Search results

1

Samoocena i poczucie bezpieczeństwa adolescentów z rodzin pełnych i niepełnych

100%

Kleszczewska-Albińska A., Mandla A.

Problemy Opiekuńczo-Wychowawcze

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2020

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vol. 588(3)

52-66

PL

Tekst zawiera przegląd literatury oraz opis badania empirycznego, mającego na celu porównanie średniego poziomu poczucia bezpieczeństwa i samooceny w grupach adolescentów z rodzin pełnych i zdekompletowanych w rezultacie rozwodu. Przebadano 120 osób (62 K, 58 M), w wieku 15–17 lat, M = 15,87; SD = 0,88. Na podstawie danych uzyskanych w Kwestionariuszu Poczucia Bezpieczeństwa (KPB) oraz Wielowymiarowym Kwestionariuszu Samooceny (MSEI) dowiedziono, że adolescenci wychowywani w rodzinach niepełnych cechują się istotnie statystycznie niższym poziomem poczucia bezpieczeństwa oraz samooceny niż adolescenci wychowujący się w rodzinach pełnych.

2

Kategoria „środowisko” w badaniach nad rodziną w polskiej pedagogice społecznej – tradycja i nowe kierunki

86%

Wiatr M.

Pedagogika Społeczna

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2015 (R. XIV)

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issue 2(56)

101-110

PL

Celem artykułu jest analiza ważnego w polskich badaniach nad rodziną w pedagogice społecznej – pojęcia środowiska. Przyjęto tu, że jest ono kategorią analityczną – wielkością, która nakładając pewnego rodzaju matrycę na badaną rzeczywistość pozwala ją w określony sposób analizować i interpretować. Zaprezentowano w jaki sposób uznane w pewnych okresach historycznych rozumienie pojęcia środowiska wpływa na badanie i opis rzeczywistości w tym rzeczywistości rodzinnej. Wskazno słabość wciąż dominującej w naukowym doświadczeniu pozytywistycznej wizji środowiska jako zamkniętej zewnętrznej wobec człowieka przestrzeni domkniętej niezależnie od jego własnych subiektywnych interpretacji. Wreszcie na koniec wprowadzono dynamiczną kategorię środowiska, która pozwala na badanie rodziny jako środowiska, zmiennego, procesualnego, w którym przebiegają procesy uczenia się. Uczenia się rozumianego jako nieodzowny i naturalny element uczestnictwa człowieka w świecie, nadawania i negocjowania jego znaczeń.

EN

The purpose of the article is to analyze the concept of social milieu, key to polish social pedagogy and the family research. A milieu is treated as an analytical category, which can impose a certain matrix of analysis and interpretations to the studied reality. The article historically presents how changes in the concept of milieu have influenced the study and the description of the reality and the family settings. The weaknesses of the dominant (in polish social pedagogy and embodied in the positivist paradigm) – interpretation of the milieu are indicated. Finally the article introduces a new dynamic interpretation of the milieu which allows to study family as the evolving and process-oriented milieu, where learning processes take place. Learning is understood as a necessary and natural part of human participation in the world.

3

Problem przemocy w środowisku rodzinnym jako źródło zagrożenia egzystencji człowieka

86%

Porębiak A.

Roczniki Pedagogiczne

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2019

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vol. 11(47)

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issue Numer specjalny

355-369

PL

Zagadnienie przemocy w środowisku rodzinnym jest bez wątpienia znane. Szybki rozwój mass mediów dostarcza ułamkowej wiedzy na ten temat. W XXI wieku nadal można się spotkać z pewnymi stereotypami dotyczącymi tego zjawiska. Bardzo często doprowadzają one do ukrywania przez rodzinę problemu przemocy. Osoby z zewnątrz również wolą się nie angażować w pomoc poszkodowanym. Dzieje się tak przez błędne przekonania, że jest to prywatna sprawa każdej rodziny. Wielu ludzi uważa agresję, przemoc oraz brutalne zachowania za występujące tylko i wyłącznie w rodzinach patologicznych, którym nie da się pomóc, ponieważ ich sposób funkcjonowania i postępowania jest kontynuowany z pokolenia na pokolenie, a agresywne zachowanie odziedziczyli w genach. Zdarza się też, że osoby z zewnątrz krytykują ofiary, twierdząc, że same doprowadziły do tego zjawiska, akceptując problem oraz nie podejmując starań, aby uwolnić się od władzy tyrana. Przemoc może dotyczyć każdej rodziny oraz występować w wyższych klasach społecznych. Zarówno sprawcy, jak i ofiary mogą być ludźmi inteligentnymi, po wyższych studniach, pracującymi w dobrze prosperujących firmach. Bez wątpienia jest to zjawisko, które może dotknąć każdego człowieka. Dlatego bardzo ważne jest, aby podjąć walkę z istniejącymi stereotypami. Nie jest to jednak łatwe, gdyż społeczeństwo często nie wie, że zjawisko przemocy w środowisku rodzinnym jest wspólnym problemem. Przejawy agresji nie tylko psują relacje rodzinne, społeczne, lecz także powodują duże zagrożenie dla zdrowia psychicznego i fizycznego jednostki ludzkiej. Mogą nieodwracalne zmienić człowieka, jak również zaburzać całą dotychczasową egzystencję.

EN

The issue of domestic violence is undoubtedly commonly known. The fast growing mass media pay little attention to it. Stereotypes concerning this phenomenon are still seen in the 21st century and it is them that make the families hide their problem. Outsiders prefer not to get engaged in helping the victims as it is wrongly believed that the issue is a private matter. A vast majority of people assume that aggression, violence and brutal behaviour occurs only in pathological homes, where help cannot be provided due to the way those families function, behaviour is believed to be continued from generation to generation and aggressive behaviour is inherited. There are cases where people from the outside criticise victims claiming it is them who lead to this situation, accepting the issue and not trying to free themselves from the tyrant. Domestic violence may concern any family of any social status. Perpetrators, as well as the victims, may be intelligent, well educated people working on prestigious positions. This phenomenon may undoubtedly touch anyone in society. It is important to fight the existing stereotypes but is not an easy task as the society is often unaware that domestic violence is a collective issue. Changing the common beliefs and increasing social consciousness may be particularly helpful to young people who in a dozen or so years will be the adults creating their countries future. Examples set at home play a basic but vital role in functioning of young generations. The symptoms of aggression not only spoil family and social relationships but also cause a great threat to mental health and the physical human unit. They can irreversibly change a person, as well as disturb all existing existence.

4

Przemoc fizyczna i seksualna wobec dzieci w środowisku rodzinnym jako problem społeczno-pedagogiczny w publicystyce Królestwa Polskiego na przełomie XIX i XX wieku

86%

Bołdyrew A.

Wychowanie w Rodzinie

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2018

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vol. XVIII

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issue (2/2018)

53-68

EN

Aim: The aim of the article is to research the presence of the violence towards children in the family environment in the technical press and social journals in the Kingdom of Poland at the turn of the 19th and 20th centuries. The crucial task is the analyses of the publicists, intellectuals and community activists’ texts in respect of the kind of problems connected with physical and sexual violence against children, which appeared in the social and science journals. Another big issue is the choice of criteria used in explaining those problems. Methods: In the article some methods were applied which are usually used in the historical and pedagogical researches, including the philological method, which enables the carrying out the analysis of written texts. Results: The research showed that at the turn of the 19th and 20th centuries the symptoms of the violence and its considerations were described in the print media. There were attempts to determine the causes of family destabilisation andattempts to show ways of preventing domestic violence. At the beginning of the 20th century the problem of physical violence, sexual harassment and abuse was described not only in the technical journals, but also in the social and cultural press. The results of research conducted by pedagogues, doctors and lawyers’ in reagrdto the violence against children in the family environment were presented there. They stressed the need to support families which had difficulties with raising their offspring and to establish a social organisation which would protect children from lawlessness, cruelty and neglect from their parents. On the eve of the outbreak of the First World War, many experts spoke about the need to legitimise the state’s control over the private life of its citizens and interference in the family life for the sake of protecting the child. Z. Pietkiewicz and A. Mogilnicki were among those who wrote about these issues. Conclusions: At the turn of the 19th and 20th centuries there was a sudden growth of interest in issues of violence against children and young persons. Publicists tried to capture audience attentionto condition of children in dysfunctional families, which earlier was taboo. The aim of this was to awaken people’ sense of responsibility. The issue of the violence was explained by conceptual apparatus and theoretical arrangements from the field of pedagogy and sciences connected with it.

PL

Cel: Celem artykułu jest zbadanie obecności problemu przemocy wobec dzieci w środowisku rodzinnym w prasie fachowej i publicystyce społecznej w Królestwie Polskim na przełomie XIX i XX w. Istotnym zadaniem jest analiza tekstów publicystów, intelektualistów i działaczy społecznych pod kątem tego, jakie problemy, dotyczące przemocy fizycznej i seksualnej wobec dzieci, były podejmowane w publicystyce społecznej i naukowej, i jakie kryteria stosowano w ich wyjaśnianiu. Metody: Zastosowano metody wykorzystywane w badaniach historyczno-pedagogicznych, w tym metodę filologiczną, pozwalającą na dokonanie analizy tekstów pisanych. Wyniki: Ustalono, że w czasopiśmiennictwie na przełomie XIX i XX wieku dokonywano opisu przejawów przemocy i jej uwarunkowań, dążono do określenia przyczyn destabilizacji rodziny, próbowano wskazać sposoby zapobiegania przemocy domowej. Na początku XX wieku już nie tylko w czasopismach specjalistycznych, ale także w prasie społeczno-kulturalnej pisano o przemocy fizycznej oraz molestowaniu i wykorzystywaniu seksualnym. Przedstawiano wyniki badań pedagogów, lekarzy i prawników, dotyczących przemocy w rodzinie wobec dzieci. Podkreślano potrzebę wspierania rodzin mających trudności z wychowaniem potomstwa oraz powołania organizacji społecznej chroniącej dzieci przed zaniedbywaniem, samowolą i okrucieństwem rodziców. W przededniu I wojny wielu specjalistów wypowiadało się o konieczności legitymizacji kontroli państwa nad życiem prywatnym obywateli i ingerencji w życie rodzinne w imię ochrony dziecka. Pisał o tym m.in. Z. Pietkiewicz i A. Mogilnicki. Wnioski: Na przełomie XIX i XX wieku znacznie wzrosło zainteresowanie problematyką przemocy wobec dzieci i młodzieży. Publicyści starali się zwrócić uwagę opinii publicznej na zjawisko wcześniej tabuizowane, dążąc do rozbudzenie poczucia wspólnej odpowiedzialności za los dzieci w rodzinach dysfunkcyjnych. Problem przemocy wyjaśniano wykorzystując aparat pojęciowy i ustalenia teoretyczne z zakresu pedagogiki i nauk jej pokrewnych.

5

Teenagers towards parents: manifestations of aggressive and violent behaviour (research report)

81%

Karbowniczek J.

Forum Pedagogiczne

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2020

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vol. 10

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issue 2

225-242

PL

W artykule przedstawiono raport z badań empirycznych dotyczących problematyki zachowań agresywnych i przemocowych dzieci wobec rodziców na tle uwarunkowań rodzinnych, prowadzonych w szkołach podstawowych na terenie województwa lubelskiego. Jest ona ciągle otwarta i wymagająca rzetelnych (re)interpretacji teoretyczno – metodologicznych. Problemy rodzinne niełatwo poddają się obiektywnej ocenie. Przeszkodą w udzielaniu informacji na temat agresji i przemocy ze strony własnych dzieci jest zwykle poczucie winy, którego doświadczają sami rodzice. Dylematy związane z wprowadzeniem młodego pokolenia w świat ludzi dorosłych, z wychowaniem dzieci i młodzieży, bywają jednym z najważniejszych i najtrudniejszych problemów życia społecznego. Dość często mamy do czynienia z przykładami bezradności rodziców i pedagogów wobec patologicznych zjawisk, mających miejsce w środowiskach: rodzinnym, szkolnym, w grupach rówieśniczych, na ulicach i osiedlach naszych miast.

EN

The article presents a report on empirical research on the issue of aggressive and violent behaviour of children towards parents against the background of family conditions, conducted in primary schools in Chelm, in the Lubelskie Voivodeship. This issue remains unsolved and requires reliable theoretical and methodological (re)interpretations. Family problems cannot be easily assessed in an objective manner. An obstacle in providing information about aggression and violence on the part of one's own children is usually the feeling of guilt experienced by the parents themselves. Dilemmas connected with the introduction of the young generation into the world of adults, with the education of children and young people, are one of the most important and difficult problems in social life. Quite often are we dealing with examples of helplessness of parents and educators in the face of pathological situations that take place in family and school environments, in peer groups, on the streets and housing estates of our cities.

6

Rodzina jako środowisko uczące się

72%

Wiatr M.

Pedagogika Społeczna

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2013 (R. XII)

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issue 2(48)

7 - 21

PL

Przedmiotem artykułu jest środowisko rodzinne, które omawiane jest w odniesieniu do różnych jego interpretacji i konceptualizacji perspektywie pedagogiki społecznej. Dominująca w literaturze przedmiotu nadmierna ekspozycja obiektywnego, statycznego – a w przypadku rodziny – instytucjonalnego wymiaru środowiska, sprawia, że jego potencjał teoretyczny w opisie i analizie ponowoczesnej egzystencji człowieka zdaje się być niewykorzystany. Celem artykułu jest zatem skierowanie uwagi na ten wymiar środowiska, który akcentuje dynamikę, konstrukcję, zmianę, proces. Poprzez zaakcentowanie procesualnego, subiektywnego wymiaru środowiska, chciałabym wykazać jego niedostrzeganą zdolność i funkcję wyjaśniania życia człowieka w rodzinie. Zadania tego dokonuję poprzez dopełnienie koncepcji rodziny jako środowiska imiesłowem uczące się. Tak sformułowane hasło nadaje środowisku rodzinnemu nowe znaczenie. Staje się ona samokreującym się i odtwarzającym, modyfikującym układem, w którym przebiegają procesy uczenia się. Tak rozumiane środowisko rodzinne pozwala pytać o zaniedbane dotąd aspekty przestrzeni rodzinnej.

EN

The article is devoted to the family environment, which is described through its various interpretations and conceptualizations represented in social pedagogy. The excessive exposure of the objective, static – and in the case of the family - the institutional dimension of the environment that dominates in literature suggests that its theoretical potential present in the elaboration and analysis of the post-modern man's existence is yet not exhausted. The purpose of this article is therefore to focus on the aspect of the environment that highlights the dynamics, structure, change and process. By emphasizing process-oriented, subjective dimension of the milieu, I would like to show its overlooked ability and the function of explaining a person's life within the family. I achieve my objective by augmenting the concept family milieu with the participle “learning environment”. This phrasing allocates new meaning to family milieu. It becomes a self -navigating and reproducing, modifying system in which the learning process takes place. The above construct of family milieu allows us to study aspects of family life that have been neglected to date.

7

Leisure Time of Children at the Preschool and Early-School Ages: Organization and Forms – Pedagogical Reflections

72%

Karbowniczek J., Ordon U.

Edukacja Elementarna w Teorii i Praktyce

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2015

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issue 1(35)

33-46

PL

Czas wolny należy do podstawowych pojęć pedagogicznych. Współczesny świat, w swoim dynamicznym wymiarze, wymaga refleksyjnego i odpowiedzialnego spojrzenia na kwestię organizacji czasu wolnego. W literaturze przedmiotu przyjmuje się najczęściej, że czas wolny to czas pozostający do dyspozycji jednostki, po wykonaniu przez nią zadań obowiązkowych. Służy on do wypoczynku, regeneracji sił fizycznych i psychicznych, rozrywki, działalności społecznej o charakterze dobrowolnym i bezinteresownym, rozwoju zainteresowań, pasji, uzdolnień; przeznaczony jest również na samowychowanie i samokształcenie jednostki. Tak sformułowana definicja przyjmuje charakter wielowymiarowy, ponieważ obejmuje wiele aspektów funkcjonowania człowieka, a także zwraca uwagę na indywidualny i społeczny wymiar czasu wolnego. Zagadnienie czasu wolnego stanowi ważny aspekt pracy nauczyciela przedszkola i klas I–III, gdyż dotyczy kształtowania racjonalnych nawyków związanych z jego spędzaniem i organizacją zarówno w środowisku przedszkolnym, jak i szkolnym. Wiek przedszkolny i wczesnoszkolny to okres cechujący się zmiennością zainteresowań i upodobań, małą konsekwencją działań i wyborów podjętych dla zaspokojenia pragnień i osiągnięcia celów. Wynika to z faktu, że na tym etapie rozwojowym jednostka potrzebuje dobrych wzorców, dzięki którym będzie mogła wybrać najbardziej korzystne dla siebie formy aktywnego spędzania czasu wolnego. Aby umożliwić podjęcie wartościowych i przemyślanych decyzji w jego zagospodarowaniu należy wskazać jej sposoby mądrego i rozsądnego spędzania czasu wolnego.

EN

Free time is one of the fundamental concepts of pedagogy. The modern world, in all its dynamism, requires that we take a reflective and responsible look at the question of the organisation of free time. In the literature pertaining to this field of study, it is usually assumed that free time is time at the disposal of the individual after any obligatory tasks have been performed. It is usually used in order to relax, recharge one’s physical and mental health, for entertainment and for pursuing voluntary or disinterested social activities, to develop interests, passions and talents, or for the self-education of the individual. Thus formulated, our definition of it is multidimensional, as it involves many aspects of human functioning and draws attention to both the individual and social dimensions of leisure time. Problems connected with free time constitute an important aspect of the work of the kindergarten or early-school teacher, because they concern the development of rational habits connected with how a child’s free time is to be organized and spent, in both preschool and early-school environments. The kindergarten and early-school ages represent a period characterized by volatility in respect of interests and tastes, with all too little in the way of a grasp of the consequence of actions, or of choices being made to meet specific desires and goals. This is due to the fact that children, at a certain stage of their development, need practice if they are to choose the most suitable forms of active leisure for themselves and for each other. In encouraging valuable and thoughtful decision-making in children with respect to their management of their own free time, the latter need to be shown wise and rational ways of spending it. It should also be kept in mind that leisure time greatly influences the development of attitudes and value systems amongst both children and young people.

8

Inteligencja emocjonalna a temperament studentów oraz postawy rodzicielskie ich matek i ojców

72%

Knopp K.

Roczniki Psychologiczne

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2007

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vol. 10

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issue 2

113-133

PL

Punktem wyjścia w prezentowanym artykule jest założenie, że inteligencja emocjonalna rozwija się w wyniku aktywności własnej jednostki. Aktywność ta jest wyznaczana m.in. poprzez cechy temperamentu oraz oddziaływania środowiska rodzinnego, którego ważnym aspektem są postawy rodzicielskie. W badaniach wzięło udział 201 studentów w wieku 20-26 lat. Wykorzystano w nich dwa testy autorstwa A. Matczak, J. Piekarskiej i E. Studniarek, kwestionariusz DOTS-R M. Windle'a i R. M. Lernera, w polskiej adaptacji M. Śliwińskiej, B. Zawadzkiego i J. Strelaua, oraz kwestionariusz PCR A. Roe i M. Siegelmana, w polskiej adaptacji W. S. Kowalskiego. Wyniki wykazały dodatnią zależność pomiędzy inteligencją emocjonalną a pozytywnym nastrojem, elastycznością oraz rytmicznością w zakresie snu. Ponadto w grupie kobiet istotne związki dodatnie zanotowano w odniesieniu do zbliżania się oraz rytmiczności w zakresie codziennych nawyków. U mężczyzn inteligencja emocjonalna ujemnie korelowała z ogólnym poziomem aktywności. Stwierdzono też korelacje między inteligencją emocjonalną osób badanych a niektórymi postawami rodzicielskimi ich matek i ojców (głównie postawą kochającą i odrzucającą). W grupie kobiet zaobserwowano ponadto ujemny związek inteligencji emocjonalnej z dużym nasileniem postawy liberalnej matek, zaś w przypadku mężczyzn - postawy ochraniającej ojców.

EN

The starting point for this study was an assumption that emotional intelligence develops as a result of the individual's own activity. This activity, however, is determined to a considerable degree by temperament as well as by influence of family environment - mainly by parental attitudes. Windle's and Lerner's DOTS-R inventory in the Polish adaptation (by Strelau, Zawadzki and Śliwińska), Roe and Siegelman's PCR inventory in the Polish adaptation (by Kowalski) and two tests by Matczak, Piekarska and Studniarek were utilized in this study. The results showed that a positive correlation existed between emotional intelligence and positive mood, flexibility and rhythmic of sleep. Furthermore, in the group of women, significant positive correlations were observed of emotional intelligence and approaching and rhythmic of everyday habits. In the group of men, emotional intelligence correlated negatively with general level of activity. Emotional intelligence was also found to correlate with certain parental attitudes (mainly with love and reject). In this respect, different correlation patterns were observed for men and women. In women, a negative correlation was observed between emotional intelligence and intensity of the liberal attitude of mothers, whereas in men emotional intelligence correlated negatively with the protecting attitude of fathers.

9

Rodzinne i intelektualne środowisko ostatniego kuratora Warszawskiego Okręgu Naukowego Iwana Anatoljewicza Kurakina (1874–1950)

72%

Kula E.

Wychowanie w Rodzinie

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2018

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vol. XIX

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issue (3/2018)

31-45

EN

The aim: The article was created to portray the figure of Prince Ivan Anatolijevich Kurakin. The article attempts to show his closest family, school and university environments, which had an impact on shaping the professional and social interests of the future (in 1915–1917) curator of the Warsaw Scientific District. Methods: In abidance with the principles of biographical and historical research, document analysis was used. The resulting paper is largely based on memories of the St. Petersburg Junior High School teachers and pupils as well as on a selection of published materials on the history of said educational facility. Results: The undertaken research made it possible to capture the family environment of Ivan Kurakin, including, the state of their affluence as well as illustrating his father’s connections with high-ranking members of the St. Petersburg elite. Moreover, some key junior high school teachers were profiled and discussed. Conclusions: The s tudy of the source materials allowed demonstrating the great importance of the family, especially the father, for the career of Ivan Kurakin. The wealthy family home and the father’s connections with high-ranking members of the St. Petersburg elite were both certainly pivotal in facilitating the educational and professional paths of Ivan A. Kurakin and his siblings. Also, undoubtedly, academic and high school teachers were considered influential social groups; thus, they could easily foster the career of the Russian nobleman. Finally, the personal profile of the civil servant and social activist, as well as of his closest associates, prove the great diligence with which the Russian educational authorities would choose candidates for the post of the curator of the Warsaw Scientific District. It was also shown that the Russians, taking high-level positions in the Russian administration in the Kingdom of Poland, would not generally abuse the extraordinary economic privileges they were entitled to.

PL

Cel: Artykuł powstał w celu przedstawienia sylwetki księcia Iwana Anatoljewicza Kurakina. W artykule podjęto próbę ukazania jego najbliższego środowiska rodzinnego, szkolnego i uniwersyteckiego, które miało wpływ na kształtowanie zainteresowań zawodowych i społecznych przyszłego (w latach 1915–1917) kuratora Warszawskiego Okręgu Naukowego. Metody: Zgodnie z zasadami prac badawczych o charakterze biograficzno-historycznym zastosowano analizę dokumentów. Do przygotowania artykułu wykorzystano przede wszystkim wspomnienia nauczycieli i wychowanków gimnazjum petersburskiego, a także opublikowane materiały dotyczące historii Uniwersytetu w Petersburgu. Wyniki: W rezultacie badań było możliwe ukazanie środowiska rodzinnego Iwana Kurakina, jego stanu zamożności oraz koneksji ojca z wysoko postawiony mi członkami petersburskiej elity. Poza tym przybliżono sylwetki znaczniejszych jego nauczycieli gimnazjalnych oraz profesorów uniwersyteckich. Wnioski: Analiza źródeł umożliwiła wykazanie dużego znaczenia rodziny, w szczególności ojca, dla kariery Iwana Kurakina. Zarówno wysoki status społeczny oraz materialny tej rodziny, jak i powiązania ojca z wysokimi rangą członkami elity petersburskiej były czynnikami ułatwiającymi drogę edukacyjną i zawodową Iwana oraz jego rodzeństwa. Nie bez wpływu na awans zawodowy rosyjskiego szlachcica pozostawało środowisko nauczycieli gimnazjalnych oraz akademickich. Zaprezentowana sylwetka urzędnika państwowego i działacza społecznego, jak też wizerunek jego otoczenia świadczą o dużej staranności, z jaką rosyjskie władze oświatowe wybierały kandydatów na stanowisko kuratora Warszawskiego Okręgu Naukowego. Wykazano przy tym, że Rosjanie podejmujący pracę na wysokich szczeblach rosyjskiej administracji w Królestwie Polskim nie zawsze kierowali się nadzwyczajnymi przywilejami ekonomicznymi, jakie im przysługiwały.

10

Wspieranie zdolności twórczych dzieci w edukacji domowej – wskazania do przyszłych badań

72%

Majewska-Owczarek A., Justyńska M.

Nauki o Wychowaniu. Studia Interdyscyplinarne

|

2023

|

vol. 16

|

issue 1

206-219

EN

Identification and stimulation of children’s creative abilities and supporting their development is the objective of all parents. The condition necessary to fully accomplish this task is creating an atmosphere of mutual trust, safety, acceptance and, most of all, love. Parents, who know their children, their strengths and weaknesses, are able to stimulate their comprehensive development, which results in motivating them to undertake creative activities and teaches them persistence. Homeschooling is a special area which offers parents this possibility. Polish literature on the subject of homeschooling is not extensive. The deliberations are focused mainly on the legal framework of this form of education, its essence, practice, opportunities and threats to the cognitive and social development. This article offers a chance to expand knowledge on the practices undertaken in homeschooling. It fills a gap in our knowledge about the role of creativity in this model of education by indicating the consistency of theoretical assumptions on how to support the development of children’s creative abilities and the characteristics of the development environment in homeschooling.

PL

Zadaniem wszystkich rodziców jest rozpoznanie i stymulowanie uzdolnień twórczych swoich dzieci oraz wspieranie ich rozwoju. Aby zrealizować w pełni to zadanie, potrzebna jest atmosfera wzajemnego zaufania, bezpieczeństwa, akceptacji, a przede wszystkim – miłości. Rodzice, którzy znają swoje dzieci, ich mocne i słabe strony, potrafią stymulować ich wszechstronny rozwój, motywując tym samym do podejmowania aktywności twórczej i wytrwałości. Szczególny obszar, dający rodzicom tę możliwość, stanowi edukacja domowa. Polska literatura przedmiotu dotycząca edukacji domowej nie jest obszerna. Rozważania oscylują głównie wokół umocowania prawnego tej formy edukacji, jej istoty, praktyki, szans oraz zagrożeń w zakresie rozwoju poznawczego i społecznego. Niniejszy artykuł pozwala na poszerzenie wiedzy w obszarze praktyk podejmowanych w edukacji domowej. Uzupełnia lukę w wiedzy dotyczącej miejsca twórczości w tym rodzaju kształcenia, wskazując na spójność założeń teoretycznych dotyczących wspierania rozwoju zdolności twórczych dzieci z charakterystyką środowiska rozwoju w edukacji domowej.

11

Środowisko rodzinne hazardzistów odbywających karę pozbawienia wolności – wyniki badań jakościowych

72%

Lelonek-Kuleta B.

Roczniki Teologiczne

|

2019

|

vol. 66

|

issue 10: Nauki o rodzinie

145-159

PL

Badania prowadzone na świecie potwierdzają istnienie korelacji między uprawianiem hazardu a popełnianiem przestępstw, w związku z czym w populacji osób osadzonych można spodziewać się osób uprawiających hazard oraz uzależnionych od niego. Prawidłowość ta potwierdza się także w Polsce, w której w świetle badań aż 29% więźniów może być uzależnionych od hazardu. Pomimo eksploracji problemu powiązania przestępczości z graniem niewiele jest badań pogłębiających wiedzę na temat samych hazardzistów popełniających przestępstwa. Artykuł prezentuje wyniki badań jakościowych przeprowadzanych wśród osadzonych hazardzistów. Celem artykułu było scharakteryzowanie funkcjonowania rodzin graczy oraz próba wyjaśnienia roli rodziny w rozwoju zaangażowania w gry hazardowe.

EN

Research conducted around the world confirms the existence of a correlation between gambling and committing crimes, and therefore, we can expect to find gamblers and gambling addicts in the prison population. This regularity is also confirmed in Poland, where, according to research, as many as 29% of prisoners may be addicted to gambling. Despite our exploring the problem linking crime with gambling, there is not much in-depth research done about gamblers themselves committing crimes. The article presents the results of qualitative research conducted among imprisoned gamblers. The aim of the article is to characterize the functioning of families with gamblers and attempt to explain the role of the family in the development and involvement in gambling.

12

The Importance of Families of Minors in the Rehabilitation Work of Educators – an Interactive Perspective

72%

Dobińska G. Z., Miśkiewicz K. A.

Lubelski Rocznik Pedagogiczny

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2023

|

vol. 42

|

issue 1

177-194

PL

Wprowadzenie: Tekst dotyczy pracy pedagogów resocjalizacyjnych (wychowawców młodzieżowych ośrodkowych wychowawczych oraz kuratorów rodzinnych) z rodzinami nieletnich. Cel badań: Celem artykułu jest próba opisu typów pedagogów resocjalizacyjnych oraz znaczenia jakie pedagodzy nadają ich relacjom z rodzinami nieletnich w ramach wzmacniania działań o charakterze resocjalizacyjnym. Metoda badań: Zgromadzony materiał empiryczny pochodzi z wywiadów oraz obserwacji codzienności zawodowej wychowawców młodzieżowych ośrodków wychowawczych oraz kuratorów rodzinnych. Procedury metodologii ugruntowanej wyznaczały sposób analizy zgromadzonych danych, stwarzając warunki do wygenerowania wzorów kształtujących sens działania pedagogów. Ramy teoretyczne wyznaczają założenia interakcjonizmu symbolicznego, umożliwiającego analizę oraz interpretację podejmowanych działań, a także interakcji zachodzących między pedagogami (inicjatorami “pierwszego kontaktu”) oraz członkami rodzin nieletnich. Wyniki: W rezultacie przedstawimy typologię pedagogów resocjalizacyjnych oraz strategie, którymi posługiwali się pedagodzy w kontaktach z rodzinami nieletnich w środowisku otwartym oraz zamkniętym. Wyszczególniłyśmy krańcowe strategie pracy pedagoga z rodziną nieletniego tj. aktywną i pasywną, w ich obrębie wyodrębniłyśmy taktyki, po które sięgali badani. Wnioski: Udało nam się ustalić, że mimo różnorodności środowisk, w jakich pracują wychowawcy młodzieżowych ośrodków wychowawczych i kuratorzy rodzinni, sięgali po podobne działania zorientowane na nawiązanie oraz zarządzanie relacją z rodzinami nieletnich. Ponadto dokonałyśmy porównania naszych analiz z zaproponowaną w literaturze charakterystyką modeli pracy z rodziną. Finalnie dostrzegłyśmy, że badani realizowali wszystkie modele pracy, ale dominowały te oparte na profesjonalnym kierownictwie oraz sojuszu prorodzinnym.

EN

Introduction: The paper focuses on the work of pedagogues (educators of youth educational centers and family probation officers), who work with families of minors. Research Aim: The aim of the article is to describe the types of social rehabilitation educators and the significance that pedagogues attribute to their relations with the families of minors as part of strengthening social rehabilitation activities. Method: The collected empirical material comes from interviews and observations of the everyday professional lives of educators from educational centers and family probation officers. The procedures of grounded methodology determined the method of analyzing the collected data, creating conditions for the generation of patterns which shaped the activities performed by the educators. The theoretical framework is determined by the assumptions of symbolic interactionism. Results: We will present a typology of educators and strategies used by them in contacts with families of minors in an open and closed environment. We have highlighted the extreme strategies applied by educators in their work with families of juveniles, i.e. active and passive strategies, and within this framework we selected the tactics used by the respondents. Conclusions: We managed to find out that despite the variety of environments in which educators of youth educational centers and family probation officers work, they reached for similar activities aimed at establishing and managing a relationship with the families of minors. Furthermore, we compared our analyses with the proposed characteristics of models of working with families. Finally, we took note of the fact that while the respondents implemented all work models, the professional-directed and family-allied models dominated.

13

Rola rodziców w rozbudzaniu postaw czytelniczych dziecka w kontekście czasu wolnego

58%

Kromka M., Ptaśnik-Cholewa K.

Edukacja Elementarna w Teorii i Praktyce

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2015

|

issue 1(35)

73-94

PL

Celem opracowania jest próba umiejscowienia problematyki i znaczenia wczesnych doświadczeń czytelniczych w przestrzeni czasu wolnego dzieci w wieku przedszkolnym. Czas wolny małego dziecka jest kategorią specyficzną, niemieszczącą się w standardowych i ogólnych definicjach zjawiska. Dominującą i najbardziej naturalną formą czasu wolnego dziecka w wieku przedszkolnym jest zabawa, która poza radością i przyjemnością powinna mieć również walory edukacyjne, przyczyniając się do rozwijania motywacji, poczucia własnej wartości, pewności siebie oraz zdobywania nowych doświadczeń, w celu jak najlepszego przygotowania dziecka do czekających go wyzwań i obowiązków związanych z rozpoczęciem edukacji formalnej. W niniejszym opracowaniu szczególną uwagę zwrócono na wykorzystanie przestrzeni czasu wolnego do inicjowania wczesnych zachowań czytelniczych dziecka. Czytanie jest zarówno jedną z najważniejszych w perspektywie całego życia, jak i najtrudniejszych do opanowania umiejętności, będącą jednocześnie kluczowym czynnikiem sukcesu edukacyjnego oraz życiowego. Bazą dla rozwoju umiejętności czytania jest odpowiednia postawa i motywacja, niebędące zjawiskami samorzutnymi, ale wymagające rozbudzenia, podtrzymywania oraz wzmacniania od najwcześniejszych lat życia dziecka. Interakcje społeczne w środowisku rodzinnym, bogactwo i różnorodność doświadczeń związanych z czytaniem może przyczynić się do rozwoju silnej wewnętrznej motywacji oraz pozytywnej postawy czytelniczej typu „chcę” zamiast „muszę”. Z tego względu istotne wydaje się odpowiednie aranżowanie i organizowanie czasu wolnego (zabawy) dziecka, w którym główna rola przypada rodzicom.

EN

The aim of this paper is an attempt to place the issues and to stress the importance of early reading experiences in the space of leisure, according to children of preschool age. A small child’s leisure time is a specific category, category, inconsistent with a standard and general definitions of the phenomenon. The main and most natural preschool child’s leisure form is child’s play which, beyond the joy and pleasure, should also bring an educational value that contributes to the development of motivation, self-esteem, self-confidence and gain new experiences, in order to prepare child for challenges and responsibilities associated with the start of formal education. In this study, special attention was paid to the use of leisure space to initiate child’s early reading behaviors. Reading is, in terms of whole life, both one of the most important and difficult skill to master, which is also a key factor in the educational and life success. The basis for the development of reading skills is appropriate attitude and motivation, which is not a spontaneous phenomenon but it requires awakening, supporting and strengthening from the earliest years of a child’s life. Family social interactions, multiplicity and variety of reading experiences can contribute to the development of a strong internal motivation and positive attitude toward reading. For this reason, it seems important to arrange and organize child’s leisure activities (play) properly, in which the main role is played by parents.

14

Nieprzystosowanie społeczne i środowiska rodzinne młodzieży systematycznie nadużywającej alkoholu

51%

Mościskier A.

Archiwum Kryminologii

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1982

|

issue VIII-IX

339-362

EN

The present paper is a report on the studies conducted in the years 1975-77, dealing with a group of young regularly excessively drinking men aged 18-25. The population from which the sample was randomly drawn consisted of men aged 18-25 inhabiting 4 of the 7 districts of Warsaw and reported by the district constables of the police as persons regularly excessively drinking (that is, getting drunk more frequently than once a week). The district constables reported the total of 1,273 men meeting the above criteria, which makes about 3% of the number of all men of this age living in these districts. In reality, the percentage of men of this age regularly excessively drinking is probably much higher, as a considerable number of constables stated that they worked in their districts for too short a period to know all the persons living there who would qualify for the study. From the mentioned population, 331 persons were randomly drawn for the study. The materials employed consist of interviews with the mothers of the examined persons and of information from official sources court records, prison files, documents of juvenile courts and detoxication centres. The similar data were gathered as regards all brothers of the examined persons who were also aged 18-25. When beginning the study, it was acknowledged that considering the criteria for the selection of the population, first of all persons with negative family background would be selected and that this very environmental characteristic would be the main determinant of differentiating the main group from the control group, where the family background - as it was easy to foresee - would be of a more favourable character. It was thus decided to eliminate the influence of family background variable in the selection of the control group, so as to render possible the protrusion - of other characteristics which differentiate the persons regularly excessively drinking from those of the control group. Considering this, the control group was made of all brothers of the examined persons who were also aged 18-25 but were not reported by the district constables as regularly excessively drinking. There were 111 brothers meeting these criteria, and they make the control group in the present study. The first part of the study was to verify if the family background of the examined persons and those included in the control group was indeed as negative as presumed. In this case, the hypnothesis was fully confirmed. Among the 311 families of those examined as many as 166 (53,3%) were one-parent or broken families which dated back to the time when the persons under examination had been minors. The families were in general numerous, average being 3 children per family, while there were 88 (28.3%) families with 4 or more children. For the further characterization of the families the data regarding fathers were employed. It turned out that 158 (50.8%) fathers were regularly excessively drinking; in fact in the majority of cases they were alcoholics. At least 98 (31.5%) fathers were convicted by courts and 91 (29.3%) by the Penal Administrative Commissions. Taking all these three characteristics together, it was stated that as many as 194 (62,4%) fathers were regularly excessively drinking or had criminal records. These data point to the large intensity of pathological phenomena in the families of persons under examination and their brothers from the control group. And yet on the other hand, taking into account the social and professional status (education and profession) of the fathers, their situation in this respect was found better than supposed, though they belonged to the lower social classes. The second part of the study deals with the extent of social maladjustment of persons under examination and their brothers from the control group. Apart from the fact that - according to the principles of sample selection - all the persons should have been regular heavy drinkers, the gathered data were verified in respect of their confirmation of this fact. As regularly excessively drinking the persons were recognized who - according to their mother’s statements - got drunk more often than once a week or had been taken into the detoxication entre. There were 253 (76.4%) such persons in the main group and 44 (40%) in the control group. Also, a category of persons who drank most frequently was distinguished, those who were probably alcoholics. In this category there were included persons who - according to their mothers’ statements - got drunk at least twice a week or had been taken into the Detoxication Centre at least three times. There were 122 (37%) such persons in the main group, and 17 (16%) in the control group. As to the symptoms of social maladjustment, they were decidedly greater in the main group than in the control group, which dated back as far as their childhood. And so, for instance, severe school problems (uncompleted elementary education or repeating classes) were found in 60.7% of the examined persons and in 42.3% of their brothers from the control group. 57.1% of the examined persons and 30.6% of their brothers from control group committed thefts outside their home and respectively 23.9% and 10.8% were placed in reformatories in consequence of their stealing. The differences in the extent of social maladjustment among both groups increased with age, and grew particularly large in the age of adulthood. And so, as many as 57.1% of the examined persons stayed out of work or worked irregularly as compared with 21.6% of their brothers from the control group. Suicidal attempts and self-injuries were performed by 29.3% of persons under scrutiny and by 9% of their brothers from the control group. There are also obvious differences as to the extent of delinquency in both groups. 42% of the persons examined and only 17.1% of their brothers had action brought against them in Penal Administrative Commissions and 60.1% of the persons examined and 28.8% of their brothers were convicted by court. Taking into account those convicted by court only, the percentage of recidivists was 50.8% in the test group and 46.9% in the control group, whereas the character of delinquency was similar in both groups, the majority being violent offences. Considering the fact that the control group consisted of brothers of the examined persons who were also aged 18-25, the great difference in the occurrence of the symptoms of social maladjustment between the two groups should be emphasized. Considering the decidedly negative character of the family background of both the persons examined and their brothers from the control group, the extent of social maladjustment in both groups could have been expected to be similar. On the other hand, it could be assumed that from the very criterion of selection to the main group - that is, from the information that the person in question regularly drank excessively, while there was no such information as to the brothers from the control group - it appears that alcohol is the factor that causes the larger extent of social maladjustment among the persons examined as compared with their brothers from the control group. However, this argument seems doubtful in the light of the data as to the social maladjustment during childhood, when drinking did not as yet come into question. As early as in the childhood, the persons examined manifested symptoms of social maladjustment to a decidedly higher degree than their brothers from the control group. In thus seems more probable that the larger intensity both of drunkness, and of other symptoms of social maladjustment is based on the personality characteristics, which are revealed in the early childhood. It is, however, beyond the limits of the present study to supply documentary evidence for this argument or to point out - on the basis of the empirical data - some individualistic characteristics influencing the subsequent social maladjustment; it will be accomplished in another study. This problem was, however, worthy of attention, being important for the theory as well as for practice, all the more so as the trend now prevails to take into account first of all the environmental factors in preventive and corrective treatment. The material presented above seems to suggest that the extent of social maladjustment among different persons with equally negative family backgrounds is influenced at least to the same and perhaps even greater degree by individual psychological than by environmental factors.

15

Młodociani sprawcy przestępstw przeciwko mieniu

41%

Paszkowska H.

Archiwum Kryminologii

|

1982

|

issue VIII-IX

403-445

EN

The new Polish penal legislation of 1969 introduced special rules of criminal liability of young adult offenders' aged 17-20. In 1972 criminological research was undertaken in order to characterize this group of offenders, i.e., its most numerous category - those found guilty of offences against property. The research ended in 1975. In 1980 a follow-up of convictions of the persons, under observation was carried out. The object of the study of young adults found guilty of offences against property was to analyse the psycho-social factors connected with their social maladjustment and demoralization, particularly their family and school environment, personality, extent of drinking and offending. It was also the object of the study to compare two groups of young adult towards whom different measures had been adjudicated. As the most typical offences of young adults are those against property, a group of young adults convicted for this very type of offences was included in the study. There were 100 persons under examination who had been sentenced to immediate imprisonment. This group consisted of all prisoners of two Warsaw prisons in the years 1973-75 (group A). The group of young adults (group B) consisted of 100 persons conviced in 1973 for offences against property and sentenced to fine, limitation of freedom, imprisonment with suspension of execution, or educational-corrective measures. The two groups of convicted persons that were selected for the study, different as regards the adjudicated and executed measures, were compared in many respects in order to ascertain the distinctions between them as regards the degree of intensity of the process of social maladjustment which had been related to the application of various penal measures. Empirical research consisted in gathering detailed information on the persons under scrutiny concerning their previous convictions, their school career and the course of work. Also interviews were carried out with them and separately with their mothers, by means of a detailed questionnaire. Three psychological tests were also employed towards each person, that is Raven’s intelligence test, Eysenck’s questionnaire to measure extroversion and neurotism and Buss-Durkee inventory to measure aggression. 3.1. Offences against property constituted the criterion for selection to the study. The most numerous group were convictions for larceny qualified as “stealing in a particularly audacious manner or by a breaking and entering” (Art. 208 of the Penal Code), though the “audacious theft” was extremely rare as compared with the second choice. 64% of the persons of group A had been convicted for offences described in this article, the percentage as regards group B being 35%. Many persons also committed thefts of social property, while the receiving of stolen goods was the least frequent. Generally, the persons of group A had been active for a longer time than those of group B, and their offences were more frequently qualified as continuous. It should also be emphasized that the mean value of the objects stolen by the persons of group B was considerably lower than it was the case with the young adults of group A. It also happened (16% of cases) that the act of the young adults of group B ended as a mere attempt at committing an offence. To sum up, the offences against property committed by the persons, sentenced to immediate imprisonment were more serious than those committed by the young adults towards whom other measures had been adjudicated. 3.2. 69% of the persons of group A had cases in juvenile courts, while as many as 84% admitted having committed offences, mostly thefts, at that age. On the other hand, 44% of the persons of group B had committed offences for which they were brought to court as juveniles. The difference between both groups is significant (p < 0.00l). The origins of delinquency dating back from before the age of 13 were found in as many as 23 persons of group A and 10 persons of group B. The earlier they started to commit offences and had their first case in juvenile court, the more numerous were their subsequent convictions in that period. The mean number of convictions in juvenile court was 2,2 in group A and 1,6 in group B. The structure of delinquency of the persons under examination is hardly differentiated: they committed first of all offences against property (85.7%), mostly larceny. The juvenile court, had employed such measures as admonition and charge of parents in the case of persons of group B considerably more frequently than towards those of group A (25% and 8.7% respectively). On the other hand, the persons of group A had been much more frequently sent to children’s homes and to corrective schools (44.9%) than those of group B (25%). 3.3. In the period discussed below all the persons were young adults, with the mean age similar in both groups: 19 in group A and 18.9 in group B. The mean number of convictions of the persons of groups A from the age of 17 was 1.7, and in group B 1.2. Each member of group A was responsible for 3.3. offences, while in group B the mean number of offences was 2.2. It should not be forgotten that many persons, particularly those of group A, were repeatedly imprisoned in the discussed period. A considerable majority of the persons of both groups who had committed more than one offence, were convicted for offences against property only. The data quoted above illustrate the whole of delinquency of the persons under examination and recidivism among them. Taking into account both the period of minority and the later period from 17 years of age on, there were as many as 4 per every five persons of group A who had already been convicted before, and in group B nearly every second person had had a conviction previously (the difference is significant, p < 0.01). These data confirm the conclusion as to the more advanced process of demoralization of the young adults of group A as compared with group B. 49% of the persons guilty of offences against property of group A came from unbroken homes; the respective percentage in group B was 71% (difference significant, p < 0.001). Broken homes resulted mostly from the death of one parent (23% of cases in group A and 15% in group B), or from divorce (28% of cases in group A, 14% in group B). A majority of the persons came from workmen’s families (90.5% in group A, 70.7% in group B). The level of professional qualifications and education of parents of the persons examined is significantly lower (p < 0.01) in group A as compared with group B. Approximately 60% of families of the persons of group A and 67% of group B had been living in poor financial conditions, which was connected, among others, with excessive drinking of the fathers. 56.3% of fathers of the persons of group A had regularly been drinking excessively, that is drinking vodka at least twice a week. This percentage was only 26.3% in group B, it was lowered, however, as the examination of young adults of young adults of group B was carried on at home, often with the fathers themselves present. 37% of fathers in group A and 19% of those in group B had been taken to a detoxication centre, including 21% and 14% respectively taken at least three times. As in other criminological studies, in the present one young adults have not been found to live in criminal family environment. It was extremely rare that the fathers of the persons examined had criminal records. To sum up, certain negative phenomena were more frequent in the families of young adults of group A (for instance, broken home, excessive drinking of fathers). However, the cumulation of a number of negative factors could have influenced in a particulary unfarourable way the process of socialization of the persons under examination. 5.1. There were 37% of the persons of group A and 23% of those (p< 0.001) of group B with elementary education, and 18% and 5% respectively with incomplete elementary education. The difference is significant (p < 0.001). School retardation which appears more often among delinquents than among non-delinquents is connected with a lower level of education of young adults. Among the young adults of group A as few as 17% revealed no retardation, the percentage as regards group B being 46.5%. The difference is significant (p < 0.001). The retardation of the persons of group B usually amounts to one year only, while it is often 3 years or more among the persons of group A. School problems are also connected with truancy (group A - 78%, group B – 66% of the examined persons), which begins in the very first grades of elementary school. Early and regular truancy of the persons of group A was one of the symptoms of their maladjustment. Truancy is conducive to running away from home. The persons under scrutiny, particularly those of group A, had been running away from home considerably often and for longer periods. 2. Among those who were employed, every second person in group A and every fifth person in group B worked casually only. They usually took jobs requiring low professional qualifications, as only few of them had any professional training (group A-38%, group B-62%). 6.1. Raven’s test was employed to estimate the level of intelligence of the persons examined. 53.6% of young adults of group A and 31.7% of group B scored low and very low (up to 25 centile). 10.3% of group A and 29.3% of group B scored high and very high (centile 75 and more). The mean score was 35.4 in group A standard deviation: 9.87, and 41.1 in group B (standard deviation 10.09). The difference between both groups is significant (p < 0.01). Low scares on the Raven’s scale were often found among those persons whose level of education had been low, which was accompanied by a considerable school retardation. 2. To measure the level of extroversion and neurotism, Eysenck’s MPI scale was employed. The level of extroversion and neurotism among the young adult perpetrators of offences against property was not found to be higher than that of the average youth. 6.3. The level of aggressiveness was examined by means of the Buss-Durkee questionnaire. None of its scales differentiated significantly the persons of both groups. The mean total score was 61.7 (standard deviation 21.4) in group A and 61.06 (standard deviation 23.6) in group B. The data given below concern the persons of group A only, as the information obtained from those of group B as to the volume and frequency of drinking among them do not seem reliable. The analysis of statements of the subjects reveals that the percentage of teetotallers diminishes with age. The persons examined have been drinking large amounts of alcohol from their earliest years. 36% of them stated that they had drunk such quantities of various spirits at the age of 15, which converted to 40 proof vodka would amount to 2.5 litres a month. From the age of 17 on, 60% of the persons drank over 2.5 litres of 40 proof alcohol a month. They drank vodka as well as wine and beer, which leads relatively quickly to the “treshold of intoxication”. Mean yearly consumption of alcohol per 1 examined person was 34.2 litres at the age of 15, and increased sed from year to year to reach 113.7 litres yearly at the age of 19, which means that approximately 9.5 litres of 40 proof vodka were consumed monthly; this quantity goes far beyond the mean level of drinking by men at this age. 3/4 of the subjects can be recognized as excessive drinkers. A significant correlation was found between the excessive drinking among the persons under scrutiny and their early delinquency and recidivism. The highest percentage (40%) of the persons who did not drink excessively was found among those convicter once only, while the lowest (14.8%) was found among those who had 5 or more convictions. The analysis of the young adults’ information as to their , peer groups revealed that also their closest friends had been drinking excessively and often intoxicated. In February 1980, further convictions of the persons examined, then aged 25 on the average, were checked up again. As revealed by the analysis, the persons of group A (60%) still continued to commit offences and indeed many of them become multiple recidivists. The difference between the persons of groups A and B is significant (p < 0.001). 40% of the persons of group A and 67% of those of group B have not been convicted within the period of the follow-up. The majority of the persons under observation continued to commit offences against property. The courts have mainly adjudged the penalty of immediate imprisonment (group A - 92.3%, group B - 78.2%). Among those sentenced to immediate imprisonment there were in group A 57.1% sentenced to 2 years or less of imprisonment, and in group B - 93%. There was significant correlation (p < 0.01)between the convictions in juvenile courts and further convictions in the period of the follow-up. As the data reveal, group B towards which the sanctions other than immediate imprisonment were adjudicated, differed from the imprisoned group A as to the smaller extent and intensity of their offending - also during the follow-up - and their lower degree of progress in the process of social maladjustment. However, there were quite many persons in group B as well (though less than in group A), who had been convicted as juveniles; they had yet no convictions during the follow-up in a much highter percentage of cases than the subjects of group. A who had been convicted by the juvenile court previously. On the basis of the above information, criminal policy can be discussed as regards young adults found guilty of offences against property. One should not postulate a total abandonment of the penalty of immediate imprisonment, and yet, as shown by the above data, its adjudgement should be considerably limited. The limitation in question should concern first of all young adults convicted for the first time and socially demoralized to a small degree. Within the years 1970 -76 imprisonment was the measure most frequently adjudicated towards young adults. In the years 1970 - 1974 the percentage of young adults sentenced to immediate imprisonment increased regularly. It is only since 1975 that a favourable phenomenon of regular decrease of the percentage of adjudicated penalties of immediate imprisonment can be noticed, with simultaneous increase of the percentage of measures which are not connected with deprivation of liberty. As it seems, the application of immediate imprisonment towards young adults should undergo further limitations. When postulating the re-orientation of the criminal policy of the courts towards a maximum realization of the instructions of Art. 51of the Penal Code, one should also demand changes in the stage of execution of penalty. As indicated , by many studies of readaptive effectiveness of corrective schools and prisons, their influence is minimal and sometimes their resocializing activities are destructive for the convicted persons. Imprisonment causes a state of deprivation of essential physical and mental needs, destroys the ties of those convicted with their family, gives rise to socially negative patterns of prisoners’ subculture. In the present study also the offenders of group A were described, the considerable part of whom had been changing various types of institutions and prisons, first as juveniles, then as young adults, and the effects of these imprisonments were negative as measured by further convictions within the period of the follow-up. The information presented in this study concerning the family background of the persons of group A (particularly the alcoholism or excessive drinking of the fathers, which is frequent in these families), and information concerning the early and large social maladjustment of these persons, indicate a need to consider the problem of young adult perpetrators of offences against property not only in relation to the measures that should be adjudged and their execution. It is also of almost importance to consider the prevention of social maladjustment of this category of youth.

16

Środowiskowe uwarunkowania rozwoju dziecka w pedagogice orientacji socjologicznej Drugiej Rzeczypospolitej

37%

Kabzińska Ł.

Warmińsko-Mazurski Kwartalnik Naukowy, Nauki Społeczne

|

2015

|

issue 3

31-55

PL

W pedagogice orientacji socjologicznej okresu międzywojennego podjęto badania nad społecznymi nierównościami warunkującymi rozwój dziecka. Socjologowie, socjologowie wychowania, pedagodzy społeczni oraz inni teoretycy i praktycy, których żywo interesował los dziecka znajdującego się w trudnej sytuacji życiowej, ukazywali czynniki społeczne wpływające na proces wychowawczy w środowiskach rodziny wiejskiej, miejskiej, w szkole. Zwracano uwagę na zależność kariery życiowej i szkolnej dziecka od sytuacji egzystencjalno – materialnej, kulturowej czy panującej atmosfery wychowawczej w rodzinie. W kontekście warunków środowiskowych śledzono takie zjawiska jak: frekwencja szkolna, drugoroczność, odpad szkolny, problem dojrzałości szkolnej. W badaniach o charakterze diagnostycznym i praktycznym stosowano różne metody i techniki, m.in. obserwację swobodną, planową, ankietę, wywiad, wykorzystując szczegółowo opracowane kwestionariusze, arkusze z danymi statystycznymi, tablice statystyczne itp. Diagnoza społeczna służyła do projektowania i organizowania działań profilaktycznych, pomocowych i kompensacyjnych (H. Radlińska). Eksponowano katastrofalną dla spraw oświatowych politykę władz, której skutkiem było obniżanie się powszechności nauczania i wzrost liczby dzieci pozostających poza szkołą oraz wypowiadano się przeciwko wczesnej selekcji dzieci i młodzieży w zakresie edukacji (M. Falski).

EN

In the sociologically oriented educationaltheory of the inter-war period studies were carried out in order to investigate the effects of social inequalities on the infantile development. Sociologists, education sociologists, social pedagogues and other professionals of theory and practice, who were concerned in and about the fate of children and adolescents living in difficult existential conditions indicated the socio-economic factors which affected the educational process within the structures of both urban and rural family-environments and in the course of institutional education. It was pointed out that there exists a strong interdependence between the respective educational and life careers of a child and its socio-economic background and cultural situation, in brier the educational background and climate prevailing in the family. With regard to the environmental conditions the following factors were of special interest: school attendance, repeating a grade, school dropouts, problems with school readiness. The diagnostic and practical studies implemented various methods and techniques, among others: open ended observarion, planned observation, survey and interview, using questionnaires, especially designed for the respective purposes, data sheets, statistical tables and more. The social diagnosis was the basis for the planning and implementation of preventive, supporting and compensatory measures (H. Radlińska). The studies exposed a disastrous education policy pursued by the authorities, which had caused an overall decrease of the educational level and an increase in the number of children who completely fell through the grid of the public eduactional system. The results of the studies lead to the conclusion, that early selection during the education process has negative effects on children and adolescents (M. Falski).

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Środowiskowe uwarunkowania rozwoju dziecka w pedagogice orientacji socjologicznej Drugiej Rzeczypospolitej