scholarly journals Od małego „Dyzia” do dorosłego „rycerza z La Manchy”. Analiza problemu marzycielstwa u dzieci i młodzieży z perspektywy kulturowo-historycznej teorii rozwoju

2021 ◽  
pp. 87-101
Author(s):  
Przemysław Gąsiorek

This study describes the issue of maladaptive daydreaming. This phenomenon is becoming a contemporary educational problem because it limits the development potential of children and adolescents as well as their interpersonal relations. The field of possible understanding of maladaptive daydreamingin relation to terms related in meaning was outlined, as well as the current attempts at its scientific conceptualization. In my analysis, I go beyond the dualistic understanding of the children’s real and imaginary world, referring to the cultural-historical theory of the development of creative imagination as a higher mental function as an internalized system of social relations. From this perspective, the phenomenon of daydreaming in children and adolescents, in relation to reality, is not treated in a dichotomous way, but as a social development situation.

2021 ◽  
pp. 163-182
Author(s):  
Alicja Kozubska

Authentic dialogue is one of the most mature forms of interpersonal contacts, and at the same time it grows only on the ground of proper interpersonal relations. The role of dialogue in the field of education is more and more frequently recognized as a way of regulating contradictions and limiting aggressive behaviour directed against others or oneself. Dialogue, as a consequence of the meeting of entities (including educational ones), is a form of contact that brings certain values connecting these entities. We can learn the dialogical form of contact mainly by experiencing it. In the case of educational dialogue, it requires defined competencies on the part of teachers who are to educate to dialogue, respecting the rules of social relations. Therefore, conducting an educational dialogue may be treated as a specific prophylactic action preventing pathological phenomena, including aggression among children and adolescents. The notion of aggression, its typologies and reasons, as well as the relation to the lack of dialogue at school have been described in the article below.


Author(s):  
Sergei Vladimirovich Rabkin

The subject of this research is the institutional transformations of educational space associated with the global processes of digitalization of social relations, as well as internal factors in cooperation between society and the state with regards to determination of the criteria of security for their development. Using the general methodology of institutional analysis, methods of analogy and summary, as well as interdisciplinary approach towards studying the educational space, the author considers the questions of implementation of digital education technologies under the conditions of current sociocultural transformations. Special attention is turned to the balance between rational and immaterial factors that affect the formation of modern educational space, and thereby, specification of the new institutional challenges to the security of social development. The conducted analysis of the problems of implementation of such technologies in the system of higher education leads to the conclusion on the need for assessing the effectiveness of implementation of digital technologies in accordance with the institutional criteria that imply not only the impact of both, rational and immaterial factors of social development. The institutional nature of these factors is insufficiently studied, however determines the possibility of application of cognitive models in solution of the tasks aimed at ensuring national security in the conditions of digitalization of sociocultural processes. Therefore, the crucial institutional criterion that defines the effectiveness of implementation of digital technologies in the educational space consists in its security in all regards. The proposed institutional-criteria approach allows the state and society to focus on ensuring security of the educational space in the context of solution of relevant tasks of ensuring national security of the Russian Federation.


2021 ◽  
pp. 127-144
Author(s):  
Priscilla Alderson

Adverse mortality and morbidity effects of the huge oil spills in Bayelsa State, Niger Delta, illustrate the value of critical realism’s four planes of social being for organising complex findings and for combining large- and small-scale data sets. These planes cover every aspect of being human: bodies in relation to nature; interpersonal relations; larger social relations and structures; and inner human being in the mental-social-embodied personality. Chapter 5 also considers critical realist approaches to managing data-analysis: laminated systems analysis; interdisciplinary research and policy-making; critical realist theories about interdisciplinarity; overcoming barriers to interdisciplinarity, and interdisciplinary commitments. The detailed examples are about improving the physical health of people with a diagnosis of serious mental illness, and feminist-informed counselling after sexual assault.


2019 ◽  
Vol 11 (4) ◽  
pp. 310-325 ◽  
Author(s):  
Olga M. Klimecki

Empathy and empathy-related processes, such as compassion and personal distress, are recognized to play a key role in social relations. This review examines the role of empathy in interpersonal and intergroup relations, including intractable conflicts. Despite the limitations of empathy, there is growing evidence that empathy and compassion are associated with more prosocial behavior in interpersonal relations. Furthermore, empathy and compassion have been associated with more favorable attitudes and higher readiness for reconciliation across a range of intergroup settings. This review ends by summarizing recent evidence for the beneficial effects of compassion training on interpersonal and intergroup relations and by outlining new avenues for future research on how compassion training could reduce intergroup conflicts.


2005 ◽  
Vol 21 (6) ◽  
pp. 311-317 ◽  
Author(s):  
Noel M. Davis

During the past 20 years, depression has been recognized widely in children and adolescents. However, even with what is known today about depression, many children and adolescents remain undiagnosed. Early recognition is imperative to prevent further episodes that may continue into adulthood. Depression in children and adolescents affects social development, academic performance, and ultimately, success as an adult. This article describes risk factors for depression, diagnostic criteria, medications, psychosocial interventions, and implications for school nursing practice.


2014 ◽  
Vol 5 (3) ◽  
pp. 128-133 ◽  
Author(s):  
Irina Alekseyevna Gorkovaya

The article examines the fears of children, which are divided into three following groups: the “instinctive” fears (fear of death, death of relatives, fear of doctors, injections, etc.), fears of “interpersonal relations” (fear of being late, did not catch, fear of inability to cope with feelings, fear of disapproval from peers, etc.) and “technological” fears (fear of fire, fly a plane, explosions, etc.). According to the research of 2008- 2011, almost all children revealed a fear of losing their parents. Change is observed in the content side: children 4-6 years were afraid of losing their parents because parents provide their lives. The perception of parents is changing at the age of 7-9 years and children realize love for them, in 10-11 years signs of the partnership and its value appear. Also the fear of school can be attributed like one of the most frequent fears in children and adolescents. The results of our study showed that almost every third child in the preschool group does not want to go to school and / or nega-tively assesses its educational opportunities. Number of school fears decreases with age and in early adolescence 11-12 years is about 20 %. The article contains a description of such ways to overcome fears as: creation of conditions to transfer interactions and feelings on the toy to defuse a tension; drawing as a way of expressing positive and negative emotions; a variety of fairy tales including in the form metaphors of the life path; parent’s ability to control the amount of crisis situations in children using the Diary of a gradual change of the child problematic behaviour and etc. The study examined the phenomenon of “no fear” in children, which has been found in almost every tenth child. Discusses its possible causes and negative sides.


1993 ◽  
Vol 2 (2) ◽  
pp. 153-161 ◽  
Author(s):  
Valerie E. Stone

Like most new technologies, virtual reality (VR) has been the subject of a great deal of idealization. This paper both debunks that idealization by discussing some problems that certain types of VR could cause and emphasizes how other types of VR could bring the technology closer to its ideal. Virtual reality is divided into four types: social (there are real other people to interact with), nonsocial (other interactants are simulations of people), creative (users can create elements in the virtual environment), and noncreative (users interact with a fixed environment created for them). Nonsocial VR may cause problems by making it difficult for children and adolescents to learn social skills. Noncreative VR is problematic because it places limits on users' creativity and freedom. Engineers developing VR technology are encouraged to develop social and creative VR.


Babel ◽  
1999 ◽  
Vol 45 (1) ◽  
pp. 53-73
Author(s):  
David Horton

Abstract Pronominal modes of address are an instance of the kind of structural incompatibility between languages which presents a considerable challenge to the translator. Indeed, they have been described as an "impossibility of translation" (Lyons). The structural contrast between English and most other European languages with regard to this feature has significant implications for literary translations, since address behaviour encodes social relations and thus functions as an important signal of unfolding interpersonal dynamics in texts. This article explores the implications of divergent address systems in the translation of dramatic discourse, using examples from French-English and English-German translation to illustrate the problems involved. In the first case, the absence of differentiated second-person pronouns in modern English means that other signals have to be found to encode the social dynamics of the text. In Sartre's subtle exploration of shifting human relations in Huis Clos/In Camera we witness a constant switching between the "tu" and "vous" forms of address as the characters seek to establish their roles. Translation into English inevitably results in a loss of explicitness and the introduction of alternative indices of interpersonal relations. In translation from English into German, on the other hand, as an analysis of Pinter's The Caretaker/Der Hausmeister demonstrates, selection between the "du" and "Sie"-forms becomes necessary, and a further level of differentiation is added to those available in the original. Here, pronominal choice presupposes a careful analysis of the dynamics of the text, and results in an explicitation of the attitudinal nuances of the original. In both cases, the process of translation implies a re-encoding based on the translator's individual conception of the source texts. The issue under discussion thus emerges as an archetypal feature of literary translation, showing how the latter manipulates texts by opening up some interpretive possibilities and closing down others. Résumé Les pronoms appellatifs sont un exemple du type de l'incompatibilité structurelle entre les langues qui représente un défi considérable pour le traducteur. En fait, ces pronoms ont été décrits comme une "impossibilité de traduction" (Lyons). Le contraste structurelle entre l'anglais et la plupart des autres langues européennes vis-à-vis de cet aspect a des implications significatives pour la traduction littéraire, car la façon de s'adresser encode des relations sociales et fonctionne donc comme un signal important d'ouverture des dynamiques interpersonnelles dans les textes. Cet article explore les implications des systèmes divergents d'appellation dans la traduction du discours dramatique, en utilisant des exemples de traduction français-anglais et anglais-allemand pour illustrer les problèmes. Dans le premier cas, l'absence de pronoms de la seconde personne différenciés dans l'anglais moderne signifie que d'autres signaux doivent être trouvés pour encoder la dynamique sociale du texte. Dans l'exploration subtile de Sartre des glissements de relations humaines dans Huis Clos (en anglais In Camera), nous sommes les témoins d'un transfert constant entre les formes d'abord "tu" et "vous", alors que les personnages cherchent à définir leurs rôles. La traduction vers l'anglais résulte inévitablement en une perte d'explicité et l'introduction d'indices alternatifs pour les relations interpersonnelles. Dans la traduction de l'anglais vers l'allemand, telle que le démontre une analyse de The Caretaker de Pinter (en allemand Der Hausmeister), le choix entre les formes de tutoiement et de vouvoiement devient nécessaire, et un niveau ultérieur de différenciation s'ajoute à ceux disponibles dans l'original. Ici le choix pronominal présuppose une analyse soigneuse de la dynamique du texte, et se conclut par une explicitation des nuances d'aptitude de l'original. Dans les deux cas, le processus de traduction implique un ré-encodage basée sur la conception individuelle du traducteur des textes sources. Le point discuté apparaît donc comme une caractéristique de type archétypal de la traduction littéraire, indiquant comment cette dernière manipule les textes en les ouvrant à certaines possibilités d'interprétation et en les fermant à d'autres.


2020 ◽  
Author(s):  
Catalina Morales-Murillo ◽  
Pau García-Grau ◽  
Rosa Fernández-Valero

Child interactions with the environment (adults, peers, materials) constitute the engine for development and learning, especially in early stages of development. Emotionally secure, responsive, and contingent interactions with adults and peers promote emotional, cognitive, and social development. Interpersonal interactions facilitate the acquisition of social skills and emotion regulation strategies, which are learned through the observation of the behaviors of adults and peers and through the direct interactions with them. This chapter presents the theoretical foundations for considering interpersonal relations as engines of development, and synthetizes the latest results on the impact of interpersonal relationships on the development of children in natural environments (school, home, and the community).


Author(s):  
Guzal Yakubova

<p><em>Article is devoted to the content of deprivation. The emergence of deprivation considered in psychological research</em><em>. </em><em>And also article about results of the scientifically research influence emotional deprivation to development of child under school age as subject of the social relations.</em><em></em></p>


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