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    Wyświetlanie 1-7 z 7
    Tytuł:
    Stress Coping Strategies for 8- and 9-year-old Children
    Strategie radzenia sobie ze stresem dzieci 8- i 9-letnich
    Autorzy:
    Cywińska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/1071073.pdf
    Data publikacji:
    2020-06-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    stress
    resistance to stress
    children’s physiological and behavioral reactions to stress
    problem-focused coping strategies
    emotion-focused coping strategies
    coping strategies for children in early school age
    Opis:
    Stress is an integral part of our lives. It also applies to our childhood. That is why it is so important to know how children cope with stress (how they learn coping strategies) and to equip them with the skill set to cope constructively with stressful situations throughout life. This article describes strategies for coping with stress that are characteristic for children at the end of early school education. They have been identified in the course of my own research aimed at characterizing child stress and relate to a fragment of research activities aimed at 8- and 9-year-old children. The research established that in some children the developmental process of coping with stress has started: children look for, investigate, and think how to cope with difficulties. In this struggle, however, they focus on people ho could be a source of support for them in coping with stressful situations. Among children’s stress coping strategies, an important role is also played by emotionally focused strategies, which are aimed at reducing negative emotions and arousing positive emotions.
    Źródło:
    Studia Edukacyjne; 2020, 57; 7-15
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Positive reappraisal of stressful situations by children of younger school age
    Autorzy:
    Cywińska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/951800.pdf
    Data publikacji:
    2018
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    stress
    negative emotions
    positive emotions
    benefits of stressful situations
    positive reappraisal of difficult situations
    coping with stress
    children of younger school age
    Opis:
    Stress as an individual phenomenon is a specific kind of emotional experience usually associated with negativeemotions and analysed in their context. However, under certain circumstances stress may also trigger positive emotions; analysing a stressful situation and reflecting upon it may lead one to perceive benefits of stressful experience and undertake positive reappraisal of encountered difficulties. The author’s own empirical research reveals that a considerable percentage of children finishing their early-stage school education believe that it is possible to find something advantageous, good and positive in stressful situations full of negative emotions. Examples of such positive aspects of stress given by those children indicate that for some of them the developmental process that involves coping with difficult situations has already started. The children begin to act independently (analyse the difficult situation, talk about it, ask questions, check the effectiveness of strategies) in order to overcome difficulties and find their meaning in human existence.
    Źródło:
    Kultura-Społeczeństwo-Edukacja; 2018, 13, 1; 63-70
    2300-0422
    Pojawia się w:
    Kultura-Społeczeństwo-Edukacja
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Dziecko w sytuacji rozwodu rodziców
    Child in the Situation of Parents’ Divorce
    Autorzy:
    Cywińska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/2098444.pdf
    Data publikacji:
    2021-12-30
    Wydawca:
    Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
    Tematy:
    dziecko
    rodzina rozwiedziona
    skutki rozwodu rodziców
    formy wsparcia
    child
    divorced family
    consequences of parents’ divorce
    forms of support
    Opis:
    Rozwód jest wydarzeniem przełomowym w życiu każdego członka rodziny. Można go rozpatrywać w perspektywie indywidualnej, diadycznej i rodzinnej. W niniejszym tekście rozpatrywany jest głównie w kontekście rodzinnym i najmłodszych członków tejże wyjątkowej wspólnoty. Dla dzieci rozwód oznacza utratę pełnej rodziny i wiąże się z szeregiem – traumatycznych dla ich funkcjonowania – bezpośrednich i odroczonych w czasie skutków rozwodu rodziców. Szczególnym wymiarem sytuacji rozwodowych są „przetargi o dziecko” we wszystkich fazach procesu rozwodowego. Będąc obiektem manipulacji, indoktrynacji i instrumentem w konflikcie rodziców, dzieci doświadczają ogromnej krzywdy – bolesnych uczuć, niezaspokojenia ważnych dla swego rozwoju potrzeb. Dlatego też nie do przecenienia jest wspieranie rodzin i ich dzieci w sytuacjach rozwodowych. Wybrane przykłady form wsparcia psychologiczno-pedagogicznego we wskazanym aspekcie zamykają rozważania dotyczące jednego z najtrudniejszych problemów życia społecznego oraz jednego z największych zagrożeń współczesnej rodziny.
    Divorce is a significant event in the life of every family member. It can be considered from individual, diadic and family perspectives. In this text it will be considered mainly in the family context and in relation to the youngest members of this unique community. For children, divorce means the loss of a complete family and involves a number of immediate and deferred effects of the parents’ divorce that have a traumatic impact on their lives. A particular dimension of divorce situations is “bargaining for the child” in all phases of the divorce process. Being an object of manipulation, indoctrination and a tool in the parents’ conflict, children experience great harm – painful feelings, a failure to satisfy needs important for their development. Therefore, it is invaluable to support families and their children in divorce situations. Selected examples of forms of psychological and pedagogical assistance in the indicated aspect close the considerations on one of the most difficult problems of social life and one of the greatest threats to the modern family.
    Źródło:
    Roczniki Pedagogiczne; 2021, 13, 4; 91-103
    2080-850X
    Pojawia się w:
    Roczniki Pedagogiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Konflikty destruktywne – trudno rozwiązywalne w perspektywie „wychowania do wartości”
    Destructive Conflicts – Difficult to Solve, in the Perspective of “Education for Values”
    Autorzy:
    Cywińska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/919862.pdf
    Data publikacji:
    2019-03-15
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu
    Tematy:
    “category” of difference
    constructive and destructive conflicts
    difficult-to-solve conflicts
    antagonisms
    hostility
    aggression
    violence
    sense of threat
    destruction of the opponent
    ubiquitous presence of conflict
    persistent conflict duration
    “education for values”
    fundamental values
    Opis:
    Postmodernity born as a result of the crisis of civilization culture is characterized by pluralism, a “category” of difference, reflected, among others, in social (interpersonal, group) conflicts with a constructive and/or destructive impact. Special attention should be paid to difficult-to-solve conflicts due to their extremely unfavorable social consequences. They are characterized by a great complexity of disputable issues, aggression, violence, mutual harm, desire to destroy the opponent, a very escalating character. The persistence of such conflicts causes a sense of hopelessness on the part of the parties involved. Extinguishing or trying to resolve these situations requires extraordinary measures, as traditional dispute resolution strategies such as negotiation and mediation are not effective. “Education for values”, which focuses on identifying fundamental values, cannot be overestimated in the prevention of conflicts that are difficult to resolve. Large differences in values often trigger a conflict process, which is why it is so important to identify a universe accepted by all, which may become a significant inhibitor of hostilities and antagonisms.
    Źródło:
    Studia Edukacyjne; 2019, 52; 23-34
    1233-6688
    Pojawia się w:
    Studia Edukacyjne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Reakcje fizjologiczne i behawioralno-poznawcze dzieci w młodszym wieku szkolnym w sytuacjach stresowych
    Physiological and behavioural – cognitive reactions of younger school-age children in stressful situations
    Autorzy:
    Cywińska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/2098489.pdf
    Data publikacji:
    2021-12-31
    Wydawca:
    Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
    Tematy:
    stres
    negatywne emocje
    reakcje fizjologiczne
    reakcje behawioralnopoznawcze
    model reakcji na stres Janusza Reykowskiego
    transakcyjna teoria stresu Richarda S. Lazarusa i Susan Folkman
    dzieci w młodszym wieku szkolnym
    stress
    negative emotions
    physiological reactions
    behavioural-cognitive reactions
    Janusz Reykowski's model of reactions to stress
    transactional theory of stress and coping by Richard S. Lazarus and Susan Folkman
    children at younger school age
    Opis:
    Stres i związane z nim negatywne emocje wywołują określone reakcje fizjologiczne i behawioralno-poznawcze u jednostek, rzutujące na ich funkcjonowanie w różnych obszarach życia. W artykule - na podstawie badań własnych  analiza tychże reakcji została odniesiona do dzieci w młodszym wieku szkolnym: uczniów trzecich klas szkoły podstawowej, ich matek oraz nauczycieli i wkomponowana w kontekst środowiska rodzinnego, szkolnego i rówieśniczego wspomnianych dzieci.
    Stress and negative emotions connected with it evoke specific physiological and behavioural-cognitive reactions in individuals, which affect their functioning in various areas of life. The author studied and analyzed these reactions with respect to children of younger school age - third graders of primary school, their mothers and teachers. The analysis presented in the article is integrated into the context of family, school and peer environment of the children in question.
    Źródło:
    Forum Pedagogiczne; 2021, 11, 2; 113-129
    2083-6325
    Pojawia się w:
    Forum Pedagogiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Interpersonal Conflicts between Children as Difficult Situations in Teaching
    Autorzy:
    Cywińska, Małgorzata
    Powiązania:
    https://bibliotekanauki.pl/articles/18104537.pdf
    Data publikacji:
    2013-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    interpersonal conflict
    difficult situation
    reflective actions of teachers
    destructive and constructive meaning of conflicts
    strategy of punitive behaviours in conflict
    dialogue in conflict situations
    culture of conflict
    Opis:
    Interpersonal conflicts arising between children are not only difficult for children themselves, but also for teachers responsible for conducting educational and didactic activities with children. Empirical studies (based on the diagnostic survey method: interviews with children, questionnaires for teachers) conducted among one hundred preschool teachers working with six-year-olds, and among one hundred preschoolers, have revealed that a considerable percentage of the surveyed teachers underestimate the importance of children’s conflict situations in their educational activities. The teachers are mostly unaware of the developmental dimension of conflicts, and they emphasise mainly the negative impact of such situations on children (46%), often punishing their pupils – as claimed by six-year-olds – for becoming engaged in a dispute (48%). The teachers also fail, to a significant extent, to reflect upon incidents of conflict, be it reflection upon the situation in the course of action or reflection upon the action with the benefit of hindsight. Results obtained in the studies demonstrate that the teachers do not show their pupils what a constructive dispute is about, and do not teach them any ways to resolve a conflict situation in an integrative manner – in cooperation with other interaction partners. They also fail to explain the meaning of dialogue in the conflict process to children, despite claiming to do so (81%). The findings may imply that although teachers know which constructive procedures should be used in situations of conflict between children, they do not put their knowledge into practice because, e.g., they are not competent enough to do so.
    Źródło:
    The New Educational Review; 2013, 33; 225-233
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Psycho-social problems in patients with 22q11.2 deletion syndrome – according to subjective evaluation by parents
    Autorzy:
    Cywińska-Bernas, Agnieszka
    Paśnik, Jarosław
    Szałowska-Woźniak, Dorota
    Pilarz, Eliza
    Jarosz, Paweł
    Piotrowicz, Małgorzata
    Moll-Maryńczak, Agnieszka
    Machnia, Marcin
    Zeman, Krzysztof
    Powiązania:
    https://bibliotekanauki.pl/articles/973092.pdf
    Data publikacji:
    2018
    Wydawca:
    Stowarzyszenie Przyjaciół Medycyny Rodzinnej i Lekarzy Rodzinnych
    Tematy:
    22q11 deletion syndrome
    behavior
    psychology
    child
    parents.
    Opis:
    Background. Deletion syndrome 22q11.2 is a frequently occurring genetic disorder effecting not only malfunctions of the structure and function of many organs and systems, but also a number of psycho-social problems in patients of all ages. Objectives. The aim of the study was the evaluation of psycho-social problems experienced by people with confirmed 22q11DS observed by their parents/caregivers. Material and methods. A group of 32 parents’/caregivers’ children with 22q11DS diagnosis (confirmed by FISH or MLPA analysis) were examined. The age of patients at the moment of examination was from 3 months to 23 years. To identify the most frequent problems a questionnaire survey was used with the use of the authors’ questionnaire. Results. On the basis of the acquired data analysis it was stated that the most frequent problems in children reported by the questioned parents/caregivers were problems with speech development, problems with focusing attention, problem in relations with peers, and school difficulties. The questioned parents also emphasized excessive anxiety of the children and frequent behavior disorders. Moreover, many parents are concerned with their children’s adult lives, and emphasize the necessity of professional support (including psychological) in different stages of the sick child’s upbringing. Conclusions. Patients with 22q11DS experience many psychological and social problems and require, with their families, psychological support in different stages of life. The child’s condition, in many parents’ opinion, is a factor significantly influencing functioning in life and determining the occurrence of problems in the future. The task of primary care physicians is not only to identify patients suspected of 22q11DS and to lead them to genetic diagnostics, but also to provide support to the patients and their families in different stages of life in cooperation with many other specialists.
    Źródło:
    Family Medicine & Primary Care Review; 2018, 2; 117-123
    1734-3402
    Pojawia się w:
    Family Medicine & Primary Care Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-7 z 7

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