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1
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Young Disabled Adults Facing Developmental Tasks and Life Choices – In Search of Daily Life Quality

100%
Suchodolska J.
Kultura-Społeczeństwo-Edukacja
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2019
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vol. 15
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issue 1
49-68
PL
Emerging adulthood, in numerous individual biographies, also in the case of disabled people, is the time of permanent need for self-actualisation and time of verifying one’s subjective vision of “being an adult,” i.e. being responsible for one’s own decisions, pursuing professional and economic independence. Due to developmental acceleration, sociological shift in terms of undertaken roles and realized developmental tasks as well as their moratoriumlinked delays, it is also the time conducive to educational activity. This psychological time of a young person, its course and specificity depend, to a large extent, on numerous (micro-, mezo- and macro-) conditions of family life and social life in today’s world which is more competitive and less predictable than it used to be for generation of the late 1990s. All of these factors contribute to the fact that maturing to adulthood seems to be a state which is harder to achieve nowadays. It is displayed in the form of delaying the moment of taking up a job or other important decisions in family and relationship contexts.The study aims to present the selected aspects of daily life of disabled young adults, described in the context of developmental tasks of this period and considering the perspective of investment in relationships, development of one’s own resources, pursuing education and entering the job market which are all, from a temporal perspective, a chance of complementing one’s own identity.
2
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Academic youth in the borderland – in the process of designing their future

100%
Suchodolska J.
Edukacja Międzykulturowa
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2022
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vol. 19
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issue 4
79-92
EN
The contemporary socio-economic reality generates the need to create a life project that determines the direction of implementing important goals as well as of developing new competences. This inspires the individual to look for ways of thinking and behaving which can serve as protection against various risk factors. This applies to the factors which enhance socio-professional ambivalence, the difficulty of taking advantage of life opportunities and performing new social roles. The study introduces the subject of designing the future by academic youth. It is a group that, at the stage of entering adulthood, takes up the challenge of adequate learning about their own needs and confronting them with the value system, in order to realistically determine their capabilities, both at the emotional and behavioral level. Then they will be ready for their internal and external exploration. In early adulthood, developing a plan for life turns out to be both an important protective factor and a manifestation of proactivity. In this context, creating a plan for life can also mean taking care of oneself and one’s self-development.
3
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Young Adults in the Process of Academic Education and Shaping Their Life Project

100%
Suchodolska J.
Kultura i Edukacja
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2021
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issue 4(134)
153-166
EN
This study is an attempt to look at university education as an important developmental task and an element of young adults’ life project. Both the expert literature and the results of empirical research make it possible to treat higher education as an important element of entering adulthood and undertaking mature social and professional roles. Fulfilling those roles enables the young to collect life experience and to crystallize their mature life project. That project comprises many tasks the fulfilment of which allows young people to become adults and to build a mature identity. Becoming an adult occurs very individually, with the use of one’s own experience, resources, and competences. Therefore, the final developmental task can be viewed as the pursuit of adulthood and as undertaking mature obligations. In the case of young adults studying at university, that task involves the fulfilment of many social and (pro-)professional roles. Moreover, university students are provided with the possibility of verifying their current choices and investments in their own future before undertaking permanent obligations. In this context, it seems worth to raise questions of how students perceive this psychological period, how they find their place and what importance education has in their life project.
4
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Deficyty gotowości szkolnej przedszkolaka – można im łatwo zapobiec. Od zintegrowanej diagnozy do skutecznego wspierania rozwoju dziecka

100%
Suchodolska J.
Studia Edukacyjne
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2017
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issue 44
329-346
EN
The levels of skills, abilities and adaptability achieved by a child within a kindergarten community becomes a natural entry pass to participate in a wider peer community which is formed by children taking up the challenge of school education. The differences between children starting school education are visible in the fieldof broadly construed self-reliance (spatial, manual, self-service, task-based) and in numerous abilities to react, communicate and learn, gained and improved within the first6 years of life. They can result from the multiple factors connected with the child’s diversifiedpotential, the degree to which the child’s social and educational needs are taken care of. Furthermore, there are exogenous factors involved which affect the pace and character of the development process in an unusually individualized way, which in turn heavily depends on the specificsituation and the upbrin-ging methods applied. All of the above result in a situation where the differences in an individual’s readiness for school become a crucial parametric indicator which, when disregarded, can expose the child to failures during his attempts to adapt to a new environment until optimal conditions are created to enable the child to achieve success.This study provides the proposals to be used while trying to provide support for the child’s individual development and aims at protecting the child from failures at the beginning of school education or eliminating the risk of exclusion connected with the existing failures.
5
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Młodzież i młodzi dorośli wobec kryzysu indywidualnego – potrzeba wsparcia społecznego w rozwoju psychicznej niezależności (i dojrzałej tożsamości)

100%
Suchodolska J.
Kultura-Społeczeństwo-Edukacja
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2016
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vol. 10
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issue 2
231-248
EN
The study refers to the problem of the presence of the crisis in psychosocial development of young people – adolescents and young adults. Both the youth and young adults go through numerous, naturally present in human development, moments of increased tension resulting from the appetite for independence and self-sufficiency. This seems to be a common feature for both groups; both adolescents and young adults experience the burden due to overlapping obligations and commitments made to oneself and to the world and which comes from the specific social roles they assume as well as the development – related tasks they perform. The challenges are taken up to find self-fulfillment in numerous new roles, to achieve ambitions of everyday life as well as the future ones. Not surprisingly, in this period a man is believed to be, on the one hand, exposed to the experience of crisis (relating to the search for oneself and one’s own place in life, in social relationships and professional life) and, on the other hand, a young adult most intensely makes its network of social support for further years. In the study, the author refers to the research in which young adults confirm the presence of the crises in their lives. They identify and name these crisis situations and formulate their expectations of the sources and forms of support in the crisis.
6
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Edukacja uniwersytecka na Pograniczu jako przestrzeń kształtowania się projektu życiowego młodych dorosłych

100%
Suchodolska J.
Edukacja Międzykulturowa
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2021
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vol. 15
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issue 2
238-255
EN
The study is an attempt at finding out the place of university education in the process of building a life project by young adults - students from Cieszyn in the Polish-Czech borderland. An important motif is undertaken here of young adults’ attitude to education, understood not only as the process of increasing their level of education, but mostly as raising their life competences and satisfaction with their life. One of the tangible effects of this process should be more conscious decision making and taking responsibility for oneself - for one’s life and choices. The group which can be most directly affected by this are university students, who are referred to in this study as “young adults”. They face a chance to acquire new skills in viewing the world and their place in it, which should grow along with the chance to notice and multiply their own resources in order to secure their future. The young adults studying at university in the Polish-Czech borderland constitute a group for whom this educational stage is a pass to adulthood and the events taking place in that stage co-create the quality of their life. These young adults are aware of the need to keep a high status of their knowledge and competences through profiled lifelong education, which is favourable for the evaluation of their life both as compliant with the developmental task for this period and as satisfying at this stage.
PL
Opracowanie jest próbą spojrzenia na miejsce, jakie zajmuje edukacja uniwersytecka w procesie budowania projektu życiowego przez młodych dorosłych/cieszyńskich studentów na pograniczu polsko-czeskim. W tekście podjęty został ważny wątek, opisujący stosunek młodych ludzi do kształcenia, rozumianego nie tylko jako proces podnoszenia poziomu swojego wykształcenia, ale - w głównej mierze - wzrostu życiowych kompetencji, a także podnoszenia poziomu zadowolenia ze swojego życia. Jednym z wymiernych efektów tego procesu powinno być bardziej świadome podejmowanie decyzji i odpowiedzialności za siebie, a także własne życie i dokonywane wybory. Grupą, która w sposób najbardziej bezpośredni może tego doświadczać, jest młodzież studiująca, w tym opracowaniu opisywana jako „młodzi dorośli”. Przed nią bowiem otwiera się szansa nabywania nowych umiejętności w oglądzie świata i swojego w nim miejsca, które wzrastać powinny wraz z okazją do zauważania i pomnażania własnych zasobów, by łatwiej zabezpieczyć swoją przyszłość. Studiujący młodzi dorośli na pograniczu polsko-czeskim stanowią grupę, dla której ten etap edukacji jest przepustką do dojrzałości, a obecne w nim wydarzenia współtworzą jakość ich życia. Wspomniani młodzi dorośli są świadomi potrzeby utrzymania wysokiego statusu wiedzy i kompetencji za pośrednictwem sprofilowanej i ustawicznej edukacji, co sprzyja ocenie ich własnego życia jako zgodnego z zadaniem rozwojowym tego okresu i satysfakcjonującego na tym etapie.
7
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O problemach kształtowania się tożsamości w okresie dorastania – pogranicza konceptualizacji wiedzy o sobie w obliczu kryzysu

63%
Suchodolska J., Mentel R.
Edukacja Międzykulturowa
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2024
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vol. 26
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issue 3
51-66
PL
Problematyka kształtowania się tożsamości w okresie dorastania wymaga uwzględnienia wielu perspektyw teoretycznych oraz kontekstów społeczno-kulturowych. Tożsamość, będąca dynamicznym procesem, analizowana jest w ujęciu psychologii humanistycznej, poznawczej, socjologii i antropologii kulturowej. W tym opracowaniu podjęto analizę współczesnych uwarunkowań tego procesu, ze szczególnym uwzględnieniem czynników ryzyka i determinantów rozwojowych. Autorzy tekstu podkreślają znaczenie wczesnych doświadczeń jako matrycy tożsamościowej, wpływającej na późniejsze mechanizmy integracji w okresie adolescencji. Odwołując się do teorii rozwoju psychospołecznego E.H. Eriksona, ukazano kryzysy tożsamości jako naturalne, które w określonych warunkach mogą prowadzić do integracji bądź dezintegracji osobowości. W tym aspekcie wskazano trudności, z jakimi mierzą się młodzi ludzie w procesie autokreacji „Ja”, zwłaszcza w obliczu określonych czynników ryzyka. Z uwagi na fakt, że doświadczanie kryzysu może być zarówno szansą, jak i zagrożeniem dla rozwoju, w zależności od wsparcia i zasobów jednostki, wskazano na potrzebę profilaktyki i edukacji w przeciwdziałaniu zachowaniom ryzykownym oraz wspierania zdrowego rozwoju psychospołecznego młodzieży.
EN
The issue of identity formation during adolescence requires consideration of multiple theoretical perspectives and socio-cultural contexts. Identity, being a dynamic process, is analyzed from the viewpoints of humanistic psychology, cognitive psychology, sociology, and cultural anthropology. In this paper, an analysis of contemporary conditions of this process has been undertaken, with a particular focus on risk factors and development determinants. The authors of this text emphasize the significance of early experiences as an identity matrix influencing later mechanisms of integration during adolescence. Referring to E.H. Erikson’s theory of psychosocial development, identity crises are presented as natural phenomena that, under certain conditions, can lead to either integration or disintegration of personality. In this context, the difficulties faced by young people in the process of self-creation of the “Self” are highlighted, especially in the face of specific risk factors. Given that experiencing a crisis can be both an opportunity and a threat to development, depending on the support and resources of the individual, the need for prevention and education in counteracting risky behaviors and supporting healthy psychosocial development of youth is emphasized.
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