ArticlePDF Available

Youth problems in the light of educational conditions. Physiological symptoms as a derivative of attachment disorders and tendencies to self-destructive behaviourProblemy młodzieży w świetle uwarunkowań wychowawczych. Objawy fizjologiczne jako pochodna zaburzeń więzi i tendencji do zachowań autoagresywnych

Authors:

Abstract

Conceptualisation in cognitive behavioural psychotherapy describes and explains the problems reported by the patient. The patient has specific beliefs about the world, others and themselves. Understanding the patient’s psychological construct and beliefs requires exploring the environmental influences they experienced during early childhood. The first ten years of a young person’s life significantly impact the subsequent development of personality and the adoption of specific social roles. When the patient gets to their roots, they begin to confront past events and try to work through them mentally so that they can later pursue their life goals without psychological burden. A key stage is building the parent-child bond and acquiring experiences. This article discusses attachment styles in young people and the problems they may encounter due to inadequate family upbringing. This paper is for illustrative purposes. Reference will be made to John Bowlby’s Attachment Theory and Mary Ainswort’s attachment research. Self-harm will be addressed based on the latest data from the American Psychiatric Association’s classification of mental disorders.
DOI: https://dx.doi.org/10.21784/ZC.2025.004


Youth problems in the light of educational
conditions. Physiological symptoms as
a derivative of attachment disorders and
tendencies to self-destructive behaviour
Problemy młodzieży w świetle uwarunkowań wychowawczych.
Objawy fizjologiczne jako pochodna zaburzeń więzi i tendencji
do zachowań autoagresywnych
Abstract. Conceptualisation in cognitive behavioural psychotherapy describes and
  


       
          
               
             
           


           


Keywords:
Streszczenie.      





– 67 –
 


   


  
   


Słowa kluczowe:

Introduction
From professional practice and observation of children and adolescents
          
of emotion regulation; pain gives them psychological relief and
         





        






        

        


– 68 –



the maladaptive style of functioning.
Attachment models
1. John Bowlby’s Attachment Theory
        
and shape of attachment theory. It proved that the offspring of certain





    
  






exists in every human being and is an integral part of human nature.
          

   
a central tenet of attachment theory.
2. Continuity of attachment throughout human life, according to
Bowlby
       

and other close family members.
Youth problems in the light of educational conditions…
– 69 –
Internal operational models of attachment are formed through
       
        

 
         
 


       
         


available and do not express a readiness to help and care for the child
      





       



    

           


      






– 70 –

It can be said that young people explore emotional independence from





   
1
         


function and build social relationships.
3. Attachment according to Mary Ainsworth

attachment to their mothers to be observed.

            



  
for exploration and a source of comfort in situations of perceived
   



and the child is able to return to play.

seems more interested in the environment than the caregiver during


1 

– 71 –
Youth problems in the light of educational conditions…

        
caregiver more than exploring the environment. In a separation
  
          
      

      
these three attachment models in social functioning and emotional
        
  
          

        


         


 
closeness.
      

           
          

          


anxious attachment pattern often tend to exaggerate their behaviour.





    

– 72 –
 





          


2
         

         
         


 
excessive ease in establishing social relationships; this is manifested
by the atypical establishment of social relationships characterised by


cultural and age norms; exaggerated friendliness or verbal contact;


    
          

         

personality.4
2


4


Youth problems in the light of educational conditions…
Emotional problems of adolescents

 







        
     

         
  






     


       
          
       


        

           




– 74 –


    
         
represent an act bordering on a suicide attempt.

   
           
           

that it is incumbent on every school to provide psychological support.
         








 
divided into intrapsychic vulnerability – strong negative emotions
          

         
solving social problems.


 
      
       
           
       


    
– 75 –
Youth problems in the light of educational conditions…
 
a result of observing it in others.
        
         
5
Summary and conclusions
        
         
        
attitudes and beliefs about themselves and others. Core beliefs represent
          
        
       

6
people in secure attachment conditions offsets coping problems in

 


to act independently.7
 
          
          


5 
 

6   
󰨚

7

– 76 –
       
        




to an addiction to the sensations derived from it; a sense of relief is
       




  8      


    


            
          
      
system        
      
maintain its constancy.9        
    



interpersonal training to build correct social bonds.
8


9
󰨙


– 77 –
Youth problems in the light of educational conditions…
Bibliography
       









  

          


       



ResearchGate has not been able to resolve any citations for this publication.
Terapia systemowa: na czym polega i jakie rozwiązania wykorzystuje
  • T Nęcki
Nęcki T. Terapia systemowa: na czym polega i jakie rozwiązania wykorzystuje? (2017)https://www.poradnikzdrowie.pl/psychologia/zdrowiepsychiczne/terapia-systemowa-na-czym-polega-i-jakie-rozwiazaniawykorzystuje-aa-gVPx-QA1q-cvF7.html
Teoria przywiązania J. Bowlby'ego Seminare. Poszukiwania naukowe 23
  • P Marchwicki
Marchwicki P. "Teoria przywiązania J. Bowlby'ego Seminare. Poszukiwania naukowe 23" 2006, [https://bazhum.muzhp.pl/media/files/Seminare_Poszukiwania_naukowe/ Seminare_Poszukiwania_naukowe-r2006-t23/Seminare_Poszukiwania_ naukowe-r2006-t23-s365-383/Seminare_Poszukiwania_naukowe-r2006-t23-s365-383.pdf]