Browsing by Author "Plichta, Piotr"
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Item Agresja rówieśnicza wobec uczniów ze specjalnymi potrzebami edukacyjnymi w relacjach pracowników poradni psychologiczno-pedagogicznych(Wydawnictwo Naukowe UAM, 2014) Plichta, Piotr; Olempska-Wysocka, MagdalenaThe article presents the results of a research carried out among fifteen employees of psychological and pedagogical counseling centers from the Łódź area. The study examined the level of their knowledge on the subject of spreading the forms of peer victimization towards children with special educational needs. The analysis of the partially structured interviews clearly indicates that the respondents were aware of a high number of such incidents, yet their knowledge is mostly acquired informally or indirectly, while they were working on other educational challenges. It is clear that instances of peer victimization are rarely reported officially to the counseling centers. The range of supportive actions that were implemented is mostly limited to and focused on the victims. The respondents appeared pessimistic as to their assessment of the effectiveness of the preventative and prophylactic measures implemented by schools and counseling centers. The results presented in the article map out the direction the counseling centers should take in order to support schools in their efforts to prevent peer victimization. Undoubtedly, there is a clear need to shift to a more proactive role in diagnosing the school situation of children with special educational needs and to precisely assess the risk of their victimization. The respondents emphasized a need for more complex and systematic measures in this area.Item Narażenie na agresję rówieśniczą niepełnosprawnych uczniów szkół integracyjnych w relacjach nauczycieli wspomagających(Wydawnictwo Naukowe UAM, 2013) Plichta, Piotr; Olempska-Wysocka, MagdalenaDisabled children are more often isolated or rejected by their social group. They tend to have fewer friends, which makes them an easier target of hostile behaviour from their peers. A concern for an appropriate school climate and a sense of security of the vulnerable students are strong reasons to conduct research in this regard. The research based on interviews with 20 co-teachers from integrated classes has not provided unequivocal evidence on the scale and intensity of peer aggression directed towards students with special educational needs. However, almost every teacher has experienced such occurrences. Every fi fth interviewee confi rmed online victimization in the form of electronic aggression/cyberbullying of disabled students and approximately half of the teachers revealed that disabled students fell victim to face-to-face bullying. The study indicated the need for taking measures to protect students with special educational needs and preparing teachers to deal with the issues of aggression and social isolation of vulnerable students.Item Sprawozdanie z VIII Ogólnopolskiego Zjazdu PedagogicznegoPolskiego Towarzystwa PedagogicznegoMiejsce pedagogiki specjalnej„Różnice – Edukacja – Inkluzja”Gdańsk, 19-21 września 2013 roku(Wydawnictwo Naukowe UAM, 2013) Plichta, PiotrItem Uczniowie z lekką niepełnosprawnością intelektualną jako ofi ary agresji elektronicznej(Wydawnictwo Naukowe UAM, 2012) Plichta, PiotrThe paper presents results of examining prevalence of online victimization among Polish mildly intellectually disabled adolescents (N = 100). The data was obtained via the Lodz Electronic Aggression Prevalence Questionnaire (LEPAQ), adjusted to intellectually disabled respondents’ needs. Sixty-fi ve percent of the respondents have fallen victim to a form of aggression performed over the Internet or a mobile phone whereas fi fteen percent of the intellectually disabled pupils experienced cyberbullying – the most dangerous form of electronic aggression. The data shows that the involvement of the pupils with mild intellectual disability in electronic aggression is intensive and internally diversifi ed. For the intellectually disabled, electronic aggression occurs more often within a peer group, which results from the fact that they attend special schools and have limited social contacts.