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Education in Possession – how to Achieve Happiness in the Materialistically Oriented World

100%
Górnik-Durose M. E.
The New Educational Review
|
2006
|
vol. 10
91-113
EN
In the article reasons for “education in possession” are introduced. The author defines the concept of “education in possession” in terms of educational objectives and means of their realization which are to help people in conscious and responsible choices related to fulfilling their vital needs using effectively available material resources. In the approach applied instead of looking at the problem from the point of view of idealistically set goals and directions of education, a question has been asked if acquiring and possessing material goods can provide clear advantages for individuals in relation to the quality of their lives. Such advantages are considered to serve as standards for the appropriateness of people’s choices and at the same time as benchmarks for educational objectives. The author, drawing conclusions from the results of numerous studies on the relationship between psychological well-being and material wealth, shows that wealth fulfils its function in relation to the fulfillment of human needs in the area of necessary comfort and in relation to the effectiveness of individuals’ everyday activities. Beyond that material strivings seem to be psychologically disadvantageous and lose their importance. After reaching a certain level being wealthier does not mean being happier, because the obtained surplus of possessions, being unnecessary, requires dealing with additional costs of the psychological nature. These psychological costs of material wealth have their roots in external and internal factors. The former are connected with objective discrepancies in wealth within societies and cultural rules and values, the latter with a type of motivation for acquiring material possession, nature of material goals, an individual level of materialism, a conflict between values, and a way of managing material resources. The avoidance of the costs described is treated in the article as a major educational objective in the field of “education in possession”.
2
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Wykluczenie społeczne osób chorych i niepełnosprawnych – aspekty etyczne. Psychologiczne koszty stygmatyzacji

88%
Chudzicka-Czupała A., Gałuszka A.
Społeczeństwo i Edukacja. Międzynarodowe Studia Humanistyczne
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2016
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issue 1(20)
47-58
EN
The main aim of this article is to review the theoretical concepts and selected studies relating to the stigmatization and exclusion of ill and disabled people, their sources, mechanisms and effects, with particular attention to the ethical dimension of this phenomenon. Psychological costs, understood as negative emotions, or some kind of psychological discomfort, are the result of differences between the states of the ideal and the real.Ill and disabled people are often subject to negative stereotypes that are unfounded, baseless, unjustified, unfair and harmful. It is very important to prevent stigmatization and social exclusion of these people, but to do this it is needed to diagnose the problem of stigmatization itself.
3
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Koszty psychologiczne pracy oraz Model Rozpędu jako strategia niwelowania kosztów. Opis koncepcji badawczej

88%
Łużniak-Piecha M.
Zeszyty Naukowe PUNO
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2013
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issue 1
85-102
EN
The paper examines the authors’ concept of the MOMENTUM Model as a Human Capital development tool. The focus is on the psychological costs of work and on creating a proactive approach towards career development strategy as well as on providing effective operational equipment for human capital development and psychological costs reduction in organisations. The MOMENTUM Model describes four types of experts’ work-related approach depending on their level of openness to change and task-innovativeness. The analysis ends with further research recommendations drawing on social psychology concepts enriched by management theories and applications.
4

Jakość funkcjonowania „związków na odległość” w odbiorze kobiet i mężczyzn

63%
Tuszyńska-Bogucka W.
Społeczeństwo i Rodzina
|
2015
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issue 1(42)
22-36
PL
W celu uzyskania odpowiedzi na pytanie, czy jakość funkcjonowania odróżnia „związki na odległość” od związków tradycyjnych (tzw. stacjonarnych), wykorzystano kwestionariusze: Komunikacji Małżeńskiej, Stylów Przywiązaniowych i Dobranego Małżeństwa – do przebadania 96 osób w „związkach na odległość” i 81 – w związkach stacjonarnych. Wyniki wskazują na obniżenie poczucia wsparcia i zaangażowania, podobieństwa i intymności oraz podwyższenie poczucia rozczarowania, a także dynamiki zjawisk relacyjnych, typowych dla unikowego i lękowo-ambiwalentnego stylu przywiązania w związkach na odległość, tak w ocenia kobiet, jak i mężczyzn. Porównania dowodzą, że mężczyźni i kobiety ponoszą nieco inne koszty psychologiczne przebywania w związkach na odległość: mężczyźni płacą za nie pomniejszeniem poczucia samorealizacji w związku, kobiety – podwyższonym niepokojem w relacjach. Kobiety mają lepszą od mężczyzn wizję komunikacji własnej, a mężczyźni ujawniają problemy w tym zakresie.
EN
In response to the question about differences regarding the quality of long distance and traditional (geographically close) relationships, studies were undertaken using the questionnaires of: Marital Communication, Attachment Styles, and Marriage Matching in groups of 96 adults representing long distance relationships and 81 representing traditional couples. The results indicate a decreased level of marital quality, measured by reduction of support and engagement, similarity and intimacy sense and an increased level of disappointment in long distance relationships partners as well as problems connected with avoidance and anxiety – ambivalent style of attachment. In terms of psychological costs of long distance relationship, women express more problems connected with anxiety in interpersonal relations and men – with sense of self-realization.
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