Artykuły naukowe (WSE)
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Item Psychological and pedagogical help as well as educational and vocational counseling in schools as necessary elements of universal prophylaxis. Research examples and recommendations for the design of educational and preventive activities. Poznan City Educational Research 2021(Fundacja Pedagagium, 2022) Kanclerz, Bożena; Myszka-Strychalska, Lucyna; Buchnat, Marzena Agnieszka; Chmura-Rutkowska, Iwona; Cybal-Michalska, Agnieszka; Cytlak, Izabela; Jaskulska, Sylwia; Kozłowska, Agnieszka; Marciniak, Mateusz; Szafran, Joanna Maria; Wawrzyniak-Beszterda, Renata MariaThe article aims to present the results of surveys conducted among male and female students of primary and secondary schools in Poznań in the context of their opinions and views on psychological and pedagogical assistance as well as educational and vocational guidance. Analyzing the results of the study and referring to the theoretical solutions and found data, the authors of the article also try to indicate the important need for systemic and organizational changes that may contribute to an increase in the effectiveness of the provided support and educational and preventive activities at schools.Item Climate change education in Polish and British national curriculum frameworks(Uniwersytet Marii Curie-Skłodowskiej (Lublin), 2021) Kozłowska, AgnieszkaIntroduction: The presence and the content of climate education in national curriculum frameworks gain the growing attention of researchers all over the world. Climate education addresses the challenges of the climate crisis and is an important part of ecological transformation in advanced economies. Research Aim: The study aimed to compare the Polish core curriculum and the English national curriculum, in terms of the presence of climate change education in the curricula’s content. Method: The material of the study was 2 documents: the Polish core curriculum and the English national curriculum. The study was limited to key stages 1–3 in the National Curriculum which corresponds with kindergarten and primary school level in the Polish core curriculum. Content analysis was conducted using a categorisation key, with a set of words characteristic of a climate change concept. Results: Climate change is absent in studied curriculum standards. Only 3 out of 19 keywords were present in the Polish core curriculum, whereas in the English national curriculum – 5 of them. In both cases, keywords did not demonstrate direct reference to climate change. Conclusion: Both studied documents are devoid of climate change education. The National Curriculum seems to be better at meeting the challenge of climate education, 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 to introducing new aspects of knowledge and attitudes. The political context of the omission of climate change education in the national curriculum needs further studies under the concept of the null curriculum of Elliot Eisner.Item The EU work-life balance directive – will it be a game changer for family policy in Poland?(Uniwersytet Wrocławski, 2021) Kozłowska, Agnieszka; Ratajczak, ŁukaszIntroduction. Family is one of the most important values in human life, which is proved by the findings of various polls, reports, and research. However, its structure and models are subject to constant changes which are connected with demographic, economic, and social developments of the society. One of the most important factors in the transformation of family life models is the emancipation of women and men from their traditional gender roles. Women have crossed boundaries of gender stereotypes through their long-standing presence in the labour market, building their economic independence and performing gender-non-stereotyped jobs, which has been addressed in law at the European and national levels. The emancipation of men from their stereotypical gender roles started later and is connected with men entering into family life and their stronger engagement in domestic and parental obligations and tasks. The symmetry between women’s and men’s emancipation is crucial for a better work-life balance in family life, and work-life balance is indicated as one of the most important factors of stability and good condition of the family. As such, work-life balance, and gender equity should be supported at the national level through legislation and other instruments of family policy, e.g., through education. Aim. The main aim of the article is to analyse how the new legislative tool of gender equality in the labour market – The EU directive on work-life balance from 2019 - may influence changes in family policy in Poland and educational policy in this field. The analysis is focused mainly on family life models (the models of gender roles and domestic labour division) as a key factor directly connected with the possibility of gaining work-life balance in the family. Material and methods. The material used in the study were legislative documents on pa rental leave at the levels of the European Union and Poland: the EU work-life balance di directives dating from 2010 (2010/18/EU) and 2019 (DIRECTIVE (EU) 2019/1158) as well as the EC proposal of the last one from 2017- COM (2017) 253 final, COD: 2017/0085, and the consolidated version of Kodeks pracy [the Labour Code], Dz. U. 1974 Nr 24 poz. 141, which was a source of respective provisions for Poland. The method used in the study was document analysis. Key provisions were extracted from chosen legislative acts and then analysed from a gender perspective, using as a reference gender equity theory. Individual vs. family character of the right to leave, its non-transferability vs. the possibility of flexible transfer of leave between parents, high vs. low levels of payment and access to flexible working arrangements vs. fully engaging work, were used as reference characteristics of the analysis. Results. Document analysis used in the study showed that both the European Commission proposal of the work-life balance directive dated 2017 as well as its final version from 2019 – have had provisions which may effectively support gender equity and enhance the engagement of men in their role as fathers. All the traits of parental leave used in the key to analysis – individual right to leave, non-transferability, high level of payment, and flexible working arrangements - were present there. The previous version of the directive, dating from 2010, did not have appropriate solutions or they were not obligatory. The Polish legislative act, from which parental leave provisions were extracted – Kodeks pracy [the Labour Code] – proved to be even less gender equal. Leave in Poland turned out to be legally based on the mothers’ entitlement to leave; it is also paid less than in the original European Commission’s proposal and is fully transferable between parents. Conclusion. Provisions of the EU work-life balance directive from 2019 are legislative instruments, which may enhance the process of emancipation of women in the labour market and the emancipation of men in family life. Implementation of the directive into national law in Poland is crucial for gender justice and the stability of the family, as other studies show that work-life balance and the engagement of men in domestic and parental obligations increase the probability of having a second child. Low TFR (Total Fertility Rate) and a decreasing number of marriages in Poland may be connected with wrongly addressed family policy, focused on supporting the traditional model of the family which is exercised by a decreasing percentage of families. The inadequacy of family policy is in line with a lack of education on connections between gender equality or gender equity and the stability of the family. In this respect, changing the national curriculum framework for Poland is an important challenge for the educational policy in the country. Complementing the content of the national curriculum framework and then school curriculum and handbooks, with gender perspective, may help to eradicate gender stereotypes which seem to be a major obstacle in both women’s and men’s emancipation. Family needs gender equity for their stability and a higher number of children. This fact should be noted by policymakers to better address social policy towards family.Item Deficit of nature as a manifestation of a hidden curriculum of the school. Poznan educational studies 2021(Fundacja Pedagagium, 2022) Kozłowska, Agnieszka; Chmura-Rutkowska, Iwona; Buchnat, Marzena Agnieszka; Cybal-Michalska, Agnieszka; Cytlak, Izabela; Jaskulska, Sylwia; Kanclerz, Bożena; Marciniak, Mateusz; Myszka-Strychalska, Lucyna; Szafran, Joanna Maria; Wawrzyniak-Beszterda, Renata MariaPoznan educational studies 2021, conducted to improve Poznan city’s educational policy for the next ten years, covers several areas of students’ school experience. The study focuses on the area of ecology and one aspect of it: students’ contact with nature. The study aimed to find out whether Poznan students are exposed to nature deficit and thus at risk of developing nature deficit syndrome. 996 students from primary and secondary Poznan schools were surveyed online in the Poznan educational studies project. Five questions from the questionnaire were used in this study. Basic statistics and Chi-square tests were conducted in data analysis, using row data based on the survey. The study proved the nature deficit syndrome in the analyzed group of students. Only 14% of them experienced lessons outside the school building during their school lives. This fact is interpreted in the paper in the context of Jackson’s concept of the hidden curriculum and Eisner’s concept of the null curriculum. It also referred to the concepts of deficit of nature disorder and the hypothesis of biophilia.Item Sprawozdanie z Międzynarodowej e-Konferencji Naukowo-Metodycznej „Prawo dziecka do wypoczynku i czasu wolnego”(Polskie Stowarzyszenie Dalton, 2023) Kozłowska, Agnieszka; Czapla, MałgorzataRozważania podjęte podczas konferencji ukazują wysoką wartość czasu wolnego dla wszechstronnego rozwoju dzieci. Przekonują o potrzebie świadomego i celowego zarzą dzania warunkami i sposobami spędzania przez dzieci czasu wolnego. Środowisko naukowe dostarcza wielu dowodów na to, że swobodna zabawa i spędzanie czasu zgodnie z własnymi pomysłami dzieci słu ży ich rozwojowi. Jednak przesłaniem kon ferencji było podkreślenie, że nie pożytecz ność takiego zachowania jest powodem za bezpieczenia dzieciom swobody spędzania, ale że jest to ich niezbywalne prawo gwa rantowane Konwencją o Prawach Dziecka. Temat konferencji pozostaje obiecującym i niewyczerpanym przedmiotem dociekań naukowych, a spotkanie kilkudziesięciu spe cjalistów w tym obszarze otworzyło dodat kowe pola do badań i rozważań naukowych.Item Changing the model of fatherhood Towards balancing parental roles and building balance between professional and family life(Fundacja Pedagagium, 2023) Ratajczak, Łukasz P.; Kozłowska, AgnieszkaThe subject of theoretical reflections and empirical analysis is the change within one of the key social roles men play: the role of a father. An essential element of these transformations is the detraditionalization of the fatherhood and family model, associated with moving away from patriarchy and the emancipation of women and men from their traditional social roles. Such a change helps reconcile professional and family roles, improves the professional situation of mothers, and benefits the child, who gains a father – a caring guardian, partner, and friend instead of a strict and absent father. Considerations on the change in the fatherhood model are based on a literature review and reinforced by a pilot study conducted in the form of an online survey among pedagogy students regarding their preferred family model, fatherhood, and childcare. In the pilot study, 69 students participated, most of them women (89.9%). The majority (71%) indicated a partnership model, while 25% chose a mixed model. Only one person indicated a traditional model, and no one selected the reversed traditional model. Over 90% of the respondents expect equal involvement of fathers in childcare, while 10% see them in the role of “helpers.” The majority of respondents expect men to be regularly involved in household chores and yard work. Nearly half of the participants (N = 28) believe that a mother’s professional work positively influences a child’s development; N = 12 think it has a negative impact, and N=10 individuals believe it is indifferent. Regarding the father’s employment, values were similar (30, 11, 10). The most often preferred forms of childcare for the respondents are daycare centres (over 70% of respondents) and home care (25%). Most respondents (70%) would like to have two or three children, and another 12% – four or more, indicating that the demographic decline is not the result of changing preferences but rather other obstacles.Item Anthropomorphizing Nature as a Tool for Environmental Education. Opinions of Pedagogy Students in the Context of Represented Environmental Ethics(UKSW, 2023) Kozłowska, Agnieszka; Czapla, MałgorzataThe purpose of the study was to check pedagogy students’ opinions on using anthropomorphizing nature for the development of pro-environmental knowledge and behaviour in the context of their own environmental ethics orientations. An online survey for university pedagogy students from Poznan, Poland, was conducted. N=221 respond-ents, of whom 97% were women, filled out the questionnaires. Descriptive statistics were used for closed questions on students’ opinions about using anthropomorphizing nature for environmental education. To find out the respondents’ environmental ethics orientations, content analysis of answers to open questions was used, applying theory-based cat-egories of environmental orientations derived from environmental ethics (anthropocentrism, biocentrism). The findings revealed that the majority of students believe that anthropomorphism of nature helps in the development of pro-envi-ronmental behaviour (62.4%) and knowledge (55.8%). In justification, most (63.8%) presented anthropocentric attitudes; 27.5% of answers were biocentric, and 8.8% – mixed eclectic. According to the other questions the respondents supported biocentric environmental norms. Their justifications, however, again revealed mostly anthropocentric motivations 63.2%. Conclusion: Pedagogy students, although they support biocentric norms, believe that anthropomorphism of nature will be the right tool for environmental education, and use anthropocentric arguments in their justifications. In their future pedagogical practice, they will rather develop anthropocentric orientations in children, building positive attitudes to-wards nature on (false) belief in similarities of human and non-human living organisms, instead of recognition of their “otherness” and intrinsic value.Item Zastosowanie skali NEP do badania świadomości ekologicznej młodzieży akademickiej(Wydawnictwo UMCS, 2023) Kozłowska, Agnieszka; Brzezińska, Adrianna; Dąbrowska, Paulina; Kuczora, Joanna; Jarecka, Aleksandra; Kwaśna, Joanna; Łobodziec, Ewelina; Kaczmarek, MagdalenaWprowadzenie: Stosunek człowieka do przyrody oparty na antropocentrycznej filozofii i przekonaniu o wyjątkowości człowieka doprowadził do kryzysu ekologicznego. Nowy Paradygmat Ekologiczny (NPE) zakłada odejście od antropocentryzmu i uznanie ograniczeń dalszego rozwoju cywilizacyjnego opartego na niezrównoważonej eksploatacji środowiska naturalnego. Stopień poparcia społeczeństw dla NPE może być mierzony skalą NEP (New Ecological Paradigm Scale) składającą się z 12–15 tez, wobec których badani wyrażają stopień poparcia w skali Likerta. Cel badań: Ocena świadomości ekologicznej młodzieży akademickiej za pomocą skali NEP. Metoda badań: Ankieta on-line, obejmująca 15 pytań skali NEP i dane demograficzne; 15-elementową wersję skali NEP poddano adaptacji językowej. Kwestionariusz ankiety i gromadzenie danych zrealizowano w programie Qualtrics Surveys. Zebrane dane pochodzące od N = 260 osób poddano uporządkowaniu, rekodowaniu i analizie statystycznej, obejmującej statystyki podstawowe i częstości dla pytań NEP oraz analizę wariancji i test t-studenta dla indeksu NEP w grupach płci. Analizę przeprowadzono w programie SPSS Statistics 28.0.1.0. Poparcie dla NPE szacowano przy użyciu analizy częstości odpowiedzi „proekologicznych”, porównania średnich oraz indeksu NEP. Wyniki: Poparcie dla NPE wyniosło 74,5; średnia dla pytań NEP wartościowanych od 1 (brak poparcia) do 5 (max. poparcie) wyniosła 4,13; indeks NPE (skala od 0 do 1) wyniósł 0,78. Test t-studenta wykazał zróżnicowanie płciowe indeksu NEP, który był wyższy dla kobiet niż mężczyzn (0,79 vs 0,72), przy p = 0,028. Wnioski: Wartości indeksu NEP świadczą o wysokiej świadomości ekologicznej badanej grupy. Poparcie dla NPE jest wyższe wśród kobiet niż mężczyzn, co jest zgodne z ogólnoświatową tendencją obserwowaną w badaniach, większej proekologiczności kobiet w porównaniu z mężczyznami.Item Will Women Save the World? The Ecological Civic Activity of Girls and Women from Generation Z Representing ICT and STEM(Wydawnictwo Naukowe UMK, 2023) Chmura-Rutkowska, Iwona; Kozłowska, AgnieszkaThe subject of the study is the gender gap in the environmental activism of young people from generation Z, related to the ICT and STEM sector, which plays a key role in the ecological transformation. Women are, according to world literature, more ecological than men in thinking, motivation and actions. The aim of the study was to check whether and to what extent this regularity applies to Poland and the masculinized ICT sector, where women constitute only about 20% of employees, and also what is the relationship between the level of environmental activism, environmental awareness and environmental behavior in the private sphere. The research sample consisted of 637 people born between 1995 and 2010 (Generation Z): 381 women (59.8%), 247 men (38.8%) and 9 non-binary people (1.4%). The data was taken from an extensive study carried out for the report on the values of ICT and STEM sector related young people from the generation Z. From the raw database, questions were extracted as indicators of awareness (15 questions on the NEP scale), ecological knowledge, sense of influence on counteracting the ecological crisis, risk perception of ecological threats, ecological behavior in the private sphere, and ecological activism (environmental behavior in the civic sphere). The data analysis included: (1) calculation of the NEP Index (2) frequency tables, including cross-tabs for all variables broken down by gender, (3) testing gender differences (Student’s t for continuous variables and Pearson’s Chi-square for ordinal and nominal variables) and (4) testing the relationship between selected variables and the level of environmental awareness (one-way ANOVA or t-test). Women turned out to be more environmentally aware than men (NEP Index 0.70 vs. 0.57), had more knowledge, a greater sense of influence on combating the ecological crisis, and greater faith in the effectiveness of the institutional activities in this area; showed greener behavior in their private lives and greater environmental activism. The ANOVA analysis showed that, with the exception of two variables, the surveyed areas of civic activity were proportionally related to environmental awareness: the higher the level of environmentalism, the higher the mean on the NEP scale. Almost all examined differences were statistically significant at p level < 0.001.Item Edukacja ekologiczna w polskiej podstawie programowej(Wydawnictwo Naukowe UAM, 2021) Kozłowska, AgnieszkaThe 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.Item Edukacja klimatyczna w podstawie programowej: wyzerowany program Elliota Eisnera(Wydawnictwo Naukowe UAM, 2023) Kozłowska, AgnieszkaBadanie podstawy programowej dla szkół ponadpodstawowych wykazało marginalną obecność w niej tematyki klimatycznej. Pojęcie zmiana klimatu pojawia się w całym dokumencie cztery razy na rozszerzonej geografii, a pomijane są aspekty etyczne, społeczne, humanistyczne. Retoryka tych zapisów oscyluje między denializmem klimatycznym (zaprzeczeniem istnienia problemu) a adaptacją (odpowiedź na zagrożenia). Spośród 100 słów kluczowych charakteryzujących zmianę klimatu z perspektywy nie tylko przyrodniczej, ale także społecznej, w dokumencie wystąpiło tylko sześć. Jest to podstawą uznania edukacji klimatycznej i jej transdyscyplinarnego charakteru za wyzerowany program Elliota Eisnera. Ta luka czyni młodzież bardziej podatną na denializm klimatyczny i dezinformację klimatyczną, zmniejsza jej szanse w zetknięciu się ze skutkami kryzysu klimatycznego i na przeciwdziałanie temu zjawisku. Sytuację może zmienić edukacja, traktująca zmianę klimatu holistycznie i wielowymiarowo, podejmująca nie tylko przyrodnicze, ale także psychologiczne, społeczne, filozoficzne, językowe, etyczne i historyczne wątki związane z tym tematem. Climate change is one of humanity’s greatest challenges, and education is an important tool for combating it. However, despite obligations stemming directly or indirectly from international agree ments, climate education is primarily provided outside the formal education system. This study aimed to investigate the presence and scope of climate education content, as well as the narrative of the environmental and climate crisis, in the core curriculum for secondary schools. Document analysis (content analysis) was used as the research method, according to a customized key compris ing 100 keywords across 9 categories. The material subjected to the study was the core curriculum for post-primary schools (secondary schools, technical schools, and upper secondary vocational schools). All subjects of the core curriculum were included in the analysis, as climate change is re lated to not only natural sciences but also social sciences and humanities. The results of the analysis revealed the marginal presence of climate education in the core curriculum. The expression climate change appears only 4 times in the entire document, in one subject: geography. Out of the 100 codes describing the climate and environmental crisis, only 6 appeared in the document: climate change, sustainability, biodiversity, environmental disastermaintaining balance, and deforestation. These terms occurred in a context that was characterized by a narrative of skepticism about human respon sibility for the current state of the environment and the potential risks of continuing to overexploit the planet. Conclusions: The current approach to climate education foisters a false, denialist envi ronmental consciousness based on the belief “nothing is happening, everything is under control”. It fails to equip students with the necessary skills to address climate change and the environmental crisis. Thus, it can be considered as a null curriculum of Elliot Eisner.Item Religijność globalnej młodzieży – nowe trajektorie i konteksty tożsamości(2024) Drozdowicz, JaremaThe text aims to reconstruct and reveal key results in the religious mechanisms of young people. However, the global dimension presented here allows us to discuss the problem in a wide range of generational and identity definitions defined today in many examples of specific particularism characteristic not only of the young generation, but also of many other social groups. The research problem arising from the discussion of aspects of identity is the disciplinary application to obtain specific data regarding, for example, the nature of Western secularization. The thesis of global secularization appears in the light coming not only from Western countries, but also from many other emerging regions of the world, that it is strongly overestimated. Thus, one can gain access to the system and possibly increased spiritual realms in a technological society. used for anthropological analysis, which is new global religiosity takes on and is more culturally complex than answers to existential questions.Item Building Global Communities Through Universal Bilingual Education(Pixel, 2023) Drozdowicz, JaremaThis paper explores the process resulting in building global communities through the idea of universal bilingual education. In order to do so the paper presents basic theoretical concepts of global communities that are useful today, ie. community of trade, community of law, and community of autonomous communities. Those three concepts are being used to reflect the key aspects of the process in the context of bilingual education and its central role to the effort of building global bridges across local determinants of national schooling systems and the school practice. Thus the case study of the Polish educational initiative International Social Education Programme Bilingual Future serves the purpose of showing how it could be done with the clear goal of gaining real linguistic competence along with social, communicative, and intercultural skills.Item Religia Ctrl C/Ctrl V. Kopimizm jako nowy wymiar religijności internetowej(2022) Drozdowicz, JaremaThe article explores the phenomenon of kopimism as a new form of cyber religiosity linked to the processes of transformation of contemporary religious beliefs. The kopimist movement is being analyzed through the phenomenological perspective in relation to the unfolding context of the impact modern technology has today in many fields of social life. The paper delivers not only a detailed analysis of kopimism itself but also gives insight into selected aspects of the entanglement of religion and the internet today. In effect, we may gain also an interesting picture of how modern religiosity is being articulated and constructed through the use of media and technological tools and how technology is being sacralized blurring the traditional understanding of religion itself.Item Pomiędzy tradycją i dorobkiem mistrzów a przecieraniem własnych dróg naukowych(Wydawnictwo Naukowe UAM, 2022) Włodarczyk, EwaTradycja jest nie tylko przydatna nauce, lecz wręcz niezbędna. Nie musi być rozumiana pejoratywnie jako „konserwatyzm, skostniałość, ortodoksyjność, wiernopoddańczość, lecz jako wierność określonemu stanowisku, dbałość o spuściznę, porządek, stałość. Może być ujmowana jednocześnie jako kontynuacja wzorów myślenia i działania oraz adaptacja wzorów myślenia i działania w nowych warunkach” (Baradziej, Goćkowski 1998, s. 8), zachowując ciągłość łączącą w jedno perfectum, praesens i futurum (Goćkowski 1998, s. 15). Funkcje swoistych zbiorowych strażników, rzeczników i nosicieli tradycji myślenia i działania naukowego pełnią szkoły naukowe (Goćkowski 1981, s. 41), do której w klasycznym modelu uniwersytetów przynależność stanowiła swoistą wizytówkę i współtworzyła naukową tożsamość przynależnych do niej osób. Naturalne bowiem jest to, że „pokolenia uczonych wkraczają w życie naukowe jako uczniowie i terminatorzy, a ich nauczyciele i mistrzowie występują jako rzecznicy i przedstawiciele pewnej tradycji myślenia oraz działania naukowego. Żadne z pokoleń nie odrzuca w zupełności wszystkiego z takiej tradycji. Każde, na swój sposób, dokonuje wyboru dziedzictwa, które obserwuje i respektuje uznając za >żywą historię< swej zbiorowości naukowej” (Goćkowski 1984, s. 52-53). Pytania o zasadność konstytuowania się i istnienia szkół naukowych rodzą zatem kolejne pytania – pytania o obecność mistrzów i autorytetów naukowych.Item Punkty zwrotne na kontinuum od uzależnienia od alkoholu do zmiany życia w doświadczeniach matek uzależnionych od alkoholu(2021) Włodarczyk, EwaW artykule poruszona została problematyka macierzyństwa kobiet, uznanych i uznających się za uzależnione od alkoholu. Jest to oblicze macierzyństwa bardzo rzadko stanowiące obszar badawczy. Jak pokazują zaprezentowane w artykule wyniki badań, punkty zwrotne w historiach życia tych kobiet, które można wyznaczyć w okresie od ich narastającego uzależniania się od alkoholu do stopniowego zdrowienia, często były powiązane z faktem bycia przez nie matkami. Obecność dzieci w ich życiu częstokroć bywała fundamentem motywacji do podjęcia przez nie decyzji o rozpoczęciu terapii i stopniowej zmiany ich życiaItem Problemy alkoholowe w okresie starości w kontekście braku poczucia sensu życia(2021) Włodarczyk, EwaProblematyka artykułu zogniskowana jest wokół problemów alkoholowych doświadczanych przez seniorów. Zostały one omówione na tle szkicu charakterystyki tej fazy życia, wpisanych w nią strat i kurczących się możliwości oraz w kontekście chwiejnego w tym okresie poczucia sensu życia, sprzyjających powstawaniu i nasilaniu się problemów alkoholowych seniorów.Item Lokalna sieć wsparcia dla osób z problemami alkoholowymi (na przykładzie Poznania). Odniesienia do podejścia systemowego Stanisława Kowalskiego.(Wydawnictwo Naukowe UAM, 2021) Włodarczyk, EwaStanisław Kowalski zapisał się w pamięci i dorobku socjologii wychowania jako zwolennik dążenia do integralności funkcjonowania systemu wychowawczego w środowisku. Ta wskazówka staje się inspiracją dla kolejnych pokoleń teoretyków, badaczy i praktyków. Podpowiedzi Stanisława Kowalskiego, ocenione przeze mnie jako ponadczasowe i wartościowe, towarzyszyły mi w trakcie planowania, realizowania i podsumowywania zrealizowanego przeze mnie przedsięwzięcia badawczego, mającego na celu sporządzenie socjopedagogicznej diagnozy obrazu wybranego fragmentu (przejawu) problemu alkoholowego dotykającego kobiety, ale również podejmowanych w Poznaniu prób instytucjonalnego rozwiązywania obecnych w nim przejawów owego problemu.Item Indywidualizm kontra wspólnota(Wydawnictwo Naukowe UAM, 2020) Włodarczyk, EwaPowszechnie przyjmuje się, że indywidualizm, silnie obecny w wielu współczesnych społeczeństwach, nie sprzyja nawiązywaniu i umacnianiu relacji społecznych, które sprzyjają tworzeniu wspólnot oraz gotowości do wspólnego działania i zaangażowania we własną społeczność lokalną.Item O (s)traconym i odnalezionym skarbie. Macierzyństwo kobiet uzależnionych od alkoholu(Wydawnictwo Naukowe UAM) Włodarczyk, EwaAdrienne Rich (2000) stwierdziła, że wiemy więcej o powietrzu, którym oddychamy i o morzach, przez które podróżujemy niż o naturze i znaczeniu macierzyństwa. Jeszcze mniej wiemy o macierzyństwie kobiet, które zostało ukształtowane, a może i zdeformowane przez dyktaturę alkoholu w życiu tych kobiet, która nie pozostawiała zbyt wiele miejsca na pełne doświadczanie macierzyństwa. A problem uzależnienia od alkoholu kobiet, które są matkami, przecież istnieje, skrzętnie ukrywany przez te kobiety, silnie zabarwiony ich poczuciem winy i wstydu, odczuwanymi przez nie tak w okresie uzależnienia od alkoholu, jak i w procesie zdrowienia. To oblicze macierzyństwa zarysowane zostało w narracjach respondentek (w badaniach własnych i koordynowanych), sięgających pamięcią do przeszłości i przyglądających się sobie i swojemu macierzyństwu w teraźniejszości.