Wyniki wyszukiwania - Biblioteka Nauki

1

Positive reappraisal of stressful situations by children of younger school age

100%

Cywińska M.

Kultura-Społeczeństwo-Edukacja

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2018

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tom 13

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nr 1

63-70

EN

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.

2

Reakcje fizjologiczne i behawioralno-poznawcze dzieci w młodszym wieku szkolnym w sytuacjach stresowych

100%

Cywińska M.

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2021

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tom 11

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nr 2

113-129

EN

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.

PL

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.

3

Przywiązanie w dzieciństwie w aspekcie wybranych sytuacji trudnych dzieci

100%

Cywińska M.

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2023

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nr 70

119-132

EN

The family plays a crucial role in shaping an individual’s personality and influencing emotional, social, and cognitive development. J. Bowlby underscores the significance of early attachments, particularly with the mother, in the proper formation of an individual. The primary and biologically rooted need for proximity to the caregiver profoundly impacts a child’s well-being. This study explores the repercussions of challenging childhood experiences, including maternal abandonment or frequent distancing, on the individual’s functioning not only in childhood, but also throughout adolescence and adulthood.The behavior of attachment figures, especially the caregiver acting as the mother, determines the quality of the child’s attachment, classified as either trusting, anxiety-avoidant, anxiety-ambivalent, or disorganized. Insecure attachments, specifically anxiety-avoidant and anxiety-ambivalent bonds, along with disorganized attachment, can give rise to various difficult situations for individuals. The focus, particularly on disorganized attachment, highlights the heightened risk of mental disorders, behavioral issues, and personality disorders.This article delves into John Bowlby’s attachment theory, elucidating its key aspects, and draws connections to difficult situations experienced by preschool and early elementary school children with diverse attachment types. These situations encompass conflicts, loneliness, peer rejection, and failures.

4

Stress Coping Strategies for 8- and 9-year-old Children

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Cywińska M.

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2020

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nr 57

7-15

PL

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.

5

Konflikty destruktywne – trudno rozwiązywalne w perspektywie „wychowania do wartości”

100%

Cywińska M.

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2019

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nr 52

23-34

EN

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.