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Rewards and Punishments Used by Parents and Development of Creativity

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Mendecka G.
The New Educational Review
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2006
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vol. 9
77-91
EN
Family influences the personalities of all its members by creating conditions for individual development. As it also influences the development of creative personality, it was investigated to what extent rewards and punishments used by parents influence the development of children’s creative abilities. A diagram explaining the way family enhances creativity was made and verified. It was based on M. Tyszkowa’s paradigm, which makes a cognitive interpretation of ecological theories possible. Also, the theory of psychosocial phases in individual development by E. Erikson was used as well as his description of conflicts, which are characteristic of each phase. It was assumed that appropriate conditions of development allow to avoid serious conflicts and to cope with tasks in each phase of development. The results show a co-relation between the development of creative abilities and parents’ reactions to the activities that children aged 8–9 perform on their own in order to check their own competence. The research examined two groups of children, who obtained extremely high and low scores in the creativity test: high creativity group and low creativity group. Each group consisted of 30 children, presenting analogic features. The children’s level of creative abilities was measured with J. Zborowski’s Test. The projective test was used to investigate the forms of reward and punishment used by parents. The results of the research show that the development of creative abilities depend on rewards and punishments used in family. The role of father is particularly important in this context.
2
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Aktywność własna jako czynnik rozwoju wybitnych twórców

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Mendecka G.
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2012
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vol. 17
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issue 1
65-76
EN
Creative activity of a human being results in works valuable both in individual and social terms. Such activity enables man to gain deeper and better insight into the essence and mystery of the world, its guiding principles and to discover what has been so far unknown. The creative potential of a child becomes evident from the first years of spontaneous activity, language acquisition and artistic creations. Due to this potential, a child makes significant progress in getting to know the surrounding world. Such creative impetus goes through subsequent crises quite soon, with increasing conformist behaviour. However, outstanding creativity does not disappear as fast as egalitarian one and for many years its level remains high. The results of research and of biographical analysis carried out by the author concerning outstanding creators show that individual activity of the creators determines whether creative potential is used or not. Moreover, such individual activity remains a dominant factor stimulating the development of creators, while egalitarian creativity is to a large extent determined by environment and upbringing. Strong ego, dominance and nonconformism make creators independent and self-confident individuals, capable of self-determination and strong-minded, in particular as regards their imperative of creative activity in the field they have chosen. Due to individual activity one does not succumb to the pressure of the surrounding, but exerts independent control upon one’s own resources and the environment. The assumption that individual activity constitutes a dominant factor in the development of outstanding creators was supported with the analysis of biographic facts.
3
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Tożsamość płciowa w narracjach żołnierek Armii Czerwonej, uczestniczek II wojny światowej

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Mendecka G.
Psychologia Rozwojowa
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2021
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vol. 26
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issue 4
85-101
EN
The analysis of gender identity is based on the narratives of women who volunteered to serve in the military after the start of World War II and fought as soldiers in the Red Army. Forty years after World War II, Svetlana Alexievich conducted interviews with women veterans, which she published in the book War’s Unwomanly Face. Their memories of wartime and post-war period were analyzed from the perspective of their gender identity, i.e. the ability to reconcile the role of a woman determined by their biological sex with the role of a soldier determined by the circumstances. The interpretation of this problem offered in the paper is based on developmental psychology theories of Erik Erikson, James Marcia, Daniel Levinson, and Jeffrey Arnett, and the sociological perspective on identity. Selected narratives from Alexievich’s reportages are analyzed focusing on identification and interpretation of different themes, which are assessed according to their relevance to the understanding of the process described. The narrators were only 16–20 years old at the time of joining the military and they were still at the stage of identity moratorium. It required a lot of determination for them to become a soldier. Their identity as a soldier was their assumed identity, defined by Marcia as ideological or professional engagement without completing the period of exploration. Women were not welcome in the army, they suffered because of logistical shortcomings, but they still supported all of the units, became officers and military leaders, and were awarded medals for their valor, courage and reliability. After the war, they were socially rejected and condemned and they needed to process their identity, i.e. reject their military ethos in order to strengthen their sense of being a women. Based on Arnett’s concept one can conclude that their “in between” period of identity exploration was determined by external events and social relations.
4
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Twórczość a rozwój człowieka w biegu życia

100%
Mendecka G.
Psychologia Rozwojowa
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2005
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vol. 10
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issue 4
PL
Creativity and life-span development of manThe current paper focuses on two notions, creativity and development, with a view to verify the assumption that developmental process is closely linked with creative process. It is impossible to analyse the development of a human being unless it is assumed that it is of creative character. In addition, it is hard to define human creativity without taking into consideration the fact that it both influences and is determined by an individual level of development. This correlation seems obvious if creativity is perceived as an egalitarian feature. The ability of creation is not a dichotomy, i.e. either present or absent, but it constitutes a continuous feature, universally present in human kind. In psychology similar notions are used to define both phenomena: development and creativity. The notion of change is here of key importance, as it characterises both development and creativity. The essence of developmental change is replacing prior features of an individual by posterior ones, thus making up new entities or modifying the existing ones, with achievements constituting a foundation for further modifications. The creative activity of a human being results in creating the artefacts with characteristics exactly the same as those of the developmental changes. Individual activity, as an important factor of development, making use of human creative abilities,enables an individual to achieve their own, specific goals at different levels of biological, social and selftranscendent development.
5
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Doświadczenia wojenne w narracjach żołnierek Armii Czerwonej a trudności z rozwiązywaniem kryzysów rozwojowych

100%
Mendecka G.
Psychologia Rozwojowa
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2023
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vol. 28
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issue 4
61-78
EN
This paper is a psychological analysis of the experiences of former Red Army female soldiers fighting in the World War II. The empirical material includes the narratives of 150 female soldiers collected by Svetlana Alexievich in her book “War’s Unwomanly Face” (2015). The book contains the interviews conducted 40 years after the World War II by the author, who talked to the female soldiers from different former Soviet Republics. The analysis of the narratives was based on the developmental psychology life span paradigm and applying the concept of experience structuring and restructuring by Maria Tyszkowa (1988), as well as the psychosocial development theory by Eric Erikson (1997). The most important war and post-war experiences were listed and defined with reference to the narratives analysed and subsequently each experience was evaluated in cognitive, emotional and evaluational terms according to the theory of M. Tyszkowa. The criteria listed above showed to what extent the war and post-war experiences of the female soldiers enriched them in cognitive terms, what was their emotional impact and how they can be evaluated as useful in terms of values that are of greatest importance for these women. The analysis allowed to compare the war and post-war experiences and to find which of them and to what extent influenced the developmental changes taking place in the course of their life. It was concluded that the experience of being a soldier had greater impact on these changes than finding the path in the post-war reality. The impact of the war experiences was very strong, it extended their self-knowledge and influenced the way in which these female soldiers perceived the world. It speeded up significantly their process of growing-up and becoming mature. The post-war experiences of these women, such as the criticism for being soldiers or excluding them from the celebrations of the Red Army’s victory, had a destructive impact on their development and resulted in feeling guilty for being forced to kill during the war. Social rejection was a factor that hindered these women in successfully overcoming their developmental crises. They showed courage and bravery during the war, but in the post-war reality became insecure, withdrawn and lacked confidence, as they lost their sense of agency.
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