Browsing by Author "Brzezińska, Anna Izabela"
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Item 6-latki w szkole. Edukacja i pomoc(Wydawnictwo Fundacji Humaniora, 2014) Brzezińska, Anna Izabela; Appelt, Karolina; Jabłoński, Sławomir; Wojciechowska, Julita; Ziółkowska, BeataItem 6-latki w szkole. Rozwój i wspomaganie rozwoju(Wydawnictwo Fundacji Humaniora, 2014) Brzezińska, Anna Izabela; Matejczuk, Joanna; Jankowski, Paweł; Rękosiewicz, MałgorzataItem Diagnoza statusów tożsamości w okresie adolescencji, wyłaniającej się dorosłości i wczesnej dorosłości za pomocą Skali Wymiarów Rozwoju Tożsamości (DIDS)(2009) Brzezińska, Anna Izabela; Piotrowski, KonradThe paper presents the results of a research into the formation of identity statuses during the periods of adolescence, emerging adulthood and early adulthood. 711 individuals participated in the study, from 4 age groups: 14 to 17, 18 to 23, 24 to 29 and 30 to 40 years old. The results indicate that in the first two age groups the process of exploration is dominant, while participants from the latter two age groups focus on making commitments and identifying with them. Regardless of the age group, the status of diffused identity was rarely seen, as was the status of foreclosed identity in the groups below the age of 24. Also, the older the group, the lower the percentage of individuals with the ruminative moratorium identity status. The statuses of undifferentiated and achieved identity occurred with similar frequency in all age groups with the exception of 18-to-23-year-olds, i.e. full-time college students. In this group the status of achieved identity occurred less frequently than in the other age groups, while the reverse was true for undifferentiated identity.Item Dzieci z układu ryzyka(2003) Brzezińska, Anna IzabelaCelem moim jest zatem zwrócenie uwagi na związek między sposobem ujmowania problemu a podejmowanymi próbami jego rozwiązania oraz zachęta do dokonania przynajmniej próby zastanowienia się nad własnym sposobem odpowiadania na tak kluczowe dla pomagania pytania, jak: (1) jak ujmuje związek jednostka – otoczenie: jako jednostronny czy wzajemny? (2) jak widzę relacje między osobistą i społeczną funkcją zachowania człowieka – jako konfliktową czy komplementarną? (3) jak ujmuje w perspektywie czasowej funkcjonowanie człowieka – koncentruje się na teraźniejszości (podejście statyczne) czy próbuje integrować przeszłość, teraźniejszość i przyszłość (podejście dynamiczne)? (4) w jakich sposób myślę o rozwoju – jako o procesie gromadzenia (kumulowania, dodawania do siebie) doświadczenia czy jako o procesie przekształcania starego doświadczenia pod wpływem nowego? (5) co dla mnie znaczy, i dziecko pochodzi z „układu ryzyka” – wyłaniam oddzielne czynniki ryzyka, czy myślę o tym w sposób interakcyjny i systemowy? (6) jaka jest wg mnie rola osoby dorosłej w procesie rozwoju dziecka – chroniąca i opiekująca się czy stymulująca i wspierająca w samodzielnym działaniu w każdym okresie życia? (7) wg jakich zasad udzielam pomocy dziecku z układu ryzyka – towarzyszę mu w trudnych sytuacjach lub chronię je przed nimi czy też wyposażam w niezbędne do samodzielnego poradzenia sobie z nimi kompetencje?Item Formowanie się tożsamości a poczucie dorosłości i gotowość do tworzenia bliskich związków(2010) Brzezińska, Anna Izabela; Piotrowski, KonradThe presented study looked at 100 full-time and part-time college students. The articipants were divided into three groups, on the basis of their age and undertaking developmental tasks of early adulthood. Group 1. consisted of persons aged 20–23, the majority of whom were full-time students; group 2. – persons aged 24–29, chiefly extramural, part-time students; finally, group 3. was comprised of persons 30–40 years of age, solely extramural students. The subject of analysis was differences in the intensity of each of the five dimensions of identity as well as the sense of being adult and readiness to form intimate relationships. The results showed that commitment making and identifi cation with commitment were growing higher with age. Also, in groups 2. and 3. the intensity of problems related to forming identity (ruminative exploration) was signifi cantly lower. A linear relationship between the sense of being adult and actual age was observed as well. The participants characterized by achieved identity status or foreclosed identity status scored highest on sense of adulthood and readiness for intimate relationships scales.Item Identity Before Adulthood: The Identity of Upper Secondary School Students in Poland(Wydawnictwo Naukowe Wydziału Nauk Społecznych UAM, 2017-09) Brzezińska, Anna Izabela; Czyżewski, PiotrThe process of identity formation in late adolescence these days differs significantly from what it was in the previous generations. This is a consequence of the demographic and economic changes that have taken place in recent years, locally as well as globally. The research project whose selected results are presented in this monograph concerned young people’s functioning in the late phase of adolescence. The object of analysis was identity at the threshold of adulthood and its sociocultural correlates (gender, type of upper secondary school, parents’ education) as well as selected psychological correlates: (the cognitive styles involved in identity formation; three self-conscious emotions: pride, shame, and guilt; moratorium and transitive life orientation and the type of social participation). The research was conducted in Poznań, in six vocational school complexes and three general secondary schools, in 2012-2015. The obtained material made it possible to perform cross-sectional (the results of six groups of students from six consecutive stages of the study), time-lag (three consecutive years of first- and second-year students), and longitudinal comparisons (changes during three years of study in the upper secondary school). The analysis of results showed that gender, age, and parents’ education were factors of low significance to identity formation. Among the psychological factors, the style of processing identity problems, transitive life orientation, and the sense of pride had the highest positive significance. The results clearly show that the educational environment of schools with vocational curricula is not conducive to the development of mature forms of identity.Item Identity, self-sufficiency and disability in the context of educational and vocational activity(2011) Brzezińska, Anna Izabela; Piotrowski, KonradThis study focused on relations between identity and sense of self-sufficiency. These relations were analysed in the context of educational and vocational activity. 204 persons without disabilities and 230 persons with different kinds of disability participated in the study. Participants were divided into three groups: (1) 18-24-year-olds – students, (2) 25-30–yearolds – unemployed and (3) 25-30–year-olds – employed. The results revealed that unemployed people have significant problems with identity formation. This group obtained the highest scores on ruminative exploration and the lowest scores on the scales of commitment making and identification with commitment. Self-sufficiency proved to be a moderator of the relations between educational/vocational activity on the one hand and exploration in breadth and exploration in depth on the other hand. In students, level of exploration was high in individuals with a high sense of self-sufficiency whereas in the unemployed strong exploration was observed in the group with low sense of self-sufficiency. The need to conduct studies where participants are recruited from populations which seldom attract researchers’ interest, such as the unemployed and people of low social status, is also noted.Item Krótko- i długofalowe korzyści wczesnej opieki nad dzieckiem i edukacji(2012) Brzezińska, Anna Izabela; Czub, Magdalena; Czub, TomaszThe Western societies idea of need to invest in early care and education of the youngest citizens become more and more prevalent and is supported by scientific research. The condition of the young people in our country, indicates the need to promote the idea also in Poland. The paper contains an analysis of the research on the effectiveness of early educational interventions. Research confirms the positive impact of early educational effects on the functioning in the school and the duration of the education, as well as on social functioning measured by the level of employment, income and assets. The benefits of early childhood education are also visible in the lower criminality. Conducted research also indicates that from the point of view of state economics, early care and education is beneficial.Item KRSS - Kwestionariusz radzenia sobie ze stratą sprawności: konstrukcja i analiza właściwości psychometrycznych(2010) Brzezińska, Anna Izabela; Wolski, PawełThis paper presents a new research tool: the KRSS (Questionnaire on Coping with Ability Loss). The questionnaire is used to determine the stage of the process of coping with ability loss that the interviewee with acquired disability is at. The theoretical premise derives from the classic work by Elisabeth Kübler-Ross (2007) on coping with death, where several subsequent stages were identified: shock and denial; bargaining; depression; acceptance. Work on the questionnaire progressed in several steps: first, characteristic symptoms of each stage were described; then a set of statements linked to each stage was prepared; these were assessed by competent judges; next, the quality and number of statements were verified; a preliminary version of the questionnaire containing 39 sets was used to test 274 persons with acquired disabilities; the accuracy and reliability of each of the five scales and each of their positions was verified on the basis of the results; last, the final version of the questionnaire was produced, containing 27 statements. From this lengthy process was born a tool for diagnosing the current stage of coping with ability loss that is both short and simple to use. An accurate diagnosis of the coping stage may be a good basis for tailoring the professional activisation services to best fit the unique functioning of the individual in question.Item Kształtowanie się tożsamości w okresie dzieciństwa i dorastania u osób z niepełnosprawnością intelektualną: rola rodziny i szkoły(2011) Brzezińska, Anna Izabela; Rękosiewicz, MałgorzataIdentity is mainly formed in adolescence, but preparing for that process begins much earlier. From early childhood man gets the skills that determine the formation of identity (Erikson, 1950). The study of identity in Poland (eg. Brzezinska, Piotrowski, Garbarek-Sawicka, Karowska, Muszynska, 2010) and around the world (eg. Luyckx, Soenens, Vansteenkiste, Goossens, Berzonsky, 2007) indicate the specific factors influencing its development, including contextual factors. The paper aims to identify the role of family and school in forming identity among young people with intellectual disability – to identify the factors that support or hinder optimal development of disability.Item Kształtowanie się tożsamości w okresie dzieciństwa i dorastania u osób z niepełnosprawnością intelektualną: rola rodziny i szkoły(Wydawnictwo Naukowe UAM, 2011) Rękosiewicz, Małgorzata; Brzezińska, Anna IzabelaIdentity is mainly formed in adolescence, but preparing for that process begins much earlier. From early childhood man gets the skills that determine the formation of identity (Erikson, 1950). The study of identity in Poland (eg. Brzezińska, Piotrowski, Garbarek-Sawicka, Karowska, Muszyńska, 2010) and around the world (eg. Luyckx, Soenens, Vansteenkiste, Goossens, Berzonsky, 2007) indicate the specific factors influencing its development, including contextual factors. The paper aims to identify the role of family and school in forming identity among young people with intellectual disability – to identify the factors that support or hinder optimal development of disability.Item Kwestionariusz Poczucia Punktualności Zdarzeń Życiowych (PPZŻ): konstrukcja i analiza właściwości psychometrycznych(2010) Brzezińska, Anna Izabela; Kaczan, RadosławThe paper presents the construction stages of the Sense of Life Events Punctuality Questionnaire in three versions – for early, middle and late adults. Work on the questionnaire proceeded in several steps. The starting point was an analysis of the developmental tasks associated with the three stages of adulthood, which were then divided into three domains: I. Relationships and family; II. Education and work; III. Free time and leisure. The first stage consisted in preparing initial content for each of the three versions of the questionnaire. In stage two the aptness of said content (with regard to both terminology and categorization) was evaluated by competent judges. During stage three, 307 adults were diagnosed using experimental versions of the questionnaire (112 of those were young adults, 22-39 years old; 109 were middle adults, 42-60; 86 were late adults, 61-85). Finally, stage four consisted in carrying factor analyses, for each age group separately. In this way the factor structure in each version of the questionnaire could be identified (3, 5 and 5 factors, respectively) and their reliability assessed by Cronbach's alpha.Item Marginalizacja osób z ograniczeniami sprawności na skutek zaburzeń psychicznych(2010) Brzezińska, Anna Izabela; Zwolińska, KamilaThis paper presents the results of a study carried out with the use of the Social Research Questionnaire, a tool created for the needs of the scientific study project Ogólnopolskie badanie sytuacji potrzeb i mo'liwosci osób niepełnosprawnych (Nation-wide Study of the Situation, Needs and Prospects of People with Disabilities); for the purposes of our research, results of the second stage of that study, completed in 2009, were used. The results obtained confirm the hypothesis that individuals with mental disorders are a group most likely to be marginalized, as well as face social exclusion. The problem of marginalization involves numerous aspects of their lives: they feel more alienated than people with other types of disability, they undertake professional activity less often, finish education at a lower level as well as assessing their own satisfaction with life and general health as significantly worse. The phenomena of marginalization and social exclusion manifest themselves in this group at two levels. The first is linked to the fact of being a person with a disability, while the other level involves the fact that it was a mental disorder that was diagnosed as the fundamental source of disability, and is closely linked to self-marginalization.Item Metodologiczne problemy ewaluacji programów profilaktycznych stosowanych wobec młodzieży(Warszawa: Wyd. Fundacji ETOH: Pracownia Profilaktyki Problemowej., 2001) Brzezińska, Anna Izabela; Brzeziński, JerzyZamierzeniem naszym jest przedstawienie kontekstów, w których “zanurzone” są stosowane wobec młodzieży programy, konstruowane z myślą – z jednej strony – o kształtowaniu różnorodnych kompetencji osobistych i społecznych (strategia pozytywna w działalności profilaktycznej), a z drugiej o przeciwdziałaniu wystąpieniu niepożądanych zakłóceń (strategia negatywna w działalności profilaktycznej) procesu rozwoju w okresie adolescencji i wrastania młodzieży w społeczeństwo z jego – niekoniecznie przecież przez młodzież akceptowanym – katalogiem wartości i obowiązujących wzorców postępowania w różnych sytuacjach. Konteksty te mają swoje wymiary. Będzie nas jednak interesować przede wszystkim wymiar metodologiczny, przesądzający o wartości naukowej podejmowanej działalności profilaktycznej oraz o jej relatywnej skuteczności, tj. porównywalnej z innymi formami oddziaływań na młodzież, np. kampaniami informacyjnymi, projektami edukacyjnymi czy działaniami terapeutycznymi.Item Młodzi dorośli z niepełnosprawnością intelektualną – kontekst społeczny(Wydawnictwo Naukowe Scholar, 2010) Stelter, Żaneta; Brzezińska, Anna Izabela; Kaczan, Radosław; Smoczyńska, KarolinaItem Nauczyciel jako organizator społecznego środowiska uczenia się(2008) Brzezińska, Anna IzabelaItem Obszary i modele badan nad zjawiskami wykluczania i inkluzji osób z ograniczeniami sprawności(2010) Brzezińska, Anna Izabela; Kaczan, Radosław; Rycielski, PiotrAnaliza czynników związanych z mechanizmami wykluczania / inkluzji pozwala na wyróżnienie dwóch klas czynników: działających pozytywnie (czynniki ochronne i wspierające proces wprowadzania zmian) i działających negatywnie (czynniki ryzyka oraz zakłócające proces prowadzania zmian) Programy działań społecznych kierowanych na osoby niepełnosprawne i/lub ich otoczenie mogą być nastawione z kolei na wzmacnianie lub osłabianie działania owych czynników. Daje to nam cztery możliwe strategie działania (por. Leowski, 2008; por. Brzezinska, 2009): (1) strategie nastawione na zainicjowanie lub spowodowanie wzrostu czynników działających pozytywnie, (2) strategie nastawione na zapobieganie zmniejszaniu się (osłabianiu) oddziaływania czynników pozytywnych dla danego zjawiska, (3) strategie nastawione na eliminowanie, ograniczanie, spowolnianie lub osłabianie działania czynników negatywnych, (4) strategie nastawione na zahamowanie lub spowolnienie wzrostu czynników działających negatywnie.Item Ocena ryzyka dysleksji u dzieci w wieku przedszkolnym: wyniki badań pilotażowych(Uniwersytet Warmińsko-Mazurski w Olsztynie, 2003) Brzezińska, Anna Izabela; Nerło, MirosławaItem Odroczona dorosłość: fakt czy artefakt?(2011) Brzezińska, Anna Izabela; Kaczan, Radosław; Piotrowski, Konrad; Rękosiewicz, MałgorzataThe article presents the findings of the research concerning the period of emerging adulthood, in other words the transition phase between adolescence and early adulthood, conducted in the years 2010-2011. It has been demonstrated that becoming an adult, both in the objective dimension (taking on adult social roles – family and vocational ones) and subjective dimension (feeling of adulthood, identity characteristics and identity status, feeling of being on-time and off-time) is closely related to factors external to the individual as well as to the individual’s psychological profiles. A crucial point in entering adulthood is the completion of education. Non studying individuals assume more social roles related to adulthood, consider themselves to be more adult and to a greater extent undertake identity commitments than studying persons. People with various levels and kinds of physical disability not only take on fewer roles related to adulthood than nondisabled persons but they also hold a stronger conviction that the roles are undertaken “off time” in comparison with their non-disabled peers. On the other hand, intellectual disability is linked to lower intensity of exploration and more tenuous commitments than in the group of people without disabilities. The analysis of research results is located in the context of delaying and/or postponing the process of entering adulthood which can be observed currently not only in Poland.Item Polska adaptacja Skali Wymiarów Rozwoju Tożsamości (DIDS)1(2010) Brzezińska, Anna Izabela; Piotrowski, KonradThe paper presents the Dual-Cycle Model of Identity Formation, a theory formulated in recent years by researchers from the Catholic University of Leuven, Belgium, as well as a questionnaire created to verify the assumptions of this theory – the Dimensions of Identity Development Scale (DIDS). The authors make an overview of results of studies carried out using DIDS and describe the development process of the questionnaire itself. Since DIDS is currently being adapted for application in Poland, reports of the progress of the adaptation process and ratings of the psychometric value of this questionnaire are presented as well.
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