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Radzenie sobie ze stresem rodziców dzieci z autyzmem

100%
Dudek M.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2017
|
issue 19
127-145
PL
The appearance of a child with a disability is always a source of tremendous stress in the family. This problem is particularly evident in the case of an autistic child because of its unpredictable and untypical development. Every person during their life develops certain mechanisms to deal with difficult situations. According to Lazarus and Folkman (1987), dealing with stress mainly relies on specific intellectual activities and appropriate actions to control the requirements assessed by the person as burdensome or beyond his/her current possibilities. There are many ways of dealing with stress. The most common strategies include those focused on solving the problem (SSZ), emotional overreaction (SSE) and avoidance of stress (SSU) by engaging in substitute activities (ACZ) or seeking social interaction (CSA). It is assumed that an effective way to deal with stress consists in relating the needs and capabilities of an individual. The aim of this article was to investigate the ways of dealing with stress among 130 parents of autistic children.
2
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Wokół etyki niesienia pomocy psychologiczno-pedagogicznej

100%
Dudek M.
Annales. Etyka w Życiu Gospodarczym
|
2008
|
vol. 11
|
issue 2
45-52
EN
The most basic aim of the psychological and pedagogical advisory centre is providing the child and its family with support at every stage of the problems arising. The target of such centres is also undertaking preventive, diagnostic, therapeutic, counselling and advisory actions. The profession of a diagnostic – therapeutic counsellor triggers ethical dilemma. Two parties meet and interact with each other in the relations occurring in such advisory centres – the counsellor and the person who needs advice and help. To enable such a contact and make it effectively therapeutic instead of destructive, specialists employed in these centres have to be not only competent and highly qualified but also should possess a sufficient amount of knowledge about themselves, their system of values, opinions etc.
3
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Program działań profilaktyczno‐rewalidacyjnych dla dzieci z upośledzeniem umysłowym w stopniu lekkim

63%
Łukawska M., Dudek M.
Edukacja • Terapia • Opieka
|
2019
|
vol. 1
184-200
EN
This publication presents excerpts from preventive and revalidation programme aimed at children with mild mental retardation. Basing on the subject literature, such notions as prevention, revalidation and retardation were explained. The main part of the article presents scenarios of preventive and revalidation actions embedded in five development areas, which are: mental, physical, psychic, emotional and social. Aims, tasks, methods and forms were presented. The way of organizing and evaluating actions described above was shown. The need of individual approach to students with mental retardation was suggested, as well as the need of making teachers and educators aware of special educational needs of such children. The final part of this publication presents conclusions significant for pedagogical practice.
PL
W niniejszej publikacji zaprezentowano fragmenty programu profilaktyczno-rewalidacyjnego skierowanego do dzieci z upośledzeniem umysłowym w stopniu lekkim. Opierając się na literaturze przedmiotu wyjaśniono pojęcia: profilaktyka, rewalidacja i upośledzenie. W zasadniczej części artykułu przytoczono scenariusze działań, które osadzono w pięciu sferach rozwojowych, a mianowicie w płaszczyźnie: umysłowej, fizycznej, psychicznej, emocjonalnej i społecznej. Przybliżono też cele, zadania, metody, formy i ukazano sposób organizacji oraz ewaluacji opisywanych działań. Wskazano na potrzebę indywidualnego podejścia do ucznia z upośledzeniem umysłowym oraz uświadomienia nauczycielom i wychowawcom specyficznych potrzeb edukacyjnych dzieci z upośledzeniem. W końcowej części publikacji wysunięto wnioski istotne dla praktyki pedagogicznej.
4
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Depresja wśród młodzieży licealnej (Depression among high-school students)

50%
Dudek M.
Rocznik Komisji Nauk Pedagogicznych
|
2014
|
issue LXVII
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