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Ways and Strategies for Coping with Stress and Rosacea

100%
Sowińska-Gługiewicz I., Kaliszewska K.
Polish Journal of Applied Psychology
|
2013
|
vol. 11
|
issue 2
39-54
EN
Rosacea is a chronic and infl ammatory facial dermatosis, which etiology still remains unknown. The patogenetic factors of the somatic basis of this disorder have also its psychological causes. The main aim of the current research was the analysis of the strategies of coping with stress and disease applied by persons suffering from rosacea. The research was exploratory; conducted in two groups. The control group consists of 50 healthy persons, whereas the experimental group consists of 50 patients with rosacea. Both groups where similar in the socio-demographic characteristics. The study used the new and innovative questionnaire, Coping Responses Inventory (CRI) developed by Moos (Moos, R. H., 1986; Moos, R. H., Holahan, Ch. J., 2003). The research data revealed that patients with rosacea use mostly avoidance strategies focused on emotions.
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STRATEGIE KOMUNIKACYJNE W OBLICZU TRUDNOŚCI JĘZYKOWYCH

72%
Morytz J.
Neofilolog
|
2017
|
issue 49/2
193-206
EN
Foreign language classes at university should enhance not only knowledge of foreign languages but with the use of different methods, should also develop skills of communication strategies, which are very important to compensate for deficits in communication. These strate-gies are indispensable for language learners irrespective of their level of proficiency. The objective of the study described in the present pa-per is to explore the communication strategies used by Polish students at different levels of knowledge of Italian. Data was collected by two types of questionnaires, one including two open-ended questions. The other was based on a Likert-scale method which examined the fre-quency of usage of avoidance strategies, verbal and non verbal strate-gies, as well as the strategy of transfer. Emphasis was placed on the re-lationship between the use of types of communication strategies and students’ level of proficiency. In the final part the author recommends types of lexical exercises which should be practised during classes to help students to develop their communicative skills.
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