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EN
Adolescence is a time of particular susceptibility to mental disorders. A programme aimed at facilitating emotional development in teenagers might be an important element of prophylactic psychopathology targeting young people. The activities proposed here are group activities and have several aims: to develop the ability to become self-aware regarding one's emotions and regulate their intensity; to foster an attitude of caring for oneself; and to teach problem-solving. What is of particular significance is shaping young people’s habits in being proactive in their personal development.
EN
Kubiak Hanna, Narracje rodziców młodzieży z zaburzeniami psychicznymi [Adolescents with Mental Disorders in their Parents Narratives]. Studia Edukacyjne nr 56, 2020, Poznań 2020, pp. 167-184. Adam Mickiewicz University Press. ISSN 1233-6688. DOI: 10.14746/se.2020.56.9 The text is devoted to analyzing the narrative of parents of adolescents with mental disorders. Families in which young people with mental disorders are brought up are in a specifically difficult situation. Their basic assumptions regarding the safety of their existence are being undermined. They experience different emotions, usually to a large extent. Parents undergoing this special experience were offered to participate in a support group conducted with assumptions of existential and narrative psychology. The purpose of this text is to present and discuss research results, focusing on the analysis of parental narratives obtained in the described context. They concerned, among others, the adoption of psychiatric diagnosis, the relationship between parents and children, and parental identity.
EN
The article deals with the issue of romantic relationships experienced by adolescents with mental disorders. It presents the importance of participation in romantic relationships for the development of adolescents and how the process can be disrupted if the adolescents experience mental disorders. The difficulties concern both entering pre-intimate relationships as well as functioning in them. The main obstacles in this situation are related to the self-esteem of adolescents with mental disorders and the phenomenon of labeling them. The support system around young people with mental health problems consists not only of parents and teachers, but also of psychotherapists, educators and psychiatrists. The text ends with psycho-pedagogical postulates.
EN
The article deals with the problems of sleep disorders common in adolescents, with particular emphasis on insomnia. It is as an important problem that affects the quality of life of young people in all aspects related to physical, emotional, social development, as well as functioning at school. The aim of the article is to discuss the context of the risk, causes and effects of insomnia in the adolescent population. As part of pro-health education, the need to provide pedagogical and psychological support to young people in the field of conscious care for the quality of sleep is emphasized. It is worth educating young people by indicating the causes and effects of insomnia, also in the context of knowledge about the course of regulatory processes in the body in a broader context. Working on insomnia also involves being aware of one's emotions and learning to regulate them.
PL
W artykule poruszono problematykę powszechnie występujących u adolescentów zaburzeń snu, ze szczególnym uwzględnieniem bezsenności. Jest to ważny problem, wpływający na jakość życia młodzieży we wszystkich aspektach związanych z rozwojem fizycznym, emocjonalnym, społecznym, także funkcjonowaniem w szkole. Celem tekstu jest omówienie kontekstu ryzyka, przyczyn i skutków bezsenności w populacji adolescentów. W ramach edukacji prozdrowotnej wskazuje się na potrzebę udzielania młodzieży pedagogicznego i psychologicznego wsparcia w zakresie świadomego dbania o jakość snu. Warto edukować młodzież, wskazując na przyczyny i skutki bezsenności, także w kontekście wiedzy na temat przebiegu procesów regulacji w organizmie w szerszym rozumieniu. Praca dotycząca problemu bezsenności obejmuje również uświadomienie sobie przeżywanych emocji i naukę ich regulowania.
EN
Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) is a therapeutic intervention based on video-feedback which aims to support positive parenting and sensitive parental discipline. It is a part of evidence-based therapeutic interventions, which means that the effectiveness of the training has been confirmedin rigorously planned and carried out studies of both the general population and various clinical groups. The theoretical framework for VIPP-SD is attachment theory and coercion theory. The basic principle of intervention is referring to family resources in the therapeutic work, primarily in situations in which the correct course of a child’s development can be disturbed by both biological and environmental factors. The article presents the aspects of the application of VIPP-SD in the following clinical groups: families with children at risk of improper development, families in which the functioning of parents creates the development risk for children, and the family environment as a risk factor for children’s development.
EN
The text tackles the issue of stimulation of auditory perception in small children with cerebral palsy. Parents and specialists are able to use different methods to enhance the communication competence of small children which takes into consideration various needs of the child stemming from different areas of its development. In text there are some propositions of exercises, which could be done in everyday situations and which are attractive for small children; the aim of them is to develop auditory perception.
EN
In recent years, the need to consciously care for the emotional development of children has been increasingly recognized in the social space. The concepts of emotional intelligence (Goleman, 2007) or emotional competence (Saarni, 1988, pp. 115-82) reflect the interest in this particular sphere of development. This type of intelligence includes the ability to understand one’s own and others’ emotions, which is the source of competences related to reading emotions, being aware of and “managing” them. They are to enable the achievement of a wide range of goals: interpersonal, professional and related to selfdevelopment. Realizing this potential largely depends on the course of the emotional development process. The aim of this article is to outline the framework for the emotional development of a child, to search for ways to strengthen protective factors and to indicate methods of supporting children and adults – parents, teachers, educators, psychologists, and doctors.
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