Wyniki wyszukiwania - Biblioteka Nauki

1

Humanista w dobrym kontakcie, czyli o tutoringu akademickim

100%

Wojciechowska J.

Człowiek i Społeczeństwo

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2020

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tom 49

EN

The aim of the article is to present the basic idea of academic tutoring. This method allows for personalized and in-depth use of experience – based and taught teaching tools by developed in modern humanities in academic teaching.

2

Social participation, identity style and identity dimensions in late adolescence among students of three types of vocational schools

51%

Kaczan R. , Brzezińska A. I. , Wojciechowska J.

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nr 3

310-321

EN

Departing from the model suggested by Luyckx, Schwarz, Berzonsky et al. (2008), the relationships between identity and educational context, social participation, and identity information processing style were investigated. Participants were 972 students from six vocational schools in Poznań. The students, within these six schools, attended Grades I-III of three types of vocational schools: basic vocational schools (n=271), technical upper secondary schools (n=448), and specialized upper secondary schools (n=253). Three questionnaires were used: The Dimensions of Identity Development Scale (DIDS/PL), which measures five identity dimensions according to the concept of Luyckx, Schwarz, Berzonsky et al. (2008), Social Participation Questionnaire, developed by Brzezińska, Rękosiewicz and Hejmanowski (see Rękosiewicz, 2013b), enabling identification of the type of social participation, and the Polish adaptation of M. Berzonsky’s Identity Style Inventory 4 (ISI-4) authored by A. Senejko (2010), to examine identity styles. The results showed that the students from basic vocational schools and technical upper secondary schools were more often characterized by the normative identity style, whereas the students from specialized upper secondary schools manifested a greater tendency to engage themselves in exploration, both adaptive and ruminative.

3

Social participation, identity style and identity dimensions in late adolescence among students of three types of vocational schools

51%

Kaczan R. , Brzezińska A. I. , Wojciechowska J.

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2013

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tom 44

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nr 3

310-321

EN

Departing from the model suggested by Luyckx, Schwarz, Berzonsky et al. (2008), the relationships between identity and educational context, social participation, and identity information processing style were investigated. Participants were 972 students from six vocational schools in Poznań. The students, within these six schools, attended Grades I-III of three types of vocational schools: basic vocational schools (n=271), technical upper secondary schools (n=448), and specialized upper secondary schools (n=253). Three questionnaires were used: The Dimensions of Identity Development Scale (DIDS/PL), which measures five identity dimensions according to the concept of Luyckx, Schwarz, Berzonsky et al. (2008), Social Participation Questionnaire, developed by Brzezińska, Rękosiewicz and Hejmanowski (see Rękosiewicz, 2013b), enabling identification of the type of social participation, and the Polish adaptation of M. Berzonsky’s Identity Style Inventory 4 (ISI-4) authored by A. Senejko (2010), to examine identity styles. The results showed that the students from basic vocational schools and technical upper secondary schools were more often characterized by the normative identity style, whereas the students from specialized upper secondary schools manifested a greater tendency to engage themselves in exploration, both adaptive and ruminative.

4

Psychosomatic symptoms associated with traumatic events experienced in medical students

38%

Stanisławska-Kubiak M. , Stelcer B. , Wojciechowska J. , Kułacz K. , Szybowicz U. , Mojs E.

International Journal of Occupational Medicine and Environmental Health

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2023

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tom 36

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nr 5

606-617

EN

Objectives Many facts indicate the important role of psychosomatic symptoms that occur due to traumatic events. This study is an analysis of the coexistence of psychosomatic symptoms and traumatic events. Though not every person taking part in these events develops a fully symptomatic post-traumatic stress disorder (PTSD), psychosomatic symptoms with a strong psychological component are observed in many. This study focuses on a comparison of the intensity of somatization, anxiety, depression, and distress of medical university students, who encountered a traumatic event and those who have not experienced trauma. Material and Methods The data was collected from 594 students of different academic majors at the Poznan University of Medical Sciences, Poland. The participants were asked if they had experienced situations that caused psychological trauma as well as about the intensity of their psychosomatic symptoms. The data was collected with 2 questionnaires: Post-traumatic Stress Diagnostic Scale and Four-Dimensional Symptom Questionnaire. Results The study reveals that 78% of students experienced a traumatic event, in 15% moderate and severe symptoms of PTSD are observed, 45% presents average and high stress levels, 23% experiences symptoms of depression, whereas 30% has anxiety and 26% somatic symptoms. Conclusions Studies show that experiencing traumatic events in life is linked to the higher intensity of an/the entire range of psychosomatic symptoms.