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Psychologiczna analiza przemocy seksualnej wobec dzieci

100%
Tucholska S.
Roczniki Psychologiczne
|
2000
|
vol. 3
95-105
EN
The paper sought to analyze sexual abuse towards children, with particular emphasis on the dynamism of that phenomenon, its direct and further consequences. Clinical practice points that event accompanying sexual abuse towards a child in a family may be ordered according to the following stages: I – the stage of dependence (seduction), II – the stage of sexual interaction (acts), III – the stage of secret (concealment) IV – the stage of revelation, and V – the stage of suppression or solution. The course of particular stages is individualized and conditioned by various factors. It has been established that the greatest consequences of sexual abuse occur when abuse is experienced before age 12; it lasts for a long time; there is a physical contact; aggression towards the child and accusation of the child; there is not support on the part of the parents, and there is no professional help for the child.
2
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Zjawisko hazardu patologicznego i jego uwarunkowania

100%
Tucholska S.
Roczniki Psychologiczne
|
2008
|
vol. 11
|
issue 2
45-68
PL
Hazard jest obecnie popularną i legalną formą aktywności podejmowaną przez ludzi na całym świecie. Wprowadzone w ostatnim okresie zmiany prawne dotyczące gier losowych, większa ich dostępność z racji rozpowszechnienia salonów gier sprawiły, że coraz częstsze są przypadki uzależnienia od hazardu. W tej sytuacji istnieje potrzeba lepszego poznania, czym jest hazard patologiczny. Prezentowany artykuł jest poświęcony tej tematyce. W literaturze przedmiotu najczęściej traktuje się jako synonimiczne takie określenia, jak hazard kompulsywny, hazard patologiczny, hazard problematyczny. Hazard patologiczny jest zjawiskiem złożonym. Definiując hazard, tradycyjnie zwraca się raczej uwagę na skutki ekonomiczne i społeczne, a nie na proces czy też naturę zjawiska. Klinicyści natomiast koncentrują się na negatywnych następstwach aktywności hazardowej, proponują typologie i opracowują definicje, które mogą być przydatne do bardziej adekwatnej operacjonalizacji tego konstruktu, jakim jest hazard. Krytyczna analiza literatury przedmiotu pozwoliła na wyodrębnienie czynników, które mogą warunkować rozwój patologicznego hazardu. Są to czynniki: rodzinne/genetyczne, socjodemograficzne (np. wiek, płeć, pochodzenie etniczne, rodzaj gry losowej), podmiotowe (np. osobowość, reakcje biochemiczne, procesy poznawcze, stany psychiczne) oraz religijne/duchowe.
EN
Gambling is now a popular lawful activity among people around the world. Due to recent changes of legal regulations concerning gambling, access to gambling has become more widespread and, as a result, an increase in the prevalence of pathological gambling has been noted. Therefore, an urgent need for better understanding of the phenomenon of pathological gambling among health-care specialists becomes evident. In this field, such concepts as compulsive, pathological or problem gambling are often treated synonymously. Pathological gambling is a complex phenomenon. Traditionally, the definitions of gambling have been constructed basing on the assumptions of economic or social repercussions rather than taking into account the process or phenomenon of gambling itself. However, clinicians focusing on negative consequences of the gambling behavior, developed typologies and worked out the definitions that may prove beneficial for more adequate operationalizing this concept. A critical review of the literature showed that familial/genetic, sociological/demographics (e.g. age, gender, ethnicity, forms of gambling), individual (e.g. an individual's personality, biochemistry, cognitions, and psychological states) and religion/spirituality factors may be implicated in the development and maintenance of pathological gambling.
3
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Obraz siebie a osiągnięcia w nauce szkolnej uczniów środkowych klas szkoły podstawowej

100%
Tucholska S.
Roczniki Psychologiczne
|
1998
|
vol. 1
43-55
EN
The studies referred to in this paper seek to grasp the relationship between self-concept and school results. The studies contained 120 pupils (58 girls and 62 boys) from the 4th and 5th forms of primary school. The subjects aged between 11.2 years to 12.9 years. Taking into account the school results, three groups of subjects have been distinguished: Gr. I (N = 40) consisted of pupils who had difficulties at school; Gr. II (N = 40) consisted of mediocre pupils; Gr. III (N = 40) consisted of pupils who obtained very good marks at school. Self-concept was formulated according to the Polish version of Piers-Harris Children’s Self-Concept Scale (P – HCS – CS). The difference between the mean scores of the experimental groups is statistically significant almost in all the scales. They point that the pupils who have difficulties in studies have a low global self-concept and low assessment of particular self-concepts, except the Happiness and Satisfaction Scale. Now the pupils whose marks were either good or very good had in proportion better scores in self-concept, both in global and particular dimensions. The scores point to a considerable interrelation between results in studies and self-concept at mid school-age.
4
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Stres i satysfakcja w zawodzie nauczyciela

100%
Tucholska S.
Roczniki Nauk Społecznych
|
1999
|
vol. 27
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issue 2
51-61
EN
The paper discusses the research on the level of stress and professional satisfaction in teachers. 747 working teachers from primary schools have been examined (611 women and 136men). The studies were conducted with the use of the Questionnaire of Teacher's Stress constructed by the author. The findings point that for ca. 23% of teachers their job is stressful or very stressful, for 63% is stressful on average, and 13% of teachers do not feel like being under stress at all. The majority of teachers under study (63%) decidedly like their job and feel satisfaction (57%). Among the subjects, however, there are such teachers who do not like their job (9%) and do not feel satisfied (13%). As regards salaries, the teachers' opinion is very negative: 81% think that financial gratification is too low, and only 19% say that it is satisfactory.
5
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Kryteria i klasyfikacje upośledzenia umysłowego: ustalenia z lat 1992-1994

63%
Tucholska S.
Roczniki Psychologiczne
|
1998
|
vol. 1
181-187
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