Temat: youth research - Katalog OPAC zbiorów

Skocz do pozycji: 1.

Tytuł:: Młodzież akademicka. Więzi z państwem i społeczeństwem – międzynarodowe badania porównawcze. Pomysł, warsztat metodologiczny i przebieg badań
Autorzy:: Dejna, Dagna
Nalaskowski, Filip
Powiązania:: https://bibliotekanauki.pl/articles/1789764.pdf
Data publikacji:: 2020-10-13
Wydawca:: Uniwersytet Warszawski. Wydawnictwa Uniwersytetu Warszawskiego
Tematy:: youth
patriotism
diagnostic survey
symbolic capital
international research
comparative research
Opis:: This article presents the most important aims and conduction of the “Patriotic Studies” project, carried by us. Research was carried out in Poland, Russia, Turkey, Georgia and Romania. We present the foundations of our decisions, and methodological solutions in fields of: aims, identification of the most important ideas, state of knowledge, research inspirations. We present the chosen research method, sample, and tested environments. In addition, the article contains the reconstruction of selected aspects of Pierre Bourdieu’s theory, on which we based our strategy. The described research has the comparative and international nature. Three main aims were established: measuring the level and scope of identification with the state and society among the university students, measuring the level of social, economic and cultural capital of the examined youth and examining the correlation between them and the level of identification with the state and society manifested by the respondents, as well as determining and examining the possible correlations between the patriotic attitude (the degree of identification with the state and society) and the field of study, the country of residence and the level of symbolic capital.
Źródło:: Kwartalnik Pedagogiczny; 2020, 65(2 (256)); 103-124
0023-5938
Pojawia się w:: Kwartalnik Pedagogiczny
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: Obraz ponowoczesnego świata z perspektywy współczesnej młodzieży
Image of Postmodern World from the Perspective of Contemporary Youth
Autorzy:: Myszka, Uniwersytet im. Adama Mickiewicza w Pozn Lucyna
Powiązania:: https://bibliotekanauki.pl/articles/644786.pdf
Data publikacji:: 2014
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:: youth
postmodernity
contemporary view of the world
research
Opis:: Modern reality is ambivalent, heterogenous, ambiguous and unpredictable. The living conditions it creates aren’t easy for adolescing people forced to realize many developmental tasks. Among theese tasks is forming a mature vision of reality. This article presents the postmodern view of the world from the perspective of young people, based on research conducted on high school graduates. It shows young people as very reflective, critical towards certain aspects of postmodernity but at the same time, due to highly developed adaptational skills, able to find their place in the world and make use of its possibilities.
Źródło:: Kultura-Społeczeństwo-Edukacja; 2014, 6, 2; 153-173
2300-0422
Pojawia się w:: Kultura-Społeczeństwo-Edukacja
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 3.

Tytuł:: Streszczenie wyników badań i wnioski
Conclusion
Autorzy:: Batawia, Stanisław
Powiązania:: https://bibliotekanauki.pl/articles/699312.pdf
Data publikacji:: 1972
Wydawca:: Polska Akademia Nauk. Instytut Nauk Prawnych PAN
Tematy:: nieprzystosowanie społeczne
młodzież
badania kryminologiczne
social maladjustment
youth
criminological research
Opis:: In the light of the surveys of the 15 - l7-year-olds “out of school and out of work,” it can be seen that a large majority of the subjects are recruited from among boys and girls whose basic problems can be reduced to school maladjustment, serious learning difficulties and inability to adapt to the school curriculum. With most of the subjects social maladjustment is clearly connected with school maladjustment, which is no doubt frequently the anterior process. The lack of detailed psychological and medical tests makes it impossible to say what are the factors chiefly responsible fur such school retardation: what percentage of the subjects are backward children, children with only partial developmental retardation, children with certain congenital defects which are serious obstacles to learning to read and write, or children with personality disorders which interfere considerable with a normal process of education, reduce their capacity for systematic effort, impede concentration, etc. The children whose normal progress at school encounters serious difficulties and cannot cope unaided with their school obligations have a sense of inferiority with regard to the other children in their class, and the conflict situations experienced by them continually and their fear of the consequences of bad results at school make for a hostile attitude to school, truancy, seeking contacts outside school with peers in a similar position, spending much of their time with other maladjusted boys in whose company they can win approval. Children of this kind frequently drop far behind in elementary school and sometimes fail to complete it altogether. Subsequently, they have a very difficult start in life, extremely limited prospects of employment in jobs with a low social status and a sense of personal failure and rejection which frequently helps to develop antisocial attitudes. In dealing with boys and girls of this sort who have already reached an older age bracket, one should realize that their considerable school retardation, their unaccustomedness for systematic study and the development of certain adverse habits militate against progress in the vocational schools to which they are directed. In view of the fact that teaching them a specific trade in combination with practical in-work training may be of vital importance to their subsequent careers, the syllabus in these special vocational schools should be adjusted to the degree of inability displayed by such boys and girls. Since the boys who have not even completed six or seven grades of elementary school are in a worse position than those who have completed a greater number of grades, the syllabus of the vocational courses for these children should be differentiated to match their achievement level in elementary school. It seems essential therefore, before directing such boys and girls to a vocational school, to submit them to psychological tests to discover their intelligence level and suitability for a specific trade. The findings of these surveys make clear the importance from the point of view not only of the practice of the educational authorities but also of social policy of paying special attention to cases of recurring repetition of elementary school grades and truancy, and of failure to complete elementary school. Problems and failures at school require the early intervention of psychologists and doctors and the extension of special attention to such children in the earliest grades. The elimination and prevention of symptoms of school maladjustment depend on the proper organization of school work to allow for the specific problems of this category of children. It is essential to provide a sufficient number of special classes in the lower years to enable children making poor progress to catch up and also individual coaching of pupils who have special learning problems. The surveys show how important the implementation of the above recommendations could be for prevention of social maladjustment and demoralization among a large proportion of the children subsequently classified as “out of school and out of work”. The fact that among juvenile offenders there is a large incidence of records of serious disturbances in the course of their education from an early age is obvious evidence of the need to pay special attention to school maladjustment with a view to the prevention of juvenile delinquency. Since the surveys have shown that a large proportion of children with serious school failures come from adverse home backgrounds, from broken homes, from homes in which the father is an alcoholic and from homes whose material circumstances are bad, it is essential to put such families under special supervision and also to provide welfare benefits to the mothers of children in such home.
Źródło:: Archiwum Kryminologii; 1972, V; 134-149
0066-6890
2719-4280
Pojawia się w:: Archiwum Kryminologii
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Postrzeganie ludzi starszych w opinii abiturientów z Pułtuska
Autorzy:: Młyński, Józef
Powiązania:: https://bibliotekanauki.pl/articles/447672.pdf
Data publikacji:: 2018
Wydawca:: Uniwersytet Papieski Jana Pawła II w Krakowie
Tematy:: old age
senior
youth
subscribers
research
research analysis
starość
młodzież
abiturienci
badania
analiza badań
Opis:: Old age as a natural wave of life following youth and maturity, culminates in the dynamic process of aging of people. Called the final stage of life, it is usually equated with the decline of the body’s efficiency, loss of mobility, weakened strength, reduced ability to adapt to any changes, loneliness, the necessity to use the help of others and sometimes even functioning on the margins of social life. Such an image of old age seems to be not very optimistic, the more so despite the inevitable process of aging, people of this age can also be very active in the social space and present a friendly image of old age. This article is an attempt to show how maturity youth perceive older people in their living environment. For this purpose, a short outline of the theoretical basis on old age is described, a methodological note and an analysis of the conducted research were presented, taking into account the conclusions set at the end of this article.
Starość jako naturalna fala życia następująca po młodości i dojrzałości wieńczy dynamiczny proces starzenia się osób. Nazywana końcowym etapem życia, zwykle utożsamiana jest ze spadkiem wydolności organizmu, utratą mobilności, osłabieniem sił, ograniczeniem zdolności przystosowania się do wszelkich zmian, samotnością, koniecznością korzystania z pomocy innych, a czasem nawet funkcjonowaniem na marginesie życia społecznego. Taki obraz starości wydaje się mało optymistyczny, tym bardziej że mimo nieuchronnego procesu starości osoby w tym wieku potrafią być również bardzo aktywne w przestrzeni społecznej i prezentować przyjazny obraz spokojnej starości. Niniejszy artykuł jest próbą ukazania, w jaki sposób młodzież maturalna postrzega osoby starsze w środowisku swojego zamieszkania. W tym celu opisano krótki zarys teoretycznych podstaw o starości, przedstawiono notę metodologiczną oraz analizę przeprowadzonych badań z uwzględnieniem wniosków zamieszczonych w zakończeniu niniejszego artykułu.
Źródło:: Studia Socialia Cracoviensia; 2018, 10, 2
2080-6604
Pojawia się w:: Studia Socialia Cracoviensia
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Pedagogical implications of youth (hyper)activity in the virtu-al world - research study
Autorzy:: Andrzejewski, Adam
Powiązania:: https://bibliotekanauki.pl/articles/1375395.pdf
Data publikacji:: 2019
Wydawca:: Międzynarodowy Instytut Innowacji Nauka – Edukacja – Rozwój w Warszawie
Tematy:: youth
virtual world
cyberspace
upbringing
education
qualitative research
case study
analysis of research results
Opis:: Niniejszy artykuł przedstawia studium teoretyczno-empiryczne aspektu aktywności młodzieży w światach wirtualnych. Zaprezentowano teoretyczne zagadnienia pedagogiki medialnej dotyczące uczestnictwa młodzieży w cyberprzestrzeni. Przeprowadzono badanie jakościowe metodą studium indywidualnych przypadków adolescenta przejawiającego nadmierną aktywność w środowisku wirtualnym. Dokonano analizy jakościowej wyników badań, które zaprezentowano w metodologicznym rozdziale artykułu. młodzież, świat wirtualny, cyberprzestrzeń, wychowanie, edukacja, badanie jakościowe, studium przypadków, analiza wyników badań
This article presents the theoretical and empirical study of youth activity in the virtual world. Theoretical issues of media pedagogy regarding youth participation in cyberspace were presented. A qualitative study was conducted using a case study method of young people showing excessive activity in the virtual world. A qualitative analysis of research results was carried out, which was presented in the methodological part of the article. youth, virtual world, cyberspace, upbringing, education, qualitative research, case study, analysis of research results
Źródło:: International Journal of New Economics and Social Sciences; 2019, 10(2); 251-259
2450-2146
2451-1064
Pojawia się w:: International Journal of New Economics and Social Sciences
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: Wyniki badań 432 chłopców “nie uczących się i nie pracujących”
Findings of the Research among Boys
Autorzy:: Kołakowska-Przełomiec, Helena
Powiązania:: https://bibliotekanauki.pl/articles/699306.pdf
Data publikacji:: 1972
Wydawca:: Polska Akademia Nauk. Instytut Nauk Prawnych PAN
Tematy:: nieprzystosowanie społeczne
młodzież
badania kryminologiczne
social maladjustment
boys
youth
criminological research
Opis:: The boys examined in the l967/68 school year (the first year in which the educational authorities registered this category of youth) were older than the subjects in the following year. As has been already indicated, 43 per cent of the boys in 1967/68 had passed their 17th birthday, compared to only 23 per cent in 1968/69. It is worth noting, however, that the number of l5-year-olds was small, only 23 and 36 per cent respectively. Since only a third of all the subjects were at least 17 at the time of registration, the question of the employment of these boys in the period preceding their referral to vocational school is not worth entering into. The basic point is connected with the course of their school attendance – the degree to which the process of education at elementary school was disrupted and the length of time these boys had been out of school (among those who had completed the 7th grade and also those who had discontinued attendance at a normal vocational school). The surveys revealed the important fact that only a small percentage of the youth described as “out of school and out of work” had in actual fact been absent from school for a period of more than six months (including the summer holiday): in the two succeeding years the number of boys of this kind was 28 and 21 per cent, while the number who had no breaks in school attendance whatsoever was 33 per cent in the first year and as much as 77 per cent in the next. On the other hand, the process of education had been highly disturbed: among the subjects attending one-year vocational schools only 21 per cent had no record of retardation at elementary school, and barely one per cent in the two-year schools. Among the boys attending the one-year schools 28 and 24 per cent had dropped two years behind, and 11 and 18 per cent three years or more. The boys in the two-year schools who had completed only 4 - 6 grades were of course even more retarded: in 1967/68 retardation of two years was shown by 28 per cent and in 1968/69 by 45 per cent, and three years or more by 52 and 39 per cent respectively. As many as 70 – 80 per cent of all the subjects had been systematically truant from elementary school, and about two-thirds had long-lasting disciplinary difficulties. In considering these boys’ failures at school, attention should be given to the results of tests of their achievement level and of their scores in the Raven’s Progressive Matrices. On the whole the subjects’ achievement level in mathematics differed markedly from that of a comparative sample of children in corresponding grades of elementary school. Bad marks in mathematics were scored by 62 and 64 per cent of the boys in the one-year schools and 83 and 86 per cent of the boys in the two-year schools. There were also considerable differences in achievement in Polish between the subjects and the control group. Particular emphasis should be given to the bad scores recorded in silent reading and comprehension tests not only by many of the boys in the two-year schools who had not completed the 7th grade but also by many of the boys in the one-year schools. This low achievement level in basic subjects was undoubtedly a serious obstacle to learning progress for the majority of the subjects, not only earlier at elementary school, but also at vocational school. Raven’s Progressive Matrices testing, first of all, reasoning ability revealed in 1967/68 a larger percentage of boys with low and very low scores than in the control group. The subjects in the one-year schools had better scores than the subjects in the two-year school. In the following year, 1968/69, however, the percentage with low and very low scores decreased, though it remained higher among the boys attending two-year schools than one-year schools. The Raven’s Progressive Matrices scores do not, however, explain all the reasons for the boys’ great degree of school retardation, since there was a fairly large group which had good and very good scores. Their failure at school must be connected with other factors than low reasoning ability. These may be deficiencies in other mental abilities, personality disorders, neglect at home, etc. In examining the degree of social maladjustment (the criteria were discussed earlier) of the boys surveyed in 1967/68 it was found that: 1) only 28 per cent of the boys could be judged seriously socially maladjusted; they displayed a number of symptoms of marked demoralization and committed offences (theft); 2) 35 per cent could be called moderately maladjusted: they had been out of school or out of work longer than six months, had been frequently truant, and some of them also displayed other symptoms of maladjustment of a less marked order: 3) a relatively large group (36 per cent) were boys who by and large displayed only symptoms of school maladjustment, and symptoms of demoralization only sporadically. It should be added that the number of seriously maladjusted boys was much smaller in the one-year schools (25 per cent) than among those who had not completed the 7th grade and had been placed in the two-year schools (33 per cent). It is worth drawing attention to the fact that boys with various Raven scores and various achievement levels in basic subjects can be found in similar percentages both among the group of boys only slightly socially maladjusted and the group of boys moderately or seriously maladjusted. However, the more socially maladjusted boys had worse home backgrounds than the others and no doubt suffered from greater personality disorders since they had already earlier caused more serious disciplinary problems. The greater degree of maladjustment among this groups of boys who had made bad progress at school was, therefore, affected by factors connected with personality and home background. It should be noted that 34 per cent of the subjects in 1967/68 and 33 per cent in 1968/69 came from broken homes. Fathers who were excessive drinkers (alcohol addicts among them) constituted 41 per cent of the total, and the number of brothers (over ten years of age) who displayed various symptoms of social maladjustment came to 30 per cent. Bad material conditions were found in almost half the homes of the subjects. The surveys revealed that the percentage of boys “out of school and out of work” who had appeared before juvenile courts was relatively small. Among the total number of subjects (432), only 28.4 per cent had been prosecuted before being directed to vocational school. In the period of attendance to vocational school and later a total of 39 boys were convicted, but only 14 of those had previous convictions. The percentage of boys brought to court rose only very slightly to 31.7 per cent, and it should be emphasized that the percentage of recidivists with three or more cases among the total number convicted came to only 24 per cent (including juvenile court appearances). A large majority of the subjects are therefore boys who were not seriously delinquent even though they displayed a whole series of symptoms of social maladjustment. The careers of the boys after placement in vocational schools are basically contingent on the degree of their social maladjustment, and only this, and not appearance in court, forms the proper criterion for assessing the difficulties encountered by efforts to normalize these boys. Although the subjects’ attendance at the vocational schools was not regular and there was a considerable degree of absenteeism from the practical training periods, while a large percentage (53 and 41 per cent in the two succeeding years) failed to complete the vocational course on time, follow-up studies showed that only a third of the subjects in 1967/68 and a fifth in 1968/69 had not subsequently continued their education or entered employment. These boys, in the case of whom attempts at rehabilitation had been wholly unsuccessful, did not exceed 25 per cent of the total of 432. Virtually all of them came from the group of subjects with serious prior social maladjustment who had long displayed advanced symptoms of demoralization.
Źródło:: Archiwum Kryminologii; 1972, V; 32-83
0066-6890
2719-4280
Pojawia się w:: Archiwum Kryminologii
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: Wyniki badań 110 dziewcząt “nie uczących się i nie pracujących”
Findings of the Research among Girls
Autorzy:: Ostrihanska, Zofia
Kossowska, Anna
Powiązania:: https://bibliotekanauki.pl/articles/699308.pdf
Data publikacji:: 1972
Wydawca:: Polska Akademia Nauk. Instytut Nauk Prawnych PAN
Tematy:: nieprzystosowanie społeczne
badania kryminologiczne
młodzież
dziewczęta
social maladjustment
criminological research
girls
youth
Opis:: The publication presents the findings of an inquiry conducted among 110 girls aged 15 - 17 who had been directed, on the grounds of being “out of school and out of work”, to two one-year vocational schools in Warsaw (catering and clothing). All the girls enrolled in these schools were the subjects of the study. The first point to be established was whether the girls classified as “out of school and out of work” had in fact not been attending school or gainfully employed for a longer period of time prior to admission. In point of fact the job question did not really enter the picture since almost all the subjects had never yet been employed, partly on account of their age: only 31 per cent of them had reached their 17th birthday at the time of the inquiry. Most of them had previously been attending school, while the period of idleness was as a rule very short: as many as 70 per cent had been in attendance until the end of the preceding school year and had found themselves without a place at the beginning of the new one. The number which had quit or interrupted school attendance in the course of the preceding school year came to 24 per cent; only 6 per cent had longer breaks in schooling of a year or more. However, if we forego this formal criterion of non-attendance and take into account not only failure to enroll in a school, but also systematic truancy, it turns out that the number not attending school is much larger: two-thirds of the subjects had either left school or, though nominally in attendance had in fact been systematically truant in the course of the preceding school year. The question of the criteria employed to classify young people as “out of school and out of work” merits special emphasis because, as we shall see, it was systematic staying away from school though nominally enrolled rather than brief official breaks in attendance which proved bad prediction for subsequent adjustment in the one-year vocational school. Two-thirds of the girl subjects had fallen behind in elementary school, and among 46 per cent this retardation came to at least two years. The school retardation of the subjects was not only much greater than the general rate among children in the higher grades of elementary school in Poland, but also greater than among boy subjects attending analogous one-year vocational schools. So large a degree of school retardation prompts the question whether poor progress was not due to the diminished intelligence level of the subjects. This point was examined with the help of Raven’s Progressive Matrices, tests of achievement in basic subjects, and the opinions obtained from teachers at the schools which the subjects had previously attended. A large percentage of the girls (41 per cent) had low and very low Raven scores (under 25 percentiles). Girls attending one-year vocational schools had far worse scores than average school children, and worse ones than boys attending one-year vocational schools and even than boys attending two-year vocational schools. These Raven scores must be put into the context of data obtained by other means. As had been said, tests were made of the level of achievement in basic subjects (Polish and mathematics). The percentage of subjects who displayed a very low level of achievement was greater than the percentage with low and very low Raven scores. The girls attending one-year vocational schools differed markedly in level of achievement from the control group of elementary school children. Additional information on the abilities of the subjects was obtained from questionnaires answered by teachers at the schools which these girls had previously attended. On this evidence, more of them were found to be “dull” than had been suggested by their Raven scores. The variations in the data obtained from different sources require clarification. Raven’s Progressive Matrices test only certain abilities (reasoning visual perception) important to learning. But there are also a number of other abilities which play a part in progress at school (e.g. memory, audial perception, verbal abilities) and deficiencies where these are concerned might have contributed to the low scores of the subjects in the tests of achievement and to the teachers’ estimates of their abilities. The failures or difficulties of a part of the subjects at school might have been connected with disturbances in these particular learning abilities. But they might equally well have been due to personality factors or – and this seems especially important given the evidence obtained in interviews – to considerable neglect at home. The school retardation of the subjects, their achievement level, their low Raven scores and the teachers’ opinions of their poor abilities are all signs that their being “out of school and out of work” was clearly bound up with failures at school and objective difficulties with learning. The next question was the degree of social maladjustment of the subjects. Only a small number of the girls (18 per cent) had no record of considerable school retardation, presented no particular problems of conduct at school, and displayed no symptoms of social maladjustment. The biggest quantitative problem among the subjects were the girls (almost half) who only manifested evidence of maladjustment as regards school work, i.e. retardation of two or more years, systematic truancy, and repeated discontinuance of school attendance. Only a third of the girls were found, however, to have other symptoms of social maladjustment: keeping demoralized company, running away from home, excessive drinking, stealing and suspected sexual promiscuity. It was only these girls in whom the relevant symptom or symptoms had occurred frequently or jointly that were classified as socially maladjusted. It should be added, however, that only three of the girls had been previously convicted, only 10 per cent were found to have committed thefts and only 10 per cent were suspected of sexual promiscuity. These percentages are insignificant when compared to those found in girls brought before the courts. However, for a third of the girls to reveal evidence of social maladjustment constitutes a relatively large proportion if it is compared with the degree of social maladjustment found in an average schoolgirl population. In the inquiry a comparison was made of the girls who displayed only symptoms of maladjustment at school (notably considerable school retardation) with those whose behaviour indicated evidence of social maladjustment as well. It was found that the subjects in the latter category tended indeed to come more frequently from adverse home environments and were more often described by school teachers as excitable, restless and aggressive. Although systematic truancy has in this study been placed under the heading of maladjustment at school, it proved in fact to be more frequent among the socially maladjusted girls than those who displayed only school maladjustment. This fact, as well as evidence of a connection between social maladjustment and certain personality features, suggest that it is not difficulties and failures at school as such, but the modes of reaction to them that lead to major maladjustment. The next point tackled by the inquiry related to the environmental, health and personality factors behind the subjects’ non-attendance of school and lack of employment. Here the data was obtained by means of background interviews and interviews with 62 of the girls who qualified most obviously for the designation of “out of school and out of work” on account of interrupted school attendance and systematic truancy. Of these 62 girts, as many as 44 per cent came from broken homes. Among their families there was a high incidence (47 per cent) of excessive drinking by the father. A third of the fathers had criminal convictions and in 30 per cent of the families there were brothers with convictions. This data indicates that the girls who were “out of school and out of work” had frequently been brought up in homes which constituted socially negative educative environments and got their children off to a bad start in life. Health data showed that 29 per cent of the girls “out of school and out of work” had suffered various protracted illnesses resulting in long absences from school which could have led to low achievement level. Hospital or sanatorium treatment had been prescribed at some time for 44 per cent. The interviews afforded grounds for suspecting that 23 per cent had suffered brain damage. These are all factors which interfere with progress at school. But they are obstacles which could have been more easily overcome if the girls could have counted on the help and care of their families; in the home environment in which many of the subjects grew up, on the other hand, they formed serious barriers to normal results at school. Finally progress at school has been analysed in 110 pupils attending one-year schools as well as their accomplishment in a successive year. A total of 40 per cent of the subjects attended the one-year vocational schools very irregularly, cutting over a quarter of the days of instruction. This poor attendance record had a statistically significant interdependence with systematic truancy in the preceding school year (though insignificant with the break in school attendance prior to enrolment in the one-year vocational school). This indicates that truancy schould be regarded by schools as a particularly urgent warning to pay greater attention to the children involved. Irregular attendance of the one-year vocational schools was also connected with social maladjustment in the period preceding admission. The girls with the greatest degree of social maladjustment were the ones who found it hardest to adapt in the vocational schools. A year after the end of the school year in which the inquiry was conducted, follow-up interviews were made in order to see if the former pupils of the one year vocational schools were still attending school or gainfully employed. It was found that almost half the girls were continuing their education and 29 per cent were working (half of them in jobs matching their vocational qualifications); only about a fifth were “out of school and out of work”. The reasons they gave for this varied and in certain cases the fact that they were neither attending school nor working was clearly justified by special circumstances.
Źródło:: Archiwum Kryminologii; 1972, V; 84-117
0066-6890
2719-4280
Pojawia się w:: Archiwum Kryminologii
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Zachowania suicydalne w opinii młodzieży licealnej (wybrane aspekty). Sprawozdanie z badań empirycznych
Suicidal behavior in the opinion of high school students (chosen aspects). Report on empirical research
Autorzy:: Wojak, Natalia
Powiązania:: https://bibliotekanauki.pl/articles/2139040.pdf
Data publikacji:: 2022-10-21
Wydawca:: Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
Tematy:: samobójstwo
młodzież
społeczeństwo
postwencja
badanie ankietowe
suicide
youth
society
postvention
survey research
Opis:: Współcześnie żyjemy w warunkach określanych mianem społeczeństwa ryzyka, w których obok rozmaitych udogodnień nasza codzienność i związane z nią postawy i zachowania narażone są na coraz większą niepewność oraz kryzysy – w tym zachowania samobójcze. Temat poruszany w niniejszym opracowaniu sytuuje się w kontekście zagubienia współczesnej młodzieży i dotyczy suicydalności młodych jako jednego z przejawów dezintegracji społecznej i tożsamościowej oraz załamania kontroli społecznej. W opracowaniu podsumowano rezultaty jednego z etapów badań autorskich o charakterze ankietowym. Ukazano opinie młodzieży licealnej na temat samobójstwa, w tym jego uwarunkowań, konsekwencji, zasięgu oddziaływania na środowisko młodzieżowe oraz działań postwencyjnych.
Currently, we live in conditions known as a risk society, in which, apart from various amenities, our everyday life and related attitudes and behaviors are exposed to increasing uncertainty and crises – including suicidal behavior. The subject discussed in this report is set in the context of the confusion of contemporary youth and concerns the suicidality of young people as one of the manifestations of social and identity disintegration and the breakdown of social control. The study summarizes the results of one of the stages of the author’s research, in this case as a questionnaire. The opinions of high school students about suicide, including its determinants, consequences, the range of impact on the youth community and post-emergency actions, are presented.
Źródło:: Uniwersyteckie Czasopismo Socjologiczne; 2022, 29, 1; 89-96
2299-2367
Pojawia się w:: Uniwersyteckie Czasopismo Socjologiczne
Dostawca treści:: Biblioteka Nauki

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Tytuł:: Family Values of Contemporary Ukrainian Youth in Across-Cultural Context
Wartości rodzinne współczesnej młodzieży ukraińskiej w kontekście międzykulturowym
Autorzy:: Yablonska, Tetiana
Artyukh, Oksana
Gorbaniuk, Julia
Powiązania:: https://bibliotekanauki.pl/articles/1685481.pdf
Data publikacji:: 2020-10-30
Wydawca:: Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:: rodzina
wartości rodzinne
młodzież
badania międzykulturowe
family
family values
youth
cross-cultural research
Opis:: Wartości rodzinne współczesnej młodzieży ukraińskiej w kontekście międzykulturowym Transformacje rodzinу w różnych krajach mają zarówno wspólne tendencje, jak i różnice, odzwierciedlone w wartościach rodzinnych młodzieży. Celem artykułu jest analiza wartości rodzinnych współczesnej młodzieży ukraińskiej z uwzględnieniem kontekstu międzykulturowego. Analiza pokazuje podobieństwo trendów rozwoju rodziny na Ukrainie oraz w innych krajach europejskich: odejście od tradycyjnego modelu rodziny, eksperymentowanie z innymi formami związków, opóźnianie zawarcia małżeństwa i narodzin dziecka, co znajduje swoje odzwierciedlenie w treści wartości rodzinnych młodzieżу. Jednocześnie dla młodych ludzi idealna rodzina – to raczej rodzina o tradycyjnej strukturze z partnerskim stylem relacji, lecz z pewnym brakiem równowagi w podziale pełnionych ról. Różnice w opiniach dotyczących wartości rodzinnych mężczyzn i kobiet świadczą o znaczącym wpływie stereotypów dotyczących płci. Zachowując dość tradycyjne poglądy, ukraińska młodzież aktywnie eksperymentuje z nowymi formami partnerstwa/rodziny. Opinie młodych ludzi na temat rodziny są sprzeczne: idealizacja tradycyjnego modelu łączy się z gotowością eksperymentowania, ukierunkowaniem na relacje partnerskie będących pod wpływem stereotypów płciowych.
Family transformations in different countries have both common tendencies and differences that are reflected in young people’s perceptions of the family and family values. The article purpose is to analyse the family values of contemporary Ukrainian youth, taking into account the cross-cultural context. The performed analysis shows the similarity of family development trends in Ukraine and other European countries: moving away from the traditional family model, experimenting with other forms of relationships, postponing marriages and births of children etc., which is reflected in the family values of youth. At the same time, young people believe that an ideal family is rather a family with traditional structures and with a partner-type relationship, but with a certain imbalance in role distribution. The striking differences in family value perceptions characteristic for boys and girls testify to the significant influence of gender stereotypes. Keeping some of the traditional views, Ukrainian youth are actively experimenting with new forms of partnership/family. Young people’s perceptions of the family are contradictory: the idealized traditional model is combined with their willingness to experiments; the focus on partnerships is mixed with gender stereotype influence.
Źródło:: Roczniki Teologiczne; 2020, 67, 10; 159-174
2353-7272
Pojawia się w:: Roczniki Teologiczne
Dostawca treści:: Biblioteka Nauki

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Tytuł:: Agresja w szkole w świetle samoopisów uczniów
School Aggression in the Light of Students’ Accounts
Autorzy:: Ostrowska, Krystyna
Powiązania:: https://bibliotekanauki.pl/articles/699261.pdf
Data publikacji:: 2004
Wydawca:: Polska Akademia Nauk. Instytut Nauk Prawnych PAN
Tematy:: agresja
szkoła
zachowania agresywne
młodzież
badania kryminologiczne
aggression
school
aggressive behaviours
youth
criminological research
Opis:: The article presents results of a research conducted for the Ministry of National Education and Sports, which primarily aimed to look closer at the changes in forms, scale and increase of aggressive behaviours of students at all the different learning and upbringing stages. The first kind of such research in Poland was initiated by K. Ostrowska and A. Siemaszko in 1981. Its results were widely discussed by A. Siemaszko in his book „Deviated teenage behaviours”. Next research, which is a direct source of reference for the research discussed in this article, was a countrywide research into aggressive behaviours of students, conducted in 1997 also from the initiative of K. Ostrowska, with a cooperation and extensive financial involvement of prof. Hans Ludwig Schmidt, dr. Janusz Surzykiewicz and the Bosch Foundation. Similarly as in the past, the results were thoroughly presented in a monography „Aggression and School Violence. Socio-economic conditions” written by Janusz Surzykiewicz. The presented research concerning aggressive behaviours of students in 2003, is based on answers of respondents about causing and experiencing aggression across a 12 months period before conducting the research. Questionnaires in self-report technique were conducted in November and December 2003. A group of 16 students was randomly sampled from ministerial lists of primary, lower secondary, general secondary schools, specialised secondary schools, technical secondary schools as well as basic vocational schools. Research has been conducted in all 16 provinces of Poland. In the randomly sampled schools a suitable number of students was randomly sampled from each teaching level. In relation to 1997 the number of surveyed students is smaller, the previous counted 2567 individuals. Contraction of this group was dictated by financial and time limitations of the research. This article includes characteristics of student respondents by their age, kind of school, class, place of living, family situation including family structure, marital status of parents, current residing or other persons, with parents, age of parents, their education and professional activity. The socio-demographic characteristic of the families indicated that in 90% of cases students come from complete families, they have parents, in the age of professional activity (35-50 years of age) with vocational, secondary and higher education. However, there is a worrying fact that about 20% of families is struggling economically due to the lack of permanent employment. The characteristic of aggressive student behaviour concerns, on the one hand, a number and percentage frequency structure of 41 behaviours considered in the research as an indicator of aggression, on the other hand - an analysis according to the differentiated categories of aggression. These are behaviours which have a smaller potential effect – they would cause a considerably smaller, danger, pain, harm, suffering i.e. spreading lies about other students; and ones which could be called examples of serious aggression or even as bearing characteristics of criminal offences such as: threatening with a knife, a razor blade, gas or using a sharp object while in a fight. The most common signs of aggression on the school area the less potentially harmful behaviours, they create a specific school atmosphere. Amongst those to mention would be: cheating on teachers, disrupting teaching in class, offensive talking, calling other students names, writing on school walls and desks, purposeful pushing others, spreading lies and harming oneself by drunkenness. Such forms of behaviour happen to 30 - 40% of respondents. However, as it has been mentioned in detailed descriptions, school is also a place where more serious forms of aggression take prace. These are: forcing students to do things against their will, fighting with other colleagues, group beating of a single student, forcing or provoking sexual behaviouts, using sharp objects in a fight. The article incorporates data suggesting an increase in aggressive behaviour amongst girls, and the still remaining statistically significant differences between girls and boys especially in the growth of aggression and in some more serious forms of aggression. Furthermore, a characteristic of aggressive student behaviours is presented taking into account six. categories: aggression and physical abuse, aggression and verbal abuse, psychological abuse, aggression and violence with objects, aggression and violence using gun, sexual abuse, and all other kinds of demoralisation and social maladjustment. A comparison of referenced findings from 2003 with those from 1997, required using not only the same research procedure (self-report questionnaire) but also taking up the very same classification of aggressive behaviours. Prevention of aggressive student behaviours can be effective if performed after correct diagnosis of such phenomenon, of its causes and only if an adequate means to diagnose will be used. An important element of the diagnosis is recognising aggression amongst students depending on the stage of their primary and secondary education. In 1997 there was no early secondary schooling yet, therefore only primary and secondary school students were verified. This very article introduces results of strengthening of different forms of aggressive behaviours in primary, lower secondary, general secondary schools, specialised secondary schools, technical secondary schools and basic vocational schools. What can be quickly noticed is a fact that all named forms of violent behaviours take place in the studied population independently of the kind of school, yet their intensity is different. These differences are provided by the received chi-squared coefficients presented in the tables. An additionally modified categorisation of aggression has been used for a more clear and efficient presentation of aggressive behaviours in schools for the future prevention. Two criteria have been taken - the strength of a deed and who it is directed at. In that way nine, instead of six, categories of aggression have been established: aggression and physical abuse, aggression against teachers, aggression against objects, psychological abuse, auto-aggression, family disobedience, verbal aggression, aggression with threatening to use a dangerous object, sexual abuse, take over, theft, being arrested by the police. For primary school the most characteristic behaviours are verbal aggression (31,1% of students admit to behave that way), physical aggression but to a lesser degree (13,7% of students), aggression against teachers (11,6%) aggression against objects (8,8%). Other forms of aggression occur less often, they are admitted by 2,6% to 5,1 % of students. In the lower secondary schools we can observe a higher figure of students using also other forms of aggression. Still the dominant form of aggression is the verbal one (38,1% of students), auto-aggression appears more strongly in form of alcohol and abuse of other psychoactive substances (19,9%), aggression against teacher has a higher level too (19%), as well as against objects (17,2%), physical abuse (12,7%). Psychological abuse, together with family disobedience occur more often than in primary schools. There is another difference in escalation of aggressive behaviours at the stage of lower secondary schools. Secondary schools, specialised secondary shools, as well as basic vocational schools, as shown in the forms of diagrams, indicate similar symptoms of aggression, the strength of such behaviours is also comparable within that group. The most common are: auto-aggression, verbal aggression, aggression against, teachers, aggression aguinst, objects, physical abuse, family disobedience, thefts, psychological abuse. Students in basic vocational schools differ in kinds and strength of aggressive behaviours. And primarily, more commonly than other students in their age, they show aggression and physical abuse. Diagnosis of aggression should not only focus on the knowledge about the offenders but also on the knowledge about the victims. This aspect has thus been discussed in this research. Twenty nine incidents of aggression have been analysed, victims of which could have been students. The aggressors could have been their colleagues, teachers, or other people. This side of a problem is not mentioned in the article. What has been under study, however, was the correlation between being an aggressor and being a victim, as well as on finding out the so-called ‘only aggressors’ and ‘only victims’. The research has confirmed the dependency between being a victim and being an aggressor. Factor analysis enabled for a differentiation of the types of ‘only aggressors’, five factors were found, and types of ‘only victims’ – seven factor found, and mixed types, ‘aggressors and victims’ - five factors. The aggression diagnosis amongst students based on the analysis of kinds of forms, their intensity and popularity within a population, is at the end of the article and it allows for stating that aggressive student behaviours are becoming a particular form of student ‘adaptation’ to the expectations of other fellow students, teachers and parents. They take more diversified forms, the number of behaviours dangerous to health and safety increases, too. Students attack teachers more often, despite the fact that teachers do try to limit their aggressive behaviours. In the student environment there is a growing number of far more serious incidents. The higher the education stage, aggressive behaviours do not decrease, the numer of aggressive students increases and the hierarchy of their order changes. The most worrying is an increase in number of students abusing alcohol and other psychoactive substances. Such behaviours are considered as forms of auto-aggression in this article. The report finishes with conclusions addressed to teachers, pedagogues, and pedagogic school supervisors for they could be included in the educational programmes and prevention methods to which schools are obliged by the adequate legal acts from the educational system and ministerial directives.
Źródło:: Archiwum Kryminologii; 2004, XXVII; 115-153
0066-6890
2719-4280
Pojawia się w:: Archiwum Kryminologii
Dostawca treści:: Biblioteka Nauki

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Tytuł:: Religijność i moralność polskiej młodzieży – zależność czy autonomia?
Religiosity and morality of Polish youth – dependence or autonomy?
Autorzy:: Boguszewski, Rafał
Bożewicz, Marta
Powiązania:: https://bibliotekanauki.pl/articles/1046322.pdf
Data publikacji:: 2019-12-18
Wydawca:: Katolicki Uniwersytet Lubelski Jana Pawła II
Tematy:: Religijność
moralność
młodzież
sondaż
badania empiryczne
sekularyzacja
Religiosity
morality
youth
survey
empirical research
secularization
Opis:: Artykuł, w oparciu o wyniki aktualnych badań empirycznych o charakterze ilościowym zrealizowanych na próbach ogólnopolskich, ale również w oparciu o wyniki cyklicznych badań prowadzonych wśród młodzieży kończącej edukację na poziomie szkół średnich, koncentruje się na przeobrażeniach w zakresie religijności i moralności polskiej młodzieży, umiejscawiając obserwowane trendy na płaszczyźnie socjologicznych teorii przemian religijności i jej związków z moralnością.
The article is based on the results of current empirical quantitative research carried out on national samples, but also on the results of cyclical research conducted among young people graduating from secondary schools, and focuses on the transformations in the area of religiousness and morality of Polish youth, placing the observed trends on the level of sociological theories of transformations of religiousness and its relation to morality.
Źródło:: Zeszyty Naukowe KUL; 2019, 62, 4; 31-52
0044-4405
2543-9715
Pojawia się w:: Zeszyty Naukowe KUL
Dostawca treści:: Biblioteka Nauki

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Tytuł:: Poziom wiedzy młodzieży u progu pełnoletności na temat profilaktyki chorób nowotworowych. Prezentacja wybranych wyników z badania
The level of knowledge of youth on the threshold of adulthood on cancer prevention. Presentation of selected results from the research
Autorzy:: Grzegorczyk, Milena
Kita, Aleksandra
Powiązania:: https://bibliotekanauki.pl/articles/551285.pdf
Data publikacji:: 2016
Wydawca:: Uniwersytet Zielonogórski. Oficyna Wydawnicza
Tematy:: profilaktyka
młodzież
edukacja zdrowotna
choroba nowotworowa
badania empiryczne
prevention
youth
health education
cancer
empirical research
Opis:: Promocja zdrowia jest istotnym zadaniem zarówno dla sektora ochrony zdrowia, jak i instytucji edukacji. Zainteresowane tematem zdrowia członkinie Doktoranckiego Koła Naukowego Socjologii Zdrowia, Choroby i Medycyny zrealizowały badanie: „Poziom wiedzy na temat profilaktyki chorób nowotworowych a zachowania prozdrowotne wśród młodzieży u progu pełnoletności”. W artykule przedstawiono wybrane wyniki z tychże badań, uzyskane na podstawie odpowiedzi udzielonych przez uczniów zielonogórskich szkół ponadgimnazjalnych w okresie od maja do czerwca 2016 r. W artykule zawarto także wprowadzenie do społecznego odbioru tematyki chorób nowotworowych. Autorki postawiły sobie za cel rozpoznanie poziomu wiedzy młodzieży. Skonstruowano kwestionariusz ankiety, który wypełniony został przez 329 uczniów. Zebrane odpowiedzi pozwoliły na analizę empiryczną i wnioskowanie teoretyczne. Wyniki tych analiz przedstawione zostały w prezentowanym artykule. Jak dowiodło badanie, młodzież jest świadoma skali zachorowalności na choroby nowotworowe w społeczeństwie, niemniej jednak ważne jest stałe pogłębianie tej wiedzy w szkole, rodzinie oraz zachęcanie młodzieży do indywidualnych poszukiwań informacji w tym zakresie.
Health promotion is an essential task for both the health sector and education institutions. Interested in the topic of health members of the Doctoral Student Research Sociology of Health, Disease and Medicine met the research: “The level of knowledge about cancer prevention and health behaviors among the youth on the threshold of adulthood”. The article presents selected results from these research, obtained on the basis of the answers given by the students of secondary schools Zielona Gora in the period from May to June 2016. The article also provides an introduction to public perception of the subject of cancer. The authors set themselves the objective recognition of the level of knowledge of youth. Constructed questionnaire, which was completed by 329 students. The responses enabled the analysis of empirical and theoretical reasoning. The results of these analyzes are presented in the present article. As the research showed, the youth is aware of the scale of the incidence of cancer in society, but it is important to continuously deepen this knowledge in school, the family and encourage youth to the individual searching for information in this regard
Źródło:: Relacje. Studia z nauk społecznych; 2016, 2; 193-208
2543-5124
Pojawia się w:: Relacje. Studia z nauk społecznych
Dostawca treści:: Biblioteka Nauki

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Tytuł:: Wyniki badań poziomu wiadomości szkolnych młodzieży „nie uczącej się i nie pracującej”
The results of research into the school knowledge level of ‘not learning and not working’ youth
Autorzy:: Marek, Maria
Powiązania:: https://bibliotekanauki.pl/articles/699310.pdf
Data publikacji:: 1972
Wydawca:: Polska Akademia Nauk. Instytut Nauk Prawnych PAN
Tematy:: młodzież
nieprzystosowanie społeczne
badania socjologiczne
poziom wiedzy
szkoła
youth
sociological research
social maladjustment
knowledge level
school
Źródło:: Archiwum Kryminologii; 1972, V; 118-133
0066-6890
2719-4280
Pojawia się w:: Archiwum Kryminologii
Dostawca treści:: Biblioteka Nauki

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Tytuł:: Visual Research Methods: Recognising the Social Identities and Behaviour of Non-smokers and Smokers
Wizualne metody badawcze – Rozpoznawanie tożsamości społecznej i zachowania osób niepalących i palących
Autorzy:: Purhonen, Kirsi
Kauronen, Marja-Leena
Lehtonen, Olli
Polak, Angelika
Kallunki, Valdemar
Powiązania:: https://bibliotekanauki.pl/articles/1748602.pdf
Data publikacji:: 2021
Wydawca:: Wydawnictwo Uniwersytetu Ekonomicznego we Wrocławiu
Tematy:: visual research methods
pictures
smoking prevention
youth
adolescents
metody wizualne
badania wizualne
metoda badań wizualnych
zapobieganie paleniu
młodzież
Opis:: This article presents the visual research methods (VRM), a procedure containing an iterative circle for detecting smokers and non-smokers among adolescents and young adults. Qualitative and quantitative approaches were used to develop the theoretical framework and questionnaires, conduct workshops, content analysis and statistical modelling, and to examine and interpret the results. The visual context that detects smokers and non-smokers concerns the social norms and environment, attitudes, beliefs, role models, individual factors, situational context and healthy vs. unhealthy lifestyle.
W artykule przedstawiono metody badań wizualnych (VRM), procedurę zawierającą iteracyjne koło do wykrywania palaczy i niepalących wśród młodzieży i młodych dorosłych. Wykorzystano metody jakościowe i ilościowe do opracowania ram teoretycznych i kwestionariuszy, przeprowadzenia warsztatów, analizy danych i modelowania statystycznego oraz do zbadania i interpretacji wyników. Kontekst wizualny, który rozróżnia osoby niepalące i palaczy, dotyczy norm społecznych i środowiska, postaw, przekonań, wzorców do naśladowania, czynników indywidualnych, kontekstu sytuacyjnego oraz zdrowego i niezdrowego stylu życia. VRM dostarcza precyzyjne wyniki dotyczące tego zjawiska oraz oferuje rzeczowy i odpowiedni sposób na jego zbadanie. Interpretacja wizualnego kontekstu palenia dostarcza cennych informacji dla rozwoju metod zapobiegania paleniu w porównaniu z tradycyjnym kwestionariuszem werbalnym.
Źródło:: Econometrics. Ekonometria. Advances in Applied Data Analytics; 2021, 25, 3; 1-20
1507-3866
Pojawia się w:: Econometrics. Ekonometria. Advances in Applied Data Analytics
Dostawca treści:: Biblioteka Nauki

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Tytuł:: Młodzież nie przystosowana społecznie (badania katamnestyczne)
The socially maladjusted youth (a follow-up study)
Autorzy:: Ostrihanska, Zofia
Wójcik, Dobrochna
Powiązania:: https://bibliotekanauki.pl/articles/699267.pdf
Data publikacji:: 1989
Wydawca:: Polska Akademia Nauk. Instytut Nauk Prawnych PAN
Tematy:: młodzież
niedostosowany społecznie
zachowanie
badania katamnestyczne
chłopcy
spożywanie alkoholu
sądy karne
youth
socially maladjusted
catamnestic research
boys
alcohol consumption
behaviour
Opis:: The paper presents further fates of socially maladjusted children from Warsaw elementary schools in the period from 1976-1978 (when they were examined for the first time) till 1985 (when they were interviewed again and their criminal records were checked). The children to be included in the study had been indicated by their teachers due to intense and cumulated symptoms of social maladjustment (though nor necessarily offences). The following acts were found to be symptoms of maladjustment: regular truancy, loitering, running away from home; contacts with demoralized peers; thefts; drinking of alcohol; sexual depravation; vandalism; aggressive behaviour. Further fates of those examined persons were compared with the fates of their non-maladjusted classmates whose fathers, socio-professional status was the same as in the basic group. Four to six years passed from the initial interview till the catamnesis. Criminal records were checked for a period of about seven years. During the first study, boys from both groups were aged 10-16; accordingly, they were aged 16-24 during the follow-up period. The second study included 243 maladjusted boys, with the control group of 139, while 262 and 151 boys respectively had been examined during the first study. Longitudinal studies of social maladjustment are very important, as they render it possible to appraise the initial symptoms of social maladjustment and to define their prognostic value. Such studies also make a discrimination possible between transitory difficulties which are frequently related to a definite stage of the child’s development, and behavior that requires specialistic treatment . Moreover, basing of such studies, the quality and results of interventions taken towards the socially maladjusted youth can be appraised. The follow-up study was aimed at answering the following questions: a) What - if any were the changes of family situation of boys from both groups ? b)What were the further fates of the socially maladjusted boys as compared with member of the control group? In particular, did they finish elementary school, did they continue their education, what secondary school did they choose and did they finish that school? c) Do those out of school work? What profession are they in? Are they satisfied with that profession and the work they perform? d) What are the leisure habits of the examined boys? e) What are the drinking habits, delinquency, and criminal records of the socially maladjusted boys as compared with their peers from the control group ? In both groups, the examined persons family situation underwent various changes during the catamnesis, and so did the relations between them and their parents. The changes consisted mainly in 42.8 per cent of the maladjusted boys staying temporarily away from which frequently resulted from the court's or educational authorities decisions to send them to educational or correctional institutions. Boys from the control group usually spent the entire follow-up period at home. The two groups differed as regards their family environments, those of the socially maladjusted boys being much less favourable. These differences grew during the follow-up period as regards many factors (broken home, the fathers irregular employment or lack of permanent job, excessive drinking). Also the school situations clearly differentiated the two-groups both in the first study and during the follow-up period. At the moment of the second examination, only one boy from the control group was still going to elementary school, while there were as many as 40 (16.5 per cent) of such boys among those socially maladjusted. This proportion seems very large the fact considered we deal here with young persons whose intellectual development is normal, and with the educational level necessary for the individual’s future professional activities and participation in the country’s social and cultural life . (The fact should also be stressed here that in the first study, nearly half of the socially maladjusted boys were in standard VII at the very least, and thus not far from finishing school). As shown by our study, the chances for learning and finishing elementary school later in life are extremely poor. All members of the control group and two-thirds of the socially maladjusted boys learned on after finishing elementary school. It appeared that those from the basic group not only continued education less frequently (this fact being related to their educational backwardness), but also changed and left schools (35.1 per cent) much more frequently than boys from the control group (21.1 per cent). It seems, however, that changing and leaving school takes place very often in the control group, too. This testifies to learning difficulties of elementary school graduates and to their frequent mistakes in choosing the line and type of education. It is worth mentioning here that, in the light of the examined persons statements, the institutions assigned to render professional guidance to young persons influenced their decisions to a minimal degree only. At the moment of follow-up interviews, as many as 162 socially maladjusted boys and only 35 members of the control group were already out of school. Less than a half (46.9 per cent) of the former finished elementary school, while nearly all (97.6 per cent) of those from the control group who were not learning anymore managed to reach that educational level. The secondary schools which the socially maladjusted boys who were not learning anymore finished were frequently (in 35.5 per cent of case) shortened courses. The examined persons often left elementary school defeated and hostile towards it; they had no professional aspirations and acceptable leisure habits. Our findings seem to demonstrate that elementary school and the associated institutions frequently fail confronted with difficult children from negative families. An appraisal of the examined persons, employment is difficult due to their different life situations and ages. Among those employed from the control group there was a greater number of apprentices as compared with the socially maladjusted group (where apprentices constituted 5-per cent only of those employed). Nearly half of those from the basic group (46.4 per cent) were skilled workers, and 44.3 per cent performed manual work that required no professional qualifications. Thus in nearly half of the cases, when starting on their professional careers, socially maladjusted boys had no chance to train in a profession. The two groups also differ greatly as regards professional aspirations and their fulfillment. The socially maladjusted boys had no particular professional plans in a greater proportion of cases (27 per cent) than members of the control group (7 per cent). Asked whether the professional plans they hand on finishing elementary school ever came true , nearly half (48 per cent) of the socially maladjusted answered in the negative, and just 20 per cent-in the affirmative. The respective proportions were reversed In the control group: 53 per cent of affirmative and 30.7 per cent of negative answers. Generally speaking, those employed are not pleased with their earnings. Asked about the wages which which satisfy them, they frequently mentioned sums several times higher than what they were paid. The fact is worthy of notice that those who finished a secondary school are not at all those who earn most. As shown by the analysis of the examined persons, leisure habits, the socially maladjusted are more passive in this respect, their leisure activities being less diversified and restricted to having fun and social contacts only. The leisure habits they follow create frequent opportunities to drink alcohol, and some of their activities (like a game of billiards or cards) make it necessary for them always to have money which they would spend on such games. The following conclusions can be drawn from the analysis of the examined persons drinking habits: during catamnesis, 43.1 per cent of the socially maladjusted and 25.1 per cent of members of the control group drank alcohol (vodka or wine) at least once a week and or drank larger amounts on one occasion (i. e. more than 200 cl. Vodka or 600 cl. wine). the respective proportions of teetotalers (according to their own and their mothers statements) were 15.7 and 19.6 per cent. The boys who had drunk repeatedly in the first study were also found to drink regularly during the follow-up period, while a considerable proportion of those who had abstained from alcohol before drank only seldom and small amounts later on, too. An opinion is thus justified that repeated drinking by children and young persons, if it stars at a young age (and particularly if it accompanied by other symptoms of social maladjustment), is not a transistory phenomenon but develops into a relatively persistent lifestyle and leisure habit with time, those affected following that habit in the company of similarly oriented peers. In the first study, repeated drinking coexisted with other symptoms of social maladjustment, such as truancy, running away from home, stealing etc. As shown by the analysis of such persons further life situation, their attitude towards and extent of drinking does not change with time as a rule, instead, their drinking habits grow more excessive and are related, like before, to disturbed socialization. Moreover, regular drinking is related to other negative factors as well. Excessive drinkers among those socially maladjusted frequently failed to finish school; is they succeeded after all, it was usually a year or more later than their peers. This fact negatively influenced their chances to learn on and to train in a profession. Among such boys there was also a greater proportion of those who neither learned nor worked during the catamnesis (p<0.05). Stealing was also more frequent among them (p<0.001), and so were contacts with peers who committed thefts (p<0.01) and who drank regularly (p<0.02), as well as drug abuse (p<0.05) and self-mutilations (p<0.02), committed more frequently as compared with the remaining socially maladjusted boys. Also in the control group, boys who drank during the fallow-up period stole (p<0.01), belonged to regularly drinking peer groups (p<0.001), and stayed out of school and work (p<0.01) more frequently than others from that group. Therefore, regular drinking renders difficult such examined persons proper start into adult life. As regards criminal records, the group of socially maladjusted proved to be differentiated. This concerns both the initial stage of our study when one-third of those boys had already had cases at family courts, and the follow-up period when the percentage of those with criminal records went up to 55.8. As many as 30 per cent of the examined persons had cases at criminal courts after the age of 17, and every fourth of those who had cases at courts (both family and common courts) had been convicted at least four times. Despite the differentiation, the data concerning criminal records are rather alarming, the extent of delinquency gradually becoming higher during the seven years of catamnesis. If we compare socially maladjusted boys who never had any cases at court with those previously convicted, the number of convictions taken into account, these two groups prove to differ not only as regards their respective careers in this regards. It appears that various negative factors found both in the examined persons themselves and in their families and peer groups are more frequent in those previously convicted and repeatedly convicted as compared with those. who have no criminal record. Fathers of the former have their own criminal records more frequently, and the boys themselves more often have stealing and drinking friends. They also reveal a greater number of various symptoms of social maladjustment; during the follow-up period, more of them neither learned nor worked, and more failed to finish elementary school or only finished it behind time. As follows from our study social maladjustment when going to elementary school does not necessarily determine such young persons' further demoralization. The group of socially maladjusted boys is highly diversified in many respects. At the same time, it also differs greatly from the control group, being much worse: those socially maladjusted reach a lower educational level and wages, are more displeased with their own lives, and more excessive in their drinking habits, and also commit offences and have cases at court more frequently. The extent of maladjustment found in that group seems rather large which manifests among others the small range and poor effectiveness of preventive actions taken towards the examined persons by the competent educational institutions.
Źródło:: Archiwum Kryminologii; 1989, XVI; 141-188
0066-6890
2719-4280
Pojawia się w:: Archiwum Kryminologii
Dostawca treści:: Biblioteka Nauki

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