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Autostygmatyzacja osób z niepełnosprawnością wzrokową

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GŁADYSZEWSKA-CYLULKO J.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

2018

issue 22

Joanna Gładyszewska-Cylulko, Self-stigma in the visually impaired, Interdisciplinary Contexts of Special Pedagogy, No. 22, Poznań 2018. Pp. 179–193. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.11 The blind and visually impaired are one of the groups prone to stigma. Stigma imposed by social environment may lead to self-stigma, that is expressing negative opinions about oneself as a result of the carried sigma. Self-stigma usually develops in three stages: first the stigmatised person realizes that they have been stereotyped, then they accept the stereotype and finally apply it to themselves. Thus, to develop selfstigma, the person has to be aware that they are perceived by the society in a stereotypical way (a blind person is usually perceived as passive, dependent and reliant on other people’s help), accept it and acknowledge themselves that this is their real image. Not every visually impaired person is will develop self-stigma. The article presents selected factors and preventive measures that may reduce the risk of self-stigma.

Problemy w przebiegu pierwszej fazy rozwoju wg koncepcji Erika Eriksona u dziecka niewidomego

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GŁADYSZEWSKA-CYLULKO J.

Interdyscyplinarne Konteksty Pedagogiki Specjalnej

2018

issue 22

139-166

Joanna Gładyszewska-Cylulko, Problemy w przebiegu pierwszej fazy rozwoju wg koncepcji Erika Eriksona u dziecka niewidomego [Problems of the first stage of psychosocial development according to Erik Erikson in a blind child]. Interdyscyplinarne Konteksty Pedagogiki Specjalnej, nr 22, Poznań 2018. Pp. 139-166. Adam Mickiewicz University Press. ISSN 2300-391X. DOI: https://doi.org/10.14746/ikps.2018.22.08 Erik H. Erikson, the author of the theory of psychosocial development, claimed that during their life from birth to death, every human being experiences eight developmental crises. Every time, at each stage there are two polar opposites, two conflicting values. To overcome the crisis we must find an optimal balance between them. How we resolve the crises affects our integration and relations with others and ourselves. In the article the author concentrates on the first developmental stage, considered by many to be the most important one. Its two opposites are basic trust and basic mistrust, while the basic virtue is hope. Unfortunately, due to the lack of appropriate experiences, improper attitude of other people and various otherfactors, blind children already at this stage often fail to properly resolve the developmental crisis. In further part of the article the author discusses the causes of the problem and suggests how the disturbances at the first stage of development might be prevented.

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2 Interdyscyplinarne Konteksty Pedagogiki Specjalnej

2 GŁADYSZEWSKA-CYLULKO J.

2 2018

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Autostygmatyzacja osób z niepełnosprawnością wzrokową

Problemy w przebiegu pierwszej fazy rozwoju wg koncepcji Erika Eriksona u dziecka niewidomego