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Znaczenie wstydu w procesie wychowania

100%
Czub T.
Edukacja
|
2014
|
issue 1(126)
25–33
PL
Wstyd jest jednym z istotnych czynników wpływających na skuteczność wychowania rozumianego jako oddziaływanie, którego celem jest formowanie osobowości wychowanka, wstyd odgrywa bowiem istotną rolę w nabywaniu zdolności do budowania relacji społecznych opartych na akceptacji interpersonalnej i jest jednym z czynników rozwoju obrazu samego siebie. Artykuł jest propozycją wykorzystania koncepcji wstydu do planowania oddziaływań wychowawczych i analizy ich efektywności. Jest również źródłem informacji dla wychowawców o metodach wspomagających pozytywną socjalizację i kreowanie adekwatnej pozytywnej samooceny.
EN
Paper presents an analysis of the mechanisms underlying the processes of education on the basis of current knowledge about the shame. Shame plays an important role in acquiring the ability to build social relationships based on acceptance and is a factor involved in formation of self-image. It is, therefore, one of the important factors influencing the effectiveness of education. Conceptualizing the education as a conscious and deliberate pedagogical activity aiming to achieve relatively stable effects in pupil’s personality, an analysis of this process through the lens of shame can be important for the everyday practice. The following article is a proposal to use the concept of shame for the planning of educational actions, for analyzing its effectiveness and for interpretation of children’s behavior in order to increase the effectiveness of actions taken. It is also a source of information for educators indicating practices supporting adequate socialization and creating positive self-esteem.
2
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Shame as a self-conscious emotion and its role in identity formation

100%
Czub T.
Polish Psychological Bulletin
|
2013
|
vol. 44
|
issue 3
245-253
EN
The paper presents a draft model of the relationship between shame, treated as one of the self-conscious emotions, and the identity formation process. Two main concepts of shame have been discussed here: shame as an adaptive emotion, in line with the evolutionary approach, and as a maladaptive emotion (in contrast to guilt), according to cognitive attribution theory. The main thesis of this paper states that shame has an essential, both constructive and maladaptive, importance for identity development and that its effect is indirect as it works through the mechanisms of emotion regulation. The destructive and disrupting influence of shame is not an immanent feature of this emotion, but it is a consequence of malfunctioning mechanisms of shame regulation. The association of shame with identity formation relates to the exploration dimensions – exploration in breadth, exploration in depth and ruminative exploration, as well as to commitment making and identification with commitment.
3
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Regulacyjna wartość emocji wstydu w procesie kształtowania się tożsamości

63%
Czub T., Brzezińska A. I.
Psychologia Rozwojowa
|
2013
|
vol. 18
|
issue 1
27–42
EN
In the paper we present a draft of a model capturing the relationship between shame and the identity development process. We discuss two main concepts of shame: shame as an adaptive emotion, according to the evolutionary approach, and as a maladaptive emotion, according to the cognitive attribution theory. Our main thesis states that shame has an essential, both constructive and maladaptive importance for identity development, and this effect is indirect, through the mechanisms of regulating emotions. The destructive and disrupting value of shame is not an immanent feature of this emotion, but a consequence of malfunctioning mechanisms of shame regulation. The association of shame with identity formation relates to the dimensions of exploration: in breadth, in depth and ruminative, as well as to commitment making and identification with commitment. People with a high level of shame proneness are more sensitive to information and assessment coming from signifi cant others from their nearest social environment and more self-critical. This may contribute to the increasing discrepancy or dissonance between the possessed and the desired or socially expected identity. This may also activate mechanisms of identity change and affect its relative stability.
4
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Statusy tożsamości a style tożsamości i funkcjonowanie emocjonalne uczniów szkół zawodowych

51%
Brzezińska A. I., Piotrowski K., Czub T.
Psychologia Rozwojowa
|
2014
|
vol. 19
|
issue 4
PL
The aim of the study was to analyze differences in respect of identity processing styles, shame and guilt proneness, and difficulties in emotion regulation among individuals in late adolescence with different identity statuses. The participants were 971 students from different types of vocational schools, including: (1) basic vocational schools (n = 271), technical secondary schools (n = 447), and specialized secondary schools (n = 253). Analysis of the results showed that the distribution of six empirically distinguished (on the basis of cluster analysis) identity statuses among the students from the three investigated types of schools varied. Identity statuses also differentiated the results of other investigated variables. Individuals with identity achievement and foreclosure used more adaptive identity styles, had a lower level of shame proneness and a lower level of difficulties in emotion regulation than individuals with diffused diffusion and carefree diffusion statuses. The results have been analyzed from the perspective of cognitive and emotional determinants of identity formation. Limitations of the study and suggestions for further research have also been presented.
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