom, openness, mindfulness, etc. Religiosity is a personal and positive relation of human to God. Processes of religiosity – according to its structural definition – include the following clusters of processes (parameters): (1) religious awareness, (2) religious feelings, (3) religious decisions (preferences), (4) a bond with a community of believers, (5) religious practices, (6) religious morality, (7) religious experiences, and (8) forms of confessing the faith (especially prayerful and sacrificial acts and the sense of mystery). The article is meant as an analysis of anti-gravitational processes of religiosity in the above mentioned domains. It presents a specific language about and a fragment of the language of religiosity.

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Artikulacijsko-fonološke sposobnosti djece s cerebralnom paralizom

Author(s): Emica Farago,Draženka Blaži,Martina Vukovic Ogrizek / Language(s): Croatian / Issue: 1/2016

The goal of this research was to examine and compare articulation and phonological abilities in children with cerebral palsy and their typically developing peers. An examination was conducted on a sample of 15 children with cerebral palsy and 15 typically developing children. The two groups were equalized by gender and age. The measuring instruments used were the Articulation Test and phonological ability tasks. The data were analysed using the robust discriminative analysis, t-test, chi-square test, as well as the Cohran-Cox test. The results showed a signifycant statistical difference in articulation and phonological abilities between children with cerebral palsy and typically developing children. The difference between the groups is for the most part due to the variables deletion of consonants and number of articulation errors. The variables first voice segregation, phonemic analysis, and rhyme searching are also signifi cant in creating this discriminant function. The results also confirm statistical differences in articulation and phonological abilities that are related to the type of cerebral palsy. A group of children with a spastic type of cerebral palsy was more successful in phoneme analysis, syllable analysis, consonant deletion tasks, and rhyme searching tasks. They also had better articulation abilities.

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Being at home: Global citizenship in Norwegian schools. A study of children’s poems

Author(s): Susan Erdmann / Language(s): English / Issue: 2/2016

The paper addresses the question of self-perceived identity in children attending international schools in Norway. In this population, the distinction between “home culture” and “host culture” is no longer relevant, since most of the children represent “hyphenated” (e.g. Asian-British or American-Scandinavian) or merged nationalities and cultures. The goal of the study is to investigate how these pupils define themselves and the notion of “home”. To achieve at least a preliminary picture of the children’s self-perception, the authors have analysed poems on two topics: Me and Home, written by pupils of an international school and a Norwegian school, both informant groups aged 11-13. A semantic analysis of the poems indicates that the international school children present strong assertions of individual identity as defined against societal roles, while the Norwegian school pupils do not conceptualize identity formation as a struggle and their poems reflect a high degree of social, familial and national integration.

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Binden und Lösen im Lebenslauf: Drei psychologische Stationen zur Entwicklung der Familie und in der Familie

Author(s): Andreas Wittrahm / Language(s): German / Issue: 02/2015

At certain stages of everyone’s career the family constitutes the most important milieu of physical, psychological and social development. However, it is important for family members to change not only as individuals but together as a family in order to ensure that they can mutually help, strengthen and support each other in certain situations and at certain stages of life. For that, families and individual family members need internal and external resources, social confidence and participation on the one hand, and capability for emotional res onance on the other. When a family is established, at the birth of the first child, during the transition period when children reach young adulthood until they leave home, and, finally, at the time when elderly children provide care for their very old parents, valuable family resources and the necessary family competencies become particularly visible.

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CAN WORK BE DETRIMENTAL?

WORKING EXCESSIVELY QUESTIONNAIRE (WEQ): THE DEVELOPMENT AND VALIDATION

Author(s): Wladyslaw Jacek Paluchowski,Elzbieta Hornowska,Piotr Haladzinski,Lech Kaczmarek / Language(s): English / Publication Year: 2014

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CHARACTERISTICS OF ADOLESCENTS FRIENDSHIP RELATIONS: A LONGITUDINAL STUDY OF THE QUALITY, LENGTH, STABILITY AND RECIPROCITY

Author(s): Nikolina Kuruzovic / Language(s): English / Issue: 2/2015

This paper is concerned whit characteristics of friendships. The main focus is on these characteristics: quality, lenght, stability and reciprocity. The examination took place repeatedly within period of four months. The sample consisted of, 425 in first and 358 adolescents in second examination. The adolescents were of both sexes, aged between 14 and 15 years. The quality of friendship was assessed by new self-report scale Friendship Quality Questionnaire, constructed in this research. This questionnaire is measuring thoughts, feelings and specific behaviors about and towards a friend. Besides, two general questionnaires were used for collecting information about examinees and their friendships. The results show certain characteristics of friendships in adolescence. Dimensions of relationship quality (affection, intimacy, conflict and interaction) are evenly distributed. The connection between quality of friendship and duration was found out. In shorter friendship, level of intimacy and conflict is higher. Also, friendships are very stable and examinees that keep their friendships have higher level of intimacy and interaction. Those with shorter friendship are changing friends more. Girls have higher level of all qualitative characteristic of friendships- affection, interaction, intimacy and conflict.

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Community of practice i indywidualizacja w nauczaniu

Author(s): Malgorzata Karwowska-Struczyk / Language(s): Polish / Issue: 2 (33)/2016

Community of practice and the individualization of the educational process are the central concepts of the author’s reflections. In the article, selected conceptualizations of the community of practice have been presented. They have been found to be a starting point for the individualization of the educational approach to children at preschool and school age. The importance of the involvement of the whole local community in creating the educational environment has been shown on a basis of two ready for use models of community of practice proposed by P. Moss and R. Myers. The concept of individualization has been considered in the second part of the text. In this respect, self-esteem, as the major factor of the personalization of the educational dialogue between an adult (teacher) and a child, has been underlined. Its potential strength in determining the effects of the personalized interactions between an adult and a child has been highlighted.

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Contribuţia tehnicilor teatrale la obţinerea echilibrului emoţional al copiilor

Author(s): Georgeta Antoniu / Language(s): Romanian / Issue: 2/2015

The article describes and analyzes the change that must occur in children’s education in the XXI century, the importance of children’s emotional balance through theatre techniques and the improved use of EQ. Removing violence from children’s lives, removing multiple fears and false competition, their self-esteem increases a lot. Theater games and puppetry exercises are a great way to emotionally balance the children.

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Coping and Emotion Regulation Strategies in Adulthood: Specificities Regarding Age, Gender and Level of Education

Author(s): Helena Smrtnik-Vitulic,Simona Prosen / Language(s): English / Issue: 1/2016

In the study, the use of coping and emotion regulation (ER) strategies is compared in 194 adults aged between 20 and 65 years, regarding their age (emerging, young or middle adulthood), gender and level of education. There are almost no significant differences in the use of coping and ER strategies in adults regarding age. Women use certain ER strategies (e.g., attentional deployment) more than men, but there is no difference between the two groups in the use of coping strategies. Adults with a low level of education use more confrontive coping and distracting in comparison with adults with a high level of education, while the escape- -avoiding coping strategy is used more by adults with low and middle levels of education than those with a high level of education. Regarding ER, adults with a low level of education use more cognitive reappraisal of importance than both groups with a higher educational level, whereas they use suppression and substances only more than adults with a high level of education. Correlations between coping and ER strategies are mostly non-significant, suggesting that coping and ER are distinct processes in adulthood.

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Czy dziecko nie popełnia błędów kategoryzacyjnych, używając imion własnych?

Author(s): Wieslaw Walentukiewicz / Language(s): Polish / Issue: 1/2015

Autor pracy uważa, że źródło dystynkcji nazwy jednostkowe/nazwy ogólne ma charakter nie kulturowy, a poznawczy i na tym gruncie stara się rozwiązać jeden ze współczesnych problemów: jak to się dzieje, że podczas uczenia się słów dziecko powszechnie stosuje strategię agresywną i nie popełnia błędów kategoryzacyjnych związanych z użyciem (pozornym) niektórych nazw jednostkowych – imion własnych (gdy wymagane jest powstrzymanie się od stosowania tej strategii). Następnie autor argumentuje, że choć dziecko w wieku dwóch lat potrafi poprawnie użyć nazwy jednostkowej, to nie jest dowód na to, że potrafi poprawnie użyć imienia własnego, jak przypuszczają psycholodzy. Dziecko musiałoby rozumieć naturę imienia własnego. ===== The author of the article regards the source of the distinction for singular names/general names not to have a cultural character, but a cognitive one, and on these grounds tries to solve one important modern problem: how is it that when a child learns words, the child commonly applies an aggressive strategy and does not make category mistakes connected with the (apparent) use of some singular names – individual names (when it is required to refrain from applying this strategy). Next, the author argues that although a child at the age of two can properly use a singular name, it does not constitute any evidence that it can properly use a proper name, as psychologists assume. For that to happen the child would have to understand the nature of a proper noun.

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Development of the internationalization “abroad” in Polish and Ukrainian higher education

Author(s): Marta Tutko,Tetiana Golubieva / Language(s): English / Issue: 34/2016

The scientific goal of the paper is to present the issue of the development of internationalization “abroad” in Polish and Ukrainian higher education. The leading research method is a comparative method, specifically the method of international comparison. The authors focus on the national and institutional level comparison of the development of internationalization "abroad" in Polish and Ukrainian higher education systems. In addition to the comparative method, the authors applied the method of secondary research (desk research), the method of description and analysis and critique of the scientific literature. By using the source materials and indicated numerical data, it is possible to verify the thesis.The process of reasoning in the article was conducted in the following stages. First, the definition of internalization in higher education was given with respect to Polish and Ukrainian approach. Next, the stages in the development of internationalization “abroad” in Polish and Ukrainian higher education were featured. Afterwards, the development process of internationalization was presented on the background of processes occurring in the European Higher Education Area. The paper ends with conclusions.The conclusions drawn in the paper allowed to verify the thesis. In both countries, Poland and Ukraine, the diversity of activities in frame of internationalization "abroad” occur. Among these activities mobility of students and academic teachers remain the most visible in Poland as well as in Ukraine. The development of internationalization "abroad" in relation to mobility of projects, programmes and providers seems to be more advanced in Poland.

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Dusza-umysł-ciało. Rozważania nad triadyczną antropologią

Author(s): Adrianna Smurzynska / Language(s): Polish / Issue: 2/2012

This article considers triadic view of human, based on Hebraic anthropology. At the begging, there are presented monistic and dualistic anthropologies – ancient, medieval and contemporary. Then, they are contrasted with triad anthropology, which suits better to achievements of contemporary psychology. At the end, the author puts forward an opinion about practical implications of triad anthropology.

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Edukacja przyrodnicza małych dzieci – opis przyrody czy jej badanie?

Author(s): Urszula Poziomek,Andrzej Tarlowski,Dominik Marszal,Elzbieta Barbara Ostrowska / Language(s): Polish / Issue: 4/2015

Recent studies of developmental psychologists show that children already in infancy can reason, explore and experience. It is not true that a child up to 7 years of age is not able to plan their actions and realize what they had planned. It is also true that children in preschool and early school should learn about nature descriptive method. Commonly accepted goals of environmental education clearly indicate that the research method is basic to obtain the understanding of natural processes and phenomena and acquiring skills of their data. The educational documents in force in Poland in kindergarten and grades IIII does not sufficiently indicated the leading role of this method in natural science education of young children, despite the changes that have been carried out during the reform program in 2008 years. There is also no consistency in the area of general and specific requirements formulated for the higher stages of education, especially for the second stage (nature, class IV–VI of primary school). This may result in problems arising from the research skills deficit in students entering grade VI of nature as well as lower results of Polish students in international studies. There are examples of good practice in this area, even if the standards and programming framework in the United States, which can be used when amending the existing document core curriculum document of pre-school education and general education in the natural area. It seems significant to institute a systemic change in kindergarten and early school teacher training, as well as to adapt the teacher support system to new challenges related to early science education.

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EMOTIONAL RECOVERY FOR DYSPHONIC CHILDREN

Author(s): Madalina Dana Rucsanda / Language(s): English / Issue: 1/2013

In this study, I have carried out music therapy with the identified dysphonic children for 6 months, during which I have tried to develop their musical skills. In determining the musical success, the learning strategies, practicing, encouragement and continued support were important. The purpose of the research was to include effective ways to musical recovery for dysphonic children, aiming at developing musical hearing, acquiring singing skills, developing a sense of rhythm and especially overcoming the psychological threshold created by the suspicion of the peers and of the parents.

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FAMILY CONTEXT OF CHILDREN AND YOUTH WHO EXHIBIT VIOLENT BEHAVIOR

Author(s): Marija Markovic / Language(s): English / Issue: 2/2015

This paper seeks to clearly distinguish the factors of family context for which it is found that may represent particular risk factors for the appearance and perpetuation of anti-social behavioral patterns in children and youth. We considered not only the structural family characteristics of future bullies, but also the integrative-disintegrative processes within the family. The paper aims to clearly distinguish family factors for which there is strong empirical evidence about their impact on the formation of future bullies. The general assumption is that there are certain specific family contexts, certain family variables that favor the emergence and perpetuation of patterns of violent behavior in children and youth. It is important to acknowledge these factors, because of the fact that certain family circumstances represent risk factors for violent behavior of children and youth. Therefore, their acknowledgement and their identification represent the starting point of interventive and preventive actions of society and its institutions towards solving the problem of violence.

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