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Wypalenie szkolne jako mediator w relacji między perspektywą temporalną a nasileniem depresji w grupie adolescentów
Abstract
Zaburzenia depresyjne oraz syndrom wyczerpania sił w grupie uczniów to zjawiska,
które w swoim przebiegu cechują się długim czasem trwania oraz stopniową eskalacją symptomów. Dotychczasowe wyniki badań potwierdziły, że obydwa powyższe zjawiska stanowią istotne czynniki utrudniające a nawet blokujące rozwój jednostki. Jednocześnie obydwa wiążą się z utratą zasobów umożliwiających efektywne funkcjonowanie w środowisku i radzenie sobie z wyzwaniami. Jednym z takich zasobów jest umiejętność zachowania równowagi
pomiędzy różnymi perspektywami temporalnymi. Celem przeprowadzonego projektu badawczego było sprawdzenie mediacyjnej roli wypalenia szkolnego w relacji pomiędzy perspektywą temporalną a poziomem depresji u adolescentów. Badaniami objęto grupę 355 uczniów (w tym 61,6% dziewcząt) z III klas szkół ponadpodstawowych (średnia wieku 18.5). W badaniu wykorzystano trzy narzędzia psychologiczne tj. skalę wypalenia szkolnego dla młodzieży SSBS, pełną wersje Kwestionariusz Perspektywy Temporalnej Zimbardo i Boyda oraz skalę depresji Kutchera dla Młodzieży. Uzyskane dane potwierdziły występowanie istotnych związków między wskaźnikami perspektywy temporalnej a depresją i wypaleniem szkolnym u uczniów. Wyniki analizy mediacyjnej ujawniły, że przeszła perspektywa temporalna oraz fatalistyczna wypalenie szkolne. Wykazano również, że koncentracja na doraźnych hedonistycznych celach nabiera istotnego znaczenia dla nasilenia depresji dopiero po uwzględnieniu w modelu poziomu wypalenia szkolnego. Przyszła perspektywa czasowa jedynie pośrednio była związana z poziomem depresji poprzez mediator. Uzyskane dane sugerują konieczność projektowania oddziaływań pomocowych skierowanych do młodzieży doświadczającej depresji i wypalenia szkolnego, uwzględniających kształtowanie efektywnego zarządzania perspektywą temporalną
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Objectives: Even low to moderate levels of alcohol consumption can have detrimental health consequences, especially in older adults (OA). Although many studies report an increase in the proportion of drinkers among OA, there are regional variations. Therefore, we examined alcohol consumption and the prevalence of hazardous alcohol use (HAU) among men and women aged 50+ years in four European regions and investigated predictors of HAU.
Methods: We analyzed data of N = 35,042 participants of the European SHARE study. We investigated differences in alcohol consumption (units last week) according to gender, age and EU-region using ANOVAs. Furthermore, logistic regression models were used to examine the effect of income, education, marital status, history of a low-quality parent–child relationship and smoking on HAU, also stratified for gender and EU-region. HAU was operationalized as binge drinking or risky drinking (<12.5 units of 10 ml alcohol/week).
Results: Overall, past week alcohol consumption was 5.0 units (±7.8), prevalence of HAU was 25.4% within our sample of European adults aged 50+ years. Male gender, younger age and living in Western Europe were linked to both higher alcohol consumption and higher risks of HAU. Income, education, smoking, a low-quality parent–child relationship, living in Northern and especially Eastern Europe were positively associated with HAU. Stratified analyses revealed differences by region and gender.
Conclusions: HAU was highly prevalent within this European sample of OA. Alcohol consumption and determinants of HAU differed between EU-regions, hinting to a necessity of risk-stratified population-level strategies to prevent HAU and subsequent alcohol use disorders.
A large number of different mechanisms have been linked to Alcohol Use Disorder (AUD), including psychosocial, neurocognitive, affective, and neurobiological factors. Gender has been shown to impact the presentation and progression of AUD; yet, little work has been done to parse the different mechanisms underlying AUD within the lens of gender differences. A review of the literature on adolescence revealed that psychosocial factors, in particular lack of family social support and interactions with peers, drive the onset of alcohol use more strongly in girls relative to boys. However, research done on gender differences in disease progression in adults remains limited. Our gender-specific analysis of the mechanisms underlying AUD in adults revealed that lack of social support was causally linked to negative affect, mental health symptoms, and AUD symptom severity in women, but not men. These novel results suggest that psychosocial factors may play a gender-specific role not only in the onset of use in adolescence, but also in the maintenance of addiction in adults. If confirmed, this suggests the need for investigating gender-specific recovery trajectories. In this perspective piece, we review the literature regarding gender differences in the onset and maintenance of AUD and present original data that support unique risk factors in women.
Szacuje się, iż w ciągu ostatniego roku nauczaniem zdalnym bądź różnymi wariantami nauczania hybrydowego objęto 98,5% światowej populacji uczniów. Sytuacja związana z wprowadzaniem obostrzeń na taką skalę, w tym zamykaniem szkół i przechodzeniem w tryb nauki on-line, ma miejsce pierwszy raz w historii. Konsekwencją tego jest zauważalne poruszenie w środowisku badawczym. Powstają raporty dotyczące dzieci, rodziców i nauczycieli ze wszystkich kontynentów. W tym artykule zebraliśmy i prezentujemy informacje pochodzące z raportów polskich i zagranicznych, skupiających się na dobrostanie dzieci w trakcie lockdownu. Opisaliśmy doniesienia z badań związanych z rozwojem fizycznym, psychicznym, społecznym oraz poznawczym uczniów. Przedstawione dane, które zestawiliśmy z wynikami badań polskich, dają nam obraz aktualnej sytuacji dzieci.
ABSTRAKT Odstąpienie od przestępczości stało się w kryminologii i praktyce resocjalizacyjnej dominującą kategorią badawczą ostatnich dekad. Coraz lepsze rozumienie procesu wraz z identyfikacją czynników wspierających odstąpienie od przestępczości pozwala na stosowanie bardziej adekwatnych praktyk resocjalizacyjnych i wzmacnianie ak-tywności przestępców w ich dążeniu do zerwania z życiem przestęp-czym. Niniejszy artykuł ma na celu prezentację współczesnej wiedzy o procesie odstąpienia od przestępczości u kobiet i mężczyzn. Naj-pierw autor prezentuje główne ujęcia definicyjne. Następnie analizu-je czynniki strukturalne i indywidualne obecne w procesie odstąpienia od przestępczości. Akcentowane są przede wszystkim różnice wystę-pujące u kobiet i mężczyzn. Mężczyźni odstępują od przestępczości w wyniku działania czynników związanych ze statusem społecznym (zatrudnienie, małżeństwo), podczas gdy kobiety akcentują rolę czynników związanych z relacjami osobistymi (rodziną, przyjaciółmi, znajomymi, kuratorami, terapeutami) w procesie zmiany. Analiza lite-ratury stanowi niezbędny etap zrozumienia procesu odstąpienia od przestępczości, co pozwala na projektowanie i prowadzenie badań własnych wśród różnych grup przestępców. Na koniec autor poda-je wskazówki dla praktyki resocjalizacyjnej: trzeba wierzyć w po-tencjał osoby i go wspierać, a równocześnie podejmować konieczne kroki terapeutyczne, należy wzmacniać motywację przestępców do SŁOWA KLUCZOWE odstąpienie od przestępczości, odmienność płci, teoria drogi życiowej, czynniki procesu odstąpienia od przestępczości, resocjalizacja
Background: Portugal is one of the countries that has a legal framework for volunteering, and there are different associations to support inmates through volunteering support. This volunteering can be beneficial for prisoners to address their social isolation and supporting them in the acquisition of skills and competencies to help them during their time in prison, but also beyond, supporting them in their resocialization and social reintegration in the community. However, little is known about the experiences of volunteers that provide such support to inmates.
Methods: Semi-structured interviews were conducted to explore the experiences and motivations of volunteers who interact with prisoners in the prison context of the three main cities in Portugal (Coimbra, Lisbon, and Porto). The interviews were audio-recorded, transcribed, and analyzed using the thematic analysis method.
Results: Thirty-nine prison volunteers agreed to participate in this study ( n = 24 women, n = 15 men), with two to thirty years of experience of volunteering. The main themes emerging from the analysis were “Different motivations to volunteer”, “Volunteers” interactions with inmates”, “Volunteers” interactions with prison staff”, “Volunteering in prisons has an impact on volunteers”, “Volunteers” perception of helping inmates' and “More support to volunteering in prisons”.
Conclusions: Community volunteers who support prisoners can develop positive and trusting relationships with the inmates, despite its challenges. These findings can raise awareness of volunteering in prisons as a potentially helpful intervention, and call for further research to better explore its long-term impact.
This article discusses several family conditions conducive to drug use. The research aims to determine the impact of the family environment, especially a dysfunctional one, on drug use among people growing up in such a family. It was assumed that, according to the concept of the family as a system, if at least one of its elements is dysfunctional, the consequences of this state affects the other members of the family, who do not acquire proper patterns of functioning in the family and society. 154 standardized interviews with drug users were conducted. The research tool used to collect data was interview questionnaires; in addition, seven interviews were recorded on audio-tracks. Each interview consisted of 39 questions, several of which related directly, or indirectly, to their family situation. The study was qualitative, but some of the responses can be represented by quantitative data, which was used to provide numerical values for the indications obtained. The analysis of the empirical material collected during interviews with drug users shows the links that have been identified between reaching for these measures and growing up in a family struggling with the drug use of one or more of its members. Permanent disorders in relations between members of a dysfunctional family affect the development of a whole spectrum of personality problems, including addiction.
The purpose of the study was an investigation on a content of the core curriculum in Poland, for kindergarten children (aged 3–6) and primary school students (aged 7–18), in reference to educational demands, created by the global ecological crisis. As a source of these demands, IPCC Assessments Reports on Climate Change and UN over-arching strategies for sustainability and environmental education were used, as well as the European Union green policies’ package (The European Green Deal). Poland, as a member of the EU and a party of the United Nations Framework Convention on Climate Change, is obliged to promote and implement “green” policies, through incorporation of them into national legislation and the state system of education.
The analysis revealed in Polish core curriculum lack of content, connected with the global ecological crisis and climate change, as well as with strategies of combating them. This result shows a dramatic content gap in environmental education of Polish students, regardless the fact that ecology is a fundament of global and European developmental strategies. The responsibility for this situation is beard on decision makers for a state educational policy; in a context of Polish law, this is the Ministry of Education and the Minister for Education himself.
The article presents an analysis and interpretation of the sources and other materials gathered in search of answers to the questions about social pedagogy as the source of contemporary social rehabilitation thinking and practice. Social pedagogy and social rehabilitation pedagogy share some of their history, both rooted in the thinking and writings of the first Polish pedagogues (19th/20th century), and also in the institutional measures designed to serve people and social groups, especially children threatened by poverty, marginalization and social maladjustment. The article discusses the developmental stages of Polish social pedagogy, with the turning point being 1945, as well as their implications for the evolution of social rehabilitation ideas and practice, from their origin at the turn of the 19th and 20th centuries to the present day.
Introduction The presence and the content of climate education in national curriculum frameworks of Poland and UK gains growing attention of researchers all over the world. Climate education addresses challenges of climate crisis and is an important part of ecological transformation in advanced economies.
Research Aim The aim of the study was to compare Polish core curriculum and The National Curriculum of UK, in terms of presence climate change education in curricula’s content.
Material and Methods Material of the study were 2 documents: Polish core curriculum and British the National Curriculum. The study was limited to Key Stage 1-3 in the National Curriculum and kindergarten and primary school in the core curriculum. Content analysis was conducted using a categorisation key, with a set of words characteristic for a climate change concept.
Results Climate change is absent in studied curriculum standards. Only 3 out of 19 key words were present in Polish base curriculum, whereas in the National Curriculum – 5 of them. In both cases key words’ presence emerged without direct reference to climate change.
Conclusion Both studied documents are devoid of climate change education. The National Curriculum seems to be better in meeting the challenge of climate crisis, but differences are minor. The result may be caused by centralisation and politicization of the procedure of constructing both the studied documents, which may be an obstacle for introducing new aspects of knowledge and attitudes. Political context of the results needs further studies under the concept of null curriculum of Elliot Eisner.
Objectives
Alcohol misuse is known to be a risk factor for dementia. This study aimed to explore the association between risky drinking and cognitive impairment in a cohort study of middle aged and older people at risk of dementia.
Method
The sample comprised 15,582 people aged 50 and over drawn from the PROTECT study. Risky drinking was defined according to a score of 4 or above on the Alcohol Use Disorders Identification Test (AUDIT). Cognitive function was assessed on visual episodic memory, spatial working memory, verbal working memory and verbal reasoning.
Results
Risky drinkers at baseline were more likely to be younger, male, white British, married, of higher educational status, current or past tobacco smokers and to have moderate to severe depression than non-risky drinkers. Risky drinkers were also more likely to be impaired on self-reported instrumental activities of daily living and subjective cognitive decline. At baseline, risky drinkers were less likely than non-risky drinkers to show impairment on verbal reasoning and spatial working memory but not on visual episodic memory or verbal working memory. Risky drinking at baseline predicted decline in cognitive function on visual episodic memory, verbal reasoning and spatial working memory at 2 year follow-up, but only verbal working memory and spatial working memory remained significant outcomes after controlling for possible confounders.
Conclusion
Although of small effect size, the association between risky drinking and impairment on measures of working memory and visuospatial function warrants further examination; particularly given the possibility of partial reversibility in alcohol related cognitive impairment.
Objectives:
The aim of the survey was to assess the level of depression correlated with physical activity and internet addiction among physiotherapy students of Polish universities during the COVID-19 pandemic.
Methods:
The survey was carried out via the internet among Polish physiotherapy students (141 respondents). The level of depression was assessed by the Beck Depression Inventory, physical activity by the International Physical Activity Questionnaire (IPAQ) in Polish and the level of internet addiction by the Kimberly Young Questionnaire.
Results:
It was found that 31% of those surveyed stated that they suffered from moderate or severe depression. The overwhelming majority of the respondents (92%) considered the level of their internet addiction as low. More physical activity had a positive effect on mental health. The overuse of the internet exacerbated depressive symptoms.
Conclusions:
The prevalence of depression observed in students is mainly related to distant learning systems. Therefore, regular physical activity is recommended as it is associated with a lower level of depression. It is also advisable to provide students with necessary psychological care. Excessive use of social media is not recommended to elevate mood as it makes depression symptoms worse.
Artykuł poświęcony jest jednej z tych teorii kryminologicznych, która nawiązuje do kategorii płci kulturowej, a jej istotą jest pojęcie męskości hegemonicznej. Rozważania dotyczą dwóch kontekstów relacji między męskością hegemoniczną a przestępstwami. Pierwszy z nich odnosi się do przestępstw popełnianych przez mężczyzn, którzy ową męskość hegemoniczną uosabiają, drugi do przestępstw mężczyzn, którzy nie mają dostępu do takiej wersji męskości. Przy tym, męskość hegemoniczna jest postrzegana zarówno w kontekście relacji płciowych między mężczyznami a kobietami, jak i w odniesieniu do stratyfikacji różnych, istniejących w społeczeństwie wersji bycia mężczyzną. W artykule dokonano rekonstrukcji kategorii męskości hegemonicznej, jak również – do pewnego stopnia – konfrontacji z kulturową i społeczną rzeczywistością, także w perspektywie popełnianych przez mężczyzn przestępstw. Dużo uwagi poświęcono przestępstwom mężczyzn z niższych klas społecznych, które mają stanowić kompensację ich marginalizacji. Z kolei, ta forma męskości hegemonicznej, która związana jest z posiadaniem wysokiej pozycji społecznej, statusu i wysokich zarobków jest porównana z postrzeganą jako hiperseksualna męskością czarnych mężczyzn oraz zorientowaną na stosowanie przemocy męskością typu macho. Autor nie absolutyzuje znaczenia analizowanej w artykule teorii i nie postrzega jej jako eksplanacyjnej na poziomie makro. Jest przekonany, że ma ona w odniesieniu do przestępczości zarówno swój analityczny potencjał, jak i oczywiste ograniczenia.
We conducted an analysis of the prevalence of substance and behavioral addictions across different transgender and gender diverse (TGD) subgroups. We performed a scoping review using MEDLINE and Google Scholar databases and examined 12 addictions, including alcohol, nicotine, cannabis, illicit drugs, gambling, eating/food, internet, sex, love, exercise, work, and shopping. We presented prevalence rates for each addiction as a function of an individual’s gender identity (stratified into transgender females, transgender males, and gender nonconforming), and used cisgender women and men as reference groups. We included 55 studies in our final analysis, the majority of which investigated substance use disorders among TGD subgroups. Overall findings indicated that substantial differences in substance use exist among US TGD subgroups. There were far fewer publications that examined the prevalence of behavioral addictions across TGD subgroups. However, despite limited research in this area, findings still suggest that notable differences in behavioral addictions may exist between individual TGD subgroups. The conclusions of our review may provide clinicians with a better ability to screen for and treat at-risk individuals within the TGD community.
Książka Edukacja i (nie)równość społeczna kobiet. Studium dynamiki dostępu jest rezultatem moich zainteresowań badawczych szeroko rozumianymi relacjami między tożsamością kobiet, edukacją, kulturą i społeczeństwem. Sądzę, że można ją usytuować, podobnie jak poprzednie moje prace1, na pograniczu socjologii edukacji oraz gender studies. Z jednej strony podnosi ona problemy zwią- zane ze społecznymi funkcjami edukacji, szczególnie – socjalizacyjną, selekcyjną i stratyfikacyjną, w odniesieniu do sytuacji kobiet. Z drugiej strony porusza kwestie dotyczące bezpośrednio kobiet jako grupy społecznej w aspekcie szeroko rozumia- nego dostępu do różnych form tożsamości, do wykształcenia czy rynku pracy.
Background:
The rapid outbreak of COVID-19 pandemic promptly changed people's daily lives, influenced human interactions and economic activities and induced mental reactions.
Objective:
This review synthesized the evidence of correlation between demographic factors, social media exposure, stressors and anxiety and depression status in the early phase of COVID-19.
Method:
A systematically search included observational studies published before May15, 2020. We selected studies designed with valid measuring instruments of anxiety and depression.
Result:
20 articles were included (19 cross-sectional) for review. People who were divorced/widowed, with poor self-rated health status, chronic illness and previous psychiatric illness had higher anxiety and depression prevalence. Higher COVID-19 awareness (including COVID-19 knowledge and precautionary measure) decreased anxiety and depression. The protective measures to reduce anxiety and depression levels included avoiding sharing meals, frequently washing hands and wearing mask. Economic loss, academic delay, influence of daily life, worrying and symptoms related to infection were stressors of anxiety and depression. There were lots of inconsistent results due to convenience sampling and diverse measuring instrument.
Conclusion:
Our review suggested that reliable information from health authorities, enhancing health literacies and prevention measures of general population can reduce anxiety and depression levels.
Celem prezentowanego tekstu było przeanalizowanie wybranej literatury psychologicznej i pedagogicznej na temat wypalenia zawodowego nauczycieli i mniej znanego w opracowaniach naukowych wypalenia szkolnego uczniów. Analiza i interpretacja różnych koncepcji naukowych pozwoliła dostrzec podobieństwa i różnice w istocie, przejawach, przyczynach i skutkach omawianego zjawiska. Ponadto dała okazję do namysłu nad sposobami wsparcia dla obu grup dotkniętych syndromem wypalenia.
Background
The Coronavirus disease 2019 (COVID-19) has imposed a worldwide lockdown which has obliged people to stay confined at home, often resulting in social distancing measures and isolation, which can lead to mental health problems as well as specific Internet-use disorders. This study aims to investigate fear of COVID-19, anxiety, and depression symptoms, and their impact on Internet addiction risks, modelled as intrapersonal conflicts and interpersonal conflicts, during the COVID-19 epidemic.
Method
An online questionnaire was administered to 454 Italian students during the first national lockdown. All the recruited participants completed measures including the Depression, Anxiety, and Stress (DASS-21 scale), Fear of COVID-19, and Internet addiction scale.
Results
The results of the present study demonstrated that fear of COVID-19 was associated with Internet addiction risk, and fear of COVID-19 mediated the relationship between anxiety and Internet addiction risk. Finally, controlling for covariates (age and gender), fear of COVID-19 was linked to Internet addiction risk.
Limitations
Limitations include the cross-sectional research design and reliance on data exclusively from Italy.
Conclusions
Results are discussed in the framework of the Interaction-Person-Affect-Cognition-Execution (I-PACE) conceptualization of affective and cognitive responses as strategies for explicating the psycho-pathology of excessive Internet use.
Academic resilience refers to students’ capacity to perform highly despite a disadvantaged background. Although most studies using international large-scale assessment (ILSA) data defined academic resilience with two criteria, student background and achievement, their conceptualizations and operationalizations varied substantially. In a systematic review, we identified 20 ILSA studies applying different criteria, different approaches to setting thresholds (the same fixed ones across countries or relative country-specific ones), and different threshold levels. Our study on the validity of these differences and how they affected the composition of academically resilient students revealed that the classification depended heavily on the threshold applied. When a fixed background threshold was applied, the classification was likely to be affected by the developmental state of a country. This could result in an overestimation of the proportions of academically resilient students in some countries while an underestimation in others. Furthermore, compared to the application of a social or economic capital indication, applying a cultural capital indicator may lead to lower shares of disadvantaged students classified as academically resilient. The composition of academically resilient students varied significantly by gender and language depending on which indicator of human capital or which thresholds were applied reflecting underlying societal characteristics. Conclusions drawn from such different results depending on the specific conceptualizations and operationalizations would vary greatly. Finally, our study utilizing PISA 2015 data from three countries representing diverse cultures and performance levels revealed that a stronger sense of belonging to a school significantly increased the chances to be classified as academically resilient in Peru, but not in Norway or Hong Kong. In contrast, absence from school was significantly associated with academic resilience in Norway and Hong Kong, but not in Peru.
Artykuł jest zogniskowany na ukazaniu podkulturowego świata osób uwięzionych, z uwzględnieniem skazanych „cwaniaków”. Wkroczenie na ścieżkę przestępstwa, a następnie ulokowanie człowieka w przestrzeni inkarcerowanej zaprezentowano w optyce wychowania i socjalizacji, jako istotnych procesów rozwoju człowieka. Więzienie, to instytucja w której tysiące osób pozbawionych wolności kreuje „drugie życie”, nadając mu różnorakie oblicza i wymiary. Podkulturowe zależności w instytucji penitencjarnej odbierać winno się jako immanentną właściwość tego środowiska, które to zależności nie są jednolite w swej treści, a ich modyfikacja jest w istocie rzeczy naturalną konsekwencją dynamiki rozwoju społecznego.
Background
Previous studies carried out in different countries have indicated that young adults experienced higher levels of emotional distress, in the form of depressive and anxiety symptoms, than older age groups during the COVID-19 pandemic. However, little is known about which pandemic-related difficulties and factors may contribute to these forms of emotional distress in various age groups.
Purpose
The aim of the current study was to investigate: (i) differences in levels of depressive and generalized anxiety symptoms in four age groups in the Polish population during the COVID-19 lockdown; (ii) differences in perceived difficulties related to the pandemic in these groups; and (iii) which factors and difficulties related to the pandemic are the best predictors of generalized anxiety and depressive symptoms in various age groups during the COVID-19 lockdown.
Method
A total of 1115 participants (aged 18–85) took part in the study. The sample was representative of the Polish population in terms of sex, age, and place of residence. Participants completed the following online: the Patient Health Questionnaire-9, the Generalized Anxiety Disorder-7, a Scale of Perceived Health and Life Risk of COVID-19, a Social Support Scale, and a Scale of Pandemic-Related Difficulties.
Results
Younger age groups (18–29 and 30–44) experienced higher levels of depressive and generalized anxiety symptoms than older adults (45–59 and 60–85 years). Household relationship difficulties were among the most significant predictors of depressive and generalized anxiety symptoms in all age groups. Fear and uncertainty related to the spread of the virus was one of the most important predictors of emotional distress in all the groups apart from the adults between 18 and 29 years, whereas difficulties related to external restrictions were one of the most significant predictors of depressive and anxiety symptoms exclusively in the youngest group.
Conclusions
The youngest adults and those experiencing difficulties in relationships among household members are the most vulnerable to depressive and generalized anxiety symptoms during the COVID-19 lockdown. It is important to plan preventive and therapeutic interventions to support these at-risk individuals in dealing with the various challenges related to the COVID-19 pandemic.
The aim of the article is to show the role of school social support and school social climate in dating violence victimization prevention among adolescents in Europe. Study participants were students from secondary schools (age 13–16) in Spain, Italy, Romania, Portugal, Poland and UK. The analysis in this text concern student with dating experience (n = 993) (57.2% of girls and 66.5% of boys). School social support was measured by School Social Climate, Factor 1 Scale (CECSCE) and by Student Social Support Scale (CASSS), subscales teachers and classmates. The association between school social support and different types of dating victimization (physical and/or sexual dating violence, control dating violence and fear) was measured by calculating the prevalence ratios and their 95% confidence intervals, estimated by Poisson regression models with robust variance. All the models were adjusted by country and by sociodemographic variables. The results show that the average values of all types of social support are significantly lower in young people who have suffered any type of dating violence or were scared of their partner. The likelihood of suffering physical and/or sexual dating violence decreased when school social support increased [PR (CI 95%): 0.96 (0.92; 0.99)]. In the same way, the likelihood of fear decreased when school social climate increased [PR (CI 95%): 0.98 (0.96; 0.99)].There is an association between school social support and school social climate and experiences of being victim of dating violence among adolescents in Europe. Our results suggest that in the prevention of dating violence building a supportive climate at schools and building/using the support of peers and teachers is important.
Early adolescents usually have worse self-control and poor time management abilities. They are a higher-risk group for Internet addiction than older adolescents or adults. This study aims to explore the prevalence of Internet addiction and associated factors in early adolescents. Participants included 451 fifth and sixth-grade students in Central Taiwan. This study adopted a cross-sectional design and a structured questionnaire that consisted of demographics, Young’s Internet Addiction Test, the Centre for Epidemiological Studies-Depression scale, the General Self-Efficacy Scale and the Rosenberg Self-Esteem Scale. The participants were 50.8% male, and the mean age was 11.35, with a range of 10.33–12.92 years. A total of 33.7% of all participants were prone to Internet addiction. The results showed that participants who were male and had high money allowance, poor family atmosphere, parents who did not limit Internet usage time, high depression, low self-efficacy and low self-esteem were more prone to Internet addiction. A multiple logistic regression analysis revealed that being male, having parents who did not limit Internet usage time and higher degrees of depression were the associated factors of Internet addiction in early adolescents. The phenomenon of Internet addiction among early adolescents seems to be increasing. Improving family functionality and individual mental health may be effective ways to reduce Internet addiction.
W książce zaprezentowano tradycję badań nad kierowaniem i jego uwarunkowaniami. Przedstawiona perspektywa stanowiła punkt wyjścia refleksji nad behawioryzmem organizacyjnym i przywództwem edukacyjnym. W efekcie prac badawczych wskazano, jakie zasoby kadrowe w zakresie potencjału psychologicznego i kierowniczego posiada współczesna szkoła, krytycznie rozważono także kwestie rozwiązań systemowych konkursu dyrektorskiego. Przedstawione refleksje stanowią przyczynek do dalszych analiz i dyskusji nad pożądaną sylwetką szkolnych protagonistów. Mogą też być źródłem praktycznych inspiracji, służących wypracowaniu programów szkoleniowych, a także procedur i metod weryfikacji potencjału obecnych i przyszłych dyrektorów szkół.
In her professional and academic life, Krystyna Ostrowska combined
work on theoretical and practical aspects of social rehabilitation. With
her numerous academic and applied research initiatives, K. Ostrowska
reminds us of the inalienable dignity of every human being, regardless
of their life situation. The concept of social rehabilitation, developed as
a model of good life characteristic for the humanistic and personalist
trend, finds a special place in K. Ostrowska’s academic considerations.
She addressed issues such as helping convicts, the personality of adults
and juvenile offenders, aggression and maladjustment of children and
young adults, the role of the family in education, the role of the school in
the development of children and adolescents, social support and values,
as well as post-penitentiary assistance for prisoners and their families.
These areas show scientific direction and interests of K. Ostrowska, as
reflected in her numerous academic publications.
Aims: Although treatment barriers are different for men and women, research is dominated by males’ and practitioners’ perspectives rather than women’s voices. The purpose of this study in Belgium was to identify and obtain a better understanding of the barriers and facilitators for seeking treatment as experienced by substance (ab)using women themselves.
Methods: In-depth interviews were conducted with 60 female substance users who utilise(d) outpatient and/or residential
treatment services. A content analysis was performed on women’s personal accounts of previous treatment experiences as well as their experiences with services along the continuum of care, resulting in practical implications for the organisation of services.
Results: Female substance users experience various overlapping – and at times competing – barriers and facilitators when seeking
treatment and utilising services. For most women, the threat of losing custody of their children is an essential barrier to treatment, whereas for a significant part of the participants it serves as a motivation to seek help. Also, women report social stigma in private as well as professional contexts as a barrier to treatment. Women further ask for a holistic approach to treatment, which stimulates the healing process of body, mind and spirit, and emphasise the importance of feeling safe in treatment. Participants suggested several changes that could encourage treatment utilisation.
Conclusion: Our findings demonstrate the need for a gender-sensitive approach within alcohol and drug services that meets the needs of female substance users, as well as gender sensitivity within prevention and awareness-raising campaigns, reducing the stigma and facilitating knowledge and awareness among women and society.
PurposeThe purpose of this paper is to outline Situational Action Theory (SAT) and its Developmental Ecological Action Model (DEA model) as applied to the explanation of criminal careers. The DEA model of SAT was first presented by Wikström in 2005, [34]), and subsequently refined in Wikström and Treiber in 2018, [43]), and is further elaborated in this paper.Methods
This paper provides a theoretical analysis of the role of crime causation in the explanation of criminal careers and pathways in crime. The central argument is that if we want to explain stability and change in people’s crime involvement we first have to understand what factors and processes move people to commit acts of crime. Only then can we adequately assess what factors and processes are involved in the explanation of criminal careers and people’s differential pathways (trajectories) in crime.ResultsThe DEA model of SAT address some of the main limitations of current dominant explanatory approaches in Developmental and Life-Course (DLC) Criminology [39], and champions a general, dynamic and mechanism-based account of the causes of crime [38], and the drivers of criminal careers [47]. It integrates and extends key insights from two great but poorly amalgamated traditions in the study of crime and its causes: the individual/developmental and ecological/environmental traditions. It provides a new approach to the study and explanation of crime and criminal careers with implications for how we approach the problem of crime prevention policy and practise.
Artykuł wykorzystuje kategorię czasu do opisu rzeczywistości edukacyjnej. Kategoria ta ma wielki potencjał, który wydaje się nie być wykorzystywany przez pedagogów. Tekst charakteryzuje formy strukturalizacji czasu przejawiane przez uczniów liceum w poszczególnych fizycznych przestrzeniach szkoły. Podstawą badań byłą koncepcja analizy transakcyjnej, stworzona przez Erica Berne’a w połowie XX wieku. W badaniach wykorzystano technikę zwaną mapowaniem, która pozwoliła na określenie transakcyjno-temporalnego profilu poszczególnych przestrzeni szkolnych.
Współczesne kierunki projektowe obiektów szkolnych znacząco zmieniły się od lat osiemdziesiątych uwzględniając sposób użytkowania oraz poszukiwanie wartości dodanych, niezwiązanych bezpośrednio z nauką ale stwarzających pretekst do przebywania w przestrzeni obiektu i indywidualizowania jej w zależności od potrzeb. Duże znaczenie dla projektantów mają osiągniecia naukowe psychologii środowiskowej badającej kształtowanie przestrzeni i jej interakcje z człowiekiem.
A compelling body of research demonstrates that exposure to nature, especially trees, is beneficial to human health. We know little, however, about the extent to which understory vegetation that does not reach the height of trees, impacts human health. An additional gap in our knowledge concerns the extent to which daily variations in exposure to various forms of vegetation are related to human health outcomes. Many previous findings describing such connections were achieved in laboratory settings or through semi-controlled experiments, which do not reflect the dynamic variations of people’s daily exposure to nature. Thus, we conducted an online survey to address these questions. We used the National Land Cover Dataset 2011 and Google Street View images to estimate participants’ daily exposure to nature, and two standard questionnaires (General Health SF-12 and the Perceived Stress Scale) to assess health. Results show that greater exposure to trees in daily life is associated with better health outcomes. Specifically, higher neighborhood concentrations of tree canopy are related to better physical health, overall health and an increased capacity to control stress. In contrast, the results exploring the health associations of understory vegetation were inconsistent. In most cases, understory vegetation had a negative relationship with stress and mental health measures.
Introduction: Research on adolescent risk behaviours is conducted in two approaches: normative-developmental and clinical-criminological. In the first approach, undesirable adolescent behaviour is often treated as a manifestation of transient or adolescent-limited problems. In the second approach, the undesirable behaviour is considered as manifestations of conduct problems and antisocial behaviours. The purpose of this study that combines the above approaches was to document the characteristics of the prevalence of intense risk behaviours in the group of students from youth sociotherapy centres (MOS) and youth correctional centres (MOW) with consideration of differences due to gender and type of the centre. Material and methods: Participants were randomly selected students of youth sociotherapy/correctional centres from all around the country (n = 1730). Data was collected by self-administered questionnaire during school lessons. The study included eight types of youth risky behaviours (alcohol use, smoking, drug use, aggressive behaviour, delinquent behaviours, risky sexual behaviours, gambling and cyberbullying). The χ2 test was used for the differences in the frequency of risky behaviours due to gender and type of the centre. In the analyses of syndrome of risky behaviours, confirmatory factor analysis (CFA) was used. Results: The use of psychoactive substances is one of the leading types of risky behaviours among students of youth correctional centres. In addition to psychoactive substances, the “problem” profile of the students from youth correctional centres includes many antisocial behaviours. This co-occurrence of intense problems largely determines the “clinical” nature of the studied group. Discussion: Eighty percent of students exhibit a more or less “saturated” risk behaviour syndrome. However, in case of about 20% of students, there were no or single intense risk behaviours. This situation is a serious challenge for the psychological and pedagogical staff of youth correctional centres. Conclusions: Youth at risk of social maladjustment demonstrates the entire spectrum of risky behaviours from single risky behaviours to a very complex syndrome of these behaviours. In order to respond to the needs of such a diverse group, one should look for greater specialisation within the system of sociotherapy/correctional centres for youth at risk.
Summary
Critical reflection in education
Mission (im)possible?
The present book concerns itself with one of the key ideas in contemporary humanities: critical reflection, a concept which often spurs “platonic sighs” among academic educators and practitioners. The general consensus is that reflection is not only highly desirable but also that there is nothing else that could be envisaged as better reflecting the essence of homo sapiens. However, reflection proves troublesome in practice. Firstly, we find it hard to define its actual nature. Secondly, we very rarely (perhaps even increasingly so) seem to practice it.
One of the themes which guided the author in formulating the objectives of this book was the existing state of knowledge on reflection, critical reflection, and reflexivity. Recent years have seen a great number of analyses and empirical studies appearing in the literature worldwide. This includes Poland, which has produced several monographs devoted entirely to different aspects of – and approaches to – reflection. Among them are: the work by Maria Czerepaniak-Walczak entitled Aspekty i źródła profesjonalnej refleksji nauczyciela [Aspects and Sources of Professional Reflection among Teachers] (1997), the book Myślenie krytyczne w kontekstach edukacji wczesnoszkolnej - uwarunkowania nieobecności [Critical Thinking in Early Education Contexts – Conditions of Absence] by Iwona Czaja-Chubyba (2013), and the recently published monograph W poszukiwaniu refleksyjności w edukacji [In Search of Reflective Practice in Education] by Anna Perkowska-Klejman (2019). These texts, together with many works published outside Poland, served as the point of reference for writing this book.
To analyze reflection from the standpoint of academic education is a challenging task. The difficulty stems from the plurality of available sources – the concepts of reflection presented in those texts are exceedingly multifarious, heterogeneous, and multi-layered, coming from research works produced under diverse, but often competing paradigms. Progressivist, critical theory, constructivist, post-structuralist or postmodernist analyses each paint a different picture of reflection. As such, the author assumed that it would be futile to try and find any kind of “common denominator”, to look for a universal formula which would precisely convey the essence of reflection. Rather, it would be more reasonable to base on a interdiscursive methodology and to trace observations on critical thinking, critical reflection, reflectivity, and reflexivity across the contemporary discourse of social sciences. Moreover, this approach can help understand what each of the phenomena (reflection, critical reflection, critical thinking, reflectivity, and reflexivity) is ontically and how they relate to each other.
The main objective of this monograph, as set from the perspective of an academic educator, was to take the approaches towards reflection present in the discourses of the humanities and social sciences, and translate them into the traditional language of pedagogical thinking and action. This goal stemmed from the view that pedagogy should not be obfuscated by the language of other human sciences. Education theory offers its own way of interpreting reality and formulating research problems, including the – lamentably often forgotten – pedagogical mode of thinking.
The issues considered in this text were defined in large part against empirical findings of current research. The reality of reflection in professional practice, as described by these research works, is hardly optimistic. School teachers struggle with critical thinking (Chudyba-Czaja, 2013); university teachers fail to teach critical thinking to their students (Paul, 2005), wile students display poor reflectivity (Perkowska-Klejman, 2019). Likewise, reflectivity among teachers differs greatly from the theoretical models of reflection (Marcos, Miguel and Tillema 2009). Given this state of affairs, it becomes important to pinpoint the pedagogical aspects of this problem.
The monograph consists of three distinct sections. The first, entitled “Reflection in the Optics of Pedagogical Pragmatism”, sets out the ideas that laid the groundwork for the intellectual design of the present work – namely, the approaches to reflection presented in the classic works by John Dewey and Donald Schon.
The second part transposes critical reflection against the other, “supporting” categories – critical thinking, reflection, reflectivity, and reflexivity – laying out the entire spectrum of critical reflection in all its hues and shades. The author shows how the idea of critical reflection is interpreted in the discourse of social sciences, regardless of the discipline. Particular focus is placed on how reflection is framed within the – now highly-influential – critical thinking movement, within the bounds of critical theory and constructivism.
The third part of the book, entitled “Towards Reflective Pedagogical Knowledge” paints the first (unavoidably broad) strokes of reflexive pedagogical knowledge. This chapter is incomplete by design, containing hints, intimations, and suggestions regarding the assumptions necessary to create a complete, multifaceted description of reflective pedagogical knowledge.
The author decided to critically reflect on the issues crucially important to contemporary pedagogy – especially the issue of its “practicality”. The chapter argues for the thesis that it would be difficult nowadays to maintain a strict demarcation between theoretical and practical fields, especially with regard to pedagogy. Practical pedagogy cannot be reduced to the “technology” of upbringing and education, nor is it an applied science in the sense used in the natural sciences. The lines between the theoretical and the practical are quite blurry, especially when reconsidering the contemporary meanings of ‘practice’. What is more, practical pedagogy can be a source of scientific knowledge.
This part of the book seeks to conceptualize the category of reflective pedagogical knowledge, placing it opposite the instrumental knowledge. Reflective knowledge is both critical knowledge and public knowledge. It can be considered to be reliable (as ensured by methodological rigor in the process of knowledge creation, as well as reflectivity and reflexivity on the part of researchers) and “socially healthy”. The latter refers to reflective knowledge being created in the context of the real, practical problems. The features of reflective pedagogical knowledge are defined by indicating the role that the central concepts of this book (reflection, critical reflection, reflectivity, and reflexivity) play in the process of designing, conducting, and communicating research findings.
The present book is far from a definitive investigation that puts all questions and doubts to rest. It is an “unfinished tome” – the author's intention was to open up new perspectives, avenues for further research, and practical pursuits.
The content of the book delineates several areas that can be explored further through empirical research. The first such research area concerns barriers that prevent critical thinking and critical reflection from being cultivated in the realities of contemporary educational systems. This line of inquiry includes identifying strategies, forms, and methods for teaching critical thinking at different stages of education. Such investigations could be conducted through the lens of the approaches analyzed in this book – pedagogical pragmatism, critical theory or pedagogical constructivism (the last of which has seen considerable development, especially in Poland). Findings to date suggest that such inquiries should tap into the advantages offered by participatory, action, and evaluation research strategies, as they involve persons that work directly with schoolchildren.
Another important goal is to clearly identify the forms critical reflection assumes in the professional work of academics (especially in teaching), as well as to pursue research on epistemic cultures and empirical research on scientific criticism.
The empirical data analyzed in this book are insufficient to conclusively assert that critical reflection is present in education systems. It is very difficult to 'track down’ exactly where such reflection materializes. Nevertheless, as strongly noted by the author, critical reflection may prevail in education systems on a large scale, and is the duty of pedagogy and educators to act to promote and safeguard it. Perhaps the critical reflection as a quality does not facilitate a smooth transition into modern life, and may be a source of dilemmas – and yet, one can scarcely imagine a free and responsible person that lacks the ability to think and act reflexively.
Although digital media use confers many personal and social benefits, it is recognized that unrestricted and habitual use can have major negative health consequences, particularly for young people. Problematic gaming in its most serious form, for example, is recognized as an addictive disorder by the World Health Organization. In recent years, there have been calls from researchers and clinicians to also recognize problematic use of a range of online activities (e.g., social media, online shopping, pornography) in mental disorder classification systems, including the DSM-5 and ICD-11. There are continuing debates on the nature and prevalence of these potential conditions in the general population and in special populations (e.g., adolescents, individuals with preexisting disorders). At the same time, some jurisdictions have introduced various public health measures to attempt to respond to these problems. One of the larger areas of literature on interventions has been the study of treatments for gaming disorder, notably cognitive-behavioral therapies. In East Asia in particular, there have been broad prevention measures introduced to address less serious but nevertheless harmful digital technology use. This chapter will review and discuss the literature on interventions for digital technology-based problems, recognizing that the optimal approach to these problems may often entail the coordinated efforts of different areas of influence ranging from families and peers, schools, health providers, government bodies, and the industries that provide online content.
Problematyka wyczerpania sił jest obecna w literaturze psychologicznej od wielu lat, ale spór wokół jego definicji, kategorii diagnostycznej, przyczyn czy następstw nadal nie został rozstrzygnięty. Badacze zgadzają się jednak, że doświadczanie wypalenia wiąże się z wysokim ryzykiem zaburzeń zdrowia psychicznego, takich jak: depresja, zaburzenia lękowe czy większa podatność na uzależnienia od substancji psychoaktywnych i nowoczesnych technologii. Dopiero od niedawna zauważono, że zjawisko to pojawia się również w grupach dzieci, młodzieży i studentów, w kontekście przeciążenia fizycznego i psychicznego obowiązkami szkolnymi lub akademickimi. Zwraca się tu uwagę na silne stresory, z jakimi zmagają się przez cały okres edukacji osoby w wieku rozwojowym.
Niniejsze opracowanie ma na celu przybliżenie zarówno aktualnego stanu wiedzy na temat tego zespołu objawów, jak również ukazania mechanizmów, które powodują, że młodzi i pełni zapału do nauki ludzie w trakcie jej trwania tracą energię do nabywania wiedzy i zaczynają postrzegać ją jako bezwartościową i nieprzydatną; stają się zniechęceni, apatyczni i nieszczęśliwi. Często zaś rezygnują z kontynuacji kształcenia na wyższych jego etapach, tym samym tracąc szansę na rozwój posiadanych potencjałów i zdolności oraz realizację wcześniejszych marzeń życiowych.
The essence of the article is to draw attention to the importance of preventive measures in the field of addiction to harmful substances undertaken in schools towards children and youth. The results of a pilot study conducted for one of the schools as part of the diagnosis of phenomena related to the occurrence and use of psychoactive substances by adolescents will be presented. In view of the growing number of problem behaviors among children and adolescents and the threats to their development and health, the issues raised are extremely important. The range of occurrence and the reduced initiation limit of reaching for harmful substances are a difficult problem for modern pedagogy, psychology, sociology and therapy. Strengthening preventive actions is a challenge for the modern school, for which the priority should be to care for the integral and multilateral development of students. The school period is for a child and a young person an important time of changes in the spheres of development and shaping of identity and personality. It is important that young people receive support to help them solve problems and avoid risky behavior.
Background
Alcohol consumption is one of the risk factors associated with over 200 types of diseases, being strongly correlated with unemployment, low socioeconomic status, traffic accidents, and violence. Alcohol is also one of the main causes of premature deaths, especially among males. Early diagnosis based on screening may help to prevent the evolution from alcohol misuse to dependence by counseling or treatment.
Methods
1024 participants took part in the study: 300 of alcohol dependents and 724 of controls (405 students and 319 patients from General Practice) (M ± SD age = 33.7 ± 15.4 years). Finally, group of 877 participants were included to the statistical analysis due to the missing data - 453 were male and 424 were female. The median AUDIT score was 17 (IQR = 11).
Results
Correlation analysis showed that AUDIT scores were strongly correlated with MAST (rho = 0.764, p < 0.001) and CAGE scores (rho = 759, p < 0.001). The ROC analysis resulted in an area under the curve (AUC) of 0.95 (p < 0.001; 95 % C.I.: 0.936−0.963). The cutoff point of 22 for alcohol dependence corresponded to a sensitivity of 0.893 and a specificity of 0.863.
Conclusion
According to our results, the AUDIT scale proved to be a useful tool with high sensitivity and specificity and therefore can be used as a valid screening measure in Poland.
The aim of the publication is to analyze the phenomenon of multiculturalism in the context of education of migrant children. In the last decades, especially in the European Union countries, a phenomenon of social stratifi cation is caused by the migration crisis and the need to redefi ne social life and its important dimension – education. Managing diversity at school requires a series of organizational and systemic actions to facilitate the integration process. An important part of this process is the co-operation of directors, teachers, parents and the entire local community. In this article, we will examine the diff erent aspects of the diversity management process at the school to which the migrant child attends.
Keywords: integration, diversity, multiculturalism, education
The proposed text is an illustration of research conducted in the first half of 2016 years of empirical verification planning future educational and vocational secondary school and upper secondary youth in Gniezno. When analyzing the situation of the local labor market and its prospects for the group of respondents was done between other high school students, because they are in a few years will include the labor market and indirectly (now) affect its shape. The awareness of their plans but allows us to predict, and thus the possibility of remedying causing difficulties in the labor market. In proposed project groups of respondents they were done as teenagers of secondary schools, directors of secondary schools and the largest local employers. Article focuses on students with special educational needs and on issues concerning the condition of vocational education and educational and professional choices of young people, taken over their strategies in relation to the current needs of the local labor market