Resilience, Coping Strategies, and Stress Related to Online Diploma Exam in University Students in Poland

The present study investigated the association between resilience, coping strategies and stress related to online diploma exam under COVID-19 pandemic conditions. Sample of Polish university students (n = 453) in the last year of their bachelor’s or master’s completed a questionnaire containing questions about stress related to online diploma exam and experiencing difficulties relatedto studying online and scales: Questionnaire (KOP-26) by Gąsior, Chodkiewicz, Ciechowski, the Polish version of COPE by Wrześniewski, Sense of Stress Questionnaire (KPS) by Plopa and Makarowski. The results showed that higher resilience was associated with lower levels of onlinediploma exam stress, more frequent use of adaptive coping strategies and less frequent use of maladaptive coping strategies. Lower levels of online diploma exam stress were associated with more frequent use of coping strategies such as focus on the problem, humour and alcohol/drugideation, and less frequent use of focus on/venting emotions. The relationship between resilience and online diploma exam stress was shown to be mediated by two coping strategies (focus on the problem and focus on/ venting of emotions). Generalized sense of stress was not a moderator of the mediating effect. The results of the study have shown that the relationship between resilience, coping strategies, online diploma exam stress and sense of stress was different in students who experienced online study difficulties and those who did not

Seksualnost odraslih osoba s intelektualnim teškoćama iz perspektive osoblja za podršku

Historically, people with intellectual disabilities have been labeled as asexual or as perpetrators or victims of sexual abuse (McDaniels, Fleming, 2016). They often face discrimination because of their sexuality, regardless of whether they live within residential facilities or family homes (Wingles-Yanez, 2014). This paper presents research results from qualitative studies of the sexuality of adults with intellectual disabilities. Applying a phenomenographic method (Paulston, 1993), the authors conducted 16 interviews with professionals at several daycare and residential centres in north eastern Poland who work with intellectually disabled people. The specific research aims were to answer the following questions: (1) How do support staff workers perceive sexuality and intimate relationships of adults with intellectual disabilities? (2) Which factors contribute to the sexuality and intimate relationships of adults with intellectual disabilities according to support staff workers? (3) What kinds of support related to sexuality and intimate relationships do support staff workers think is essential for people with intellectual disabilities? The authors focus on presenting the professionals’ perceptions of sexuality and intimate relationships of adults with intellectual disabilities and to depict the discourse those workers use. Implications for practice are also discussed, especially the need to provide sexuality support to adults with intellectual disabilities, their therapists and parents.Kroz povijest osobe s intelektualnim teškoćama bile su smatrane aseksualnima ili pak počiniteljima ili žrtvama seksualnog nasilja. Zbog svoje seksualnosti ove se osobe često susreću s diskriminacijom, kako u institucijama, tako i u obiteljskom domu. U ovom su radu prikazani rezultati kvalitativnog istraživanja seksualnosti odraslih osoba s intelektualnim teškoćama. Primjenivši fenomenografsku metodu, autori su proveli 16 intervjua s osobljem koje radi s osobama s intelektualnim teškoćama, iz nekoliko institucija u sjeveroistočnoj Poljskoj. Ciljevi istraživanja bili su dati odgovore na sljedeća pitanja: 1) kako osoblje za podršku percipira seksualnost i intimne odnose odraslih osoba s intelektualnim teškoćama? 2) Koji čimbenici, prema mišljenju osoblja, doprinose seksualnosti i intimnim odnosima odraslih osoba s intelektualnim teškoćama? 3) Koja je vrsta podrške, prema mišljenju osoblja, ključna za seksualnost i intimne odnose osoba s intelektualnim teškoćama? Razmatraju se praktične implikacije dobivenih rezultata, osobito potreba za pružanjem podrške glede seksualnosti odraslima s intelektualnim teškoćama, njihovim terapeutima i roditeljima

Ocena niepełnosprawności – konceptualizacje i próby pomiaru

The aim of this paper is to present previous methods of defining and appraising disability, and to point to the complex nature of this phenomenon. Conceptualizations of disability appraisals were analysed in view of the most popular theoretical approaches used to account for adjustment to living with an acquired physical disability. Structural and functional aspects of appraisal disability were presented in relationship with coping and adaptation outcomes, identified among people with mobility impairments. Research tools used in measuring appraisals of disability were demonstrated, together with their limitations. ADAPSS developed by R. E. Dean and P. Kennedy and adapted into Polish conditions, the most adequate tool for measuring disability-related appraisal used among individuals with mobility impairments, was characterised in greater detail. The contents of the paper point to the complex and ambiguous understanding of appraisal disability and its different measuring methods. The Polish version of Appraisal of DisAbility Primary and Secondary Scale (ADAPSS) has satisfactory psychometric indicators, which makes it a useful disability appraisal tool to be used among individuals with SCI.Celem artykułu jest prezentacja dotychczasowych sposobów definiowania i pomiaru oceny niepełnosprawności, wraz ze wskazaniem złożonej natury samego zjawiska. Konceptualizacje oceny niepełnosprawności przeanalizowano w kontekście najbardziej popularnych podejść teoretycznych, wykorzystywanych do wyjaśnienia przystosowania do życia z nabytą niepełnosprawnością ruchową. Strukturalne i funkcjonalne aspekty oceny niepełnosprawności ukazano w powiązaniu z radzeniem i efektami adaptacyjnymi, identyfikowanymi wśród osób z uszkodzeniami narządu ruchu. Przedstawiono narzędzia badawcze wykorzystywane do pomiaru oceny niepełnosprawności, wraz z ich ograniczeniami. Rozbudowano przy tym charakterystykę narzędzia, najbardziej adekwatnego do pomiaru oceny niepełnosprawności wśród osób z uszkodzeniem narządu ruchu – ADAPSS R. E. Dean i P. Kennedy’ego, adaptowanego na grunt polski. Zaprezentowane treści pozwalają wnioskować o złożonym i niejednoznacznym rozumieniu oceny niepełnosprawności oraz zróżnicowanych sposobach jej pomiaru. Polska wersja Appraisal of DisAbility Primary and Secondary Scale (ADAPSS) zawiera zadowalające wskaźniki psychometryczne, czyniąc to narzędzie użytecznym do pomiaru oceny niepełnosprawności wśród osób z uszkodzeniem rdzenia kręgowego

Odgoj i obrazovanje djece i mladih s teškoćama u razvoju u Poljskoj i Konvencija Ujedinjenih naroda o pravima osoba s invaliditetom

The Polish system of education provides a variety of schooling options for students with disabilities, including mainstream schools, integrated schools, special schools, home-schooling and remedial centres (for students with profound intellectual disabilities). Since the transformation of the political and economic system in 1989, the education system in Poland has been transforming towards greater inclusion and recognition of the right to equal access to education and training at all levels for students with disabilities. The most important legal act on the rights of disabled people is the Convention of the United Nations on the Rights of Persons with Disabilities (CRPD) of 2006, ratified by Poland in 2012. It acts as a philosophical and moral statement and framework guiding integrated and strategic policy across the nation. Article 24 of the CRPD proclaims the right to education "without discrimination and on the basis of equal opportunity" and obliges State Parties to "ensure an inclusive education system at all levels and lifelong learning" (Art. 24, CRPD, 2006, p. 16). This paper describes and analyses the contemporary educational situation of children and youth with disabilities in Poland, focusing in particular on recommendations of the CRPD and on possibilities and difficulties for fulfilling those recommendations for all students at all levels.Sustav odgoja i obrazovanja u Poljskoj pruža različite mogućnosti školovanja učenicima s teškoćama u razvoju, uključujući pohađanje redovnih škola, posebnih škola, obrazovanje kod kuće te centara za djecu i mlade s većim intelektualnim teškoćama. Od promjene političkog i ekonomskog sustava 1989. godine obrazovni sustav u Poljskoj transformirao se u pravcu veće uključivosti i priznavanja prava učenicima s teškoćama u razvoju na jednak pristup obrazovanju i osposobljavanju na svim razinama. Najvažniji pravni dokument o pravima osoba s invaliditetom Konvencija je Ujedinjenih naroda o pravima osoba s invaliditetom iz 2006. godine, koju je Poljska ratificirala 2012. godine. Taj dokument predstavlja filozofsko i moralno polazište i okvir kojim se rukovodimo u provođenju integriranih i strateških politika. Članak 24 Konvencije naglašava pravo na odgoj i obrazovanje "bez diskriminacije i temeljeno na jednakim mogućnostima" i obavezuje državna tijela na "osiguravanje inkluzivnog obrazovnog sustava na svim razinama učenja, kao i u smislu cjeloživotnog učenja". U ovom radu analizira se i opisuje aktualna situacija glede odgoja i obrazovanja djece i mladih u Poljskoj, s naglaskom na preporuke sadržane u spomenutoj Konvenciji te na mogućnosti i teškoće u ostvarivanju preporuka u odgoju i obrazovanju svih učenika, na svim razinama obrazovanja

Wstęp

The article doesn't have AbstractArtykuł nie posiada streszczenia w język polskim

Adaptive Responses Inventory Questionnaire – Polish Adaptation of Reactions to Impairment and Disability Inventory – RIDI H. Livneha i R.F. Antonaka

The paper presents Polish adaptation of Reactions to Impairment and Disability Inventory (RIDI), measurement scale developed by H. Livneh and R. F. Antonak, in Polish referred to as Kwestionariusz Reakcji Przystosowawczych (KRP) [Adaptive Responses Inventory Questionnaire]. It describes the conceptual grounds for the tool, stages of the adaptation process and psychometric properties of the scale. Based on the analysis of results of a study conducted on a group of 940 individuals with acquired disabilities (after spinal cord injury, lower extremity amputation or multiple sclerosis) and chronic illnesses (diabetes, cardiovascular diseases, cancer and rheumatoid arthritis), reliability, stability and accuracy of the questionnaire were verified. Results of the factor analysis provided grounds for selection of 8 factors – categories of adaptive responses, in accordance with the original scale. Conducted adaptation works have confirmed satisfactory psychometric properties of the questionnaire which may be used in Poland to diagnose various categories of non-adaptive and adaptive responses after suffering a deterioration of ability or development of a chronic illness.4022926014Studia Edukacyjn

Posttraumatski rast majki djece s teškoćama u razvoju

The psychosocial situation of mothers of children with disabilities is most often analysed in the context of difficulties and support capabilities. Less frequently, it is analysed from the perspective of their personal resources. Posttraumatic growth (PTG) is a phenomenon that points to the constructive, positive consequences of traumatic events or radical life changes that require adaptation. Introducing a child with a disability into a family, and the ongoing stress of raising a child with a disability, can be particularly difficult situations that can promote PTG. The aim of this study was to determine the relationship between coping and self-efficacy and PTG in mothers of children with disabilities. The study included 96 mothers of children with autism and mothers of children with profound intellectual disabilities. The study was conducted using The Post-traumatic Growth Inventory, The Coping Orientations to Problem Experienced (COPE), and the General Self-Efficacy Scale. Regression analyses showed the predictive role of coping strategies (such as religion and focus on the problem) and self-efficacy in accounting for PTG variability in mothers of children with disabilities.Psihološka situacija majki djece s teškoćama u razvoju najčešće se analizira u kontekstu njihovih teškoća i kapaciteta za pružanje podrške, a rjeđe se analizira sa stajališta njihovih osobnih resursa. Posttraumatski rast fenomen je koji ukazuje na konstruktivne, pozitivne posljedice traumatskih događaja ili radikalnih životnih promjena koje zahtijevaju prilagodbu. Pojava djeteta s teškoćama u obitelji i kontinuirani stres tijekom podizanja djeteta s teškoćama mogu biti posebno teške situacije koje mogu doprinjeti posttraumatskom rastu. Cilj ovog istraživanja bio je utvrditi povezanost između strategija suočavanja sa stresom, samoučinkovitosti te posttraumatskog rasta kod majki djece s teškoćama u razvoju. U istraživanju je sudjelovalo 96 majki djece s autizmom i majki djece s teškim intelektualnim teškoćama. Za prikupljanje podataka korištena je poljska verzija Inventara posttraumatskog rasta (PTGI - The Post–Traumatic Growth Inventory), adaptirana verzija upitnika COPE (Coping Orientations to Problem Experienced) i Skala opće samoučinkovitosti (General Self-Efficacy Scale). Regresijska analiza pokazala je prediktivnu ulogu strategija suočavanja sa stresom (poput religije i fokusiranosti na problem), kao i samoučinkovitosti u objašnjavanju varijabiliteta u posttraumatskom rastu majki djece s teškoćama u razvoju

Strategije suočavanja kod studenata s tjelesnim teškoćama - prediktivna uloga samopoštovanja, samopouzdanja i nadanja

Due to various personal and environmental barriers, people with acquired physical disabilities experience many stressful situations. This paper examines the problem of coping strategies applied by students with physical disabilities. The aim was to analyse the correlation between beliefs about oneself and the world (self-esteem, self-efficacy, basic hope) and coping strategies in students with physical disability. A total of 111 students with serious acquired physical impairments including spinal cord injury and various spinal disorders were included in the study. Quantitative, cross-sectional research was carried out using Polish versions of the following instruments: The Coping Orientations to Problems Experienced (COPE) (Wrześniewski, 1996), The Rosenberg Self-Esteem Scale (SES) (Dzwonkowska et al., 2008), The General Self-Efficacy Scale (GSES, Schwarzer, Jerusalem) (Juczyński, 2001), and The Basic Hope Inventory (BHI) (Trzebiński and Zięba, 2003b). Descriptive statistics, correlation analysis (Pearson’s correlation coefficient), and progressive stepwise regression analysis were conducted. The research indicates that beliefs about oneself and the world have a predictive function in explaining the coping strategies used by students with physical disability. Beliefs such as self-esteem, general self-efficacy and basic hope contribute to explaining variations in the nature and intensity of individual coping strategies. Finally, the low percentage of the explained variance of coping strategies in students with physical disabilities indicates the importance of other variables not included in this study. The results are discussed in the context of prior studies.Uzimajući u obzir osobne i okolinske prepreke, osobe sa stečenim fizičkim teškoćama prolaze kroz mnoge stresne situacije. U radu se ispituju strategije suočavanja koje rabe studenti s tjelesnim teškoćama. Cilj je ispitati korelaciju između uvjerenja o sebi i svijetu (samopoštovanje, samopouzdanje i nadanje) i strategija suočavanja kod studenata s fizičkim teškoćama. U istraživanju je sudjelovalo 111 studenata sa stečenim fizičkim teškoćama uključujući ozljede kralježnične moždine i različite druge teškoće s kralježnicom. Provedeno je kvantitativno, transverzalno istraživanje i primijenjene su poljske inačice sljedećih instrumenata: Coping Orientations to Problems Experienced (COPE) (Wrześniewski, 1996), Rosenberg Self-Esteem Scale (SES) (Dzwonkowska et al., 2008), General Self-Efficacy Scale (GSES, Schwarzer, Jeruzalem) (Juczyński, 2001), Basic Hope Inventory (BHI) (Trzebiński and Zięba, 2003b). Provedene su analize deskriptivne statistike, korelacije (Pearsonov koeficijent korelacije) i regresijska analiza. Rezultati istraživanja pokazuju da uvjerenja o sebi i svijetu imaju prediktivnu funkciju u objašnjavanju strategija suočavanja koje rabe studenti s fizičkim teškoćama. Također otkriveno je da uvjerenja kao što su samopoštovanje, samopouzdanje i nadanje pomažu u objašnjavanju variranja pojedinačnih strategija suočavanja, s obzirom na intenzitet i prirodu korelacije. Konačno, nizak postotak objašnjene varijance strategija suočavanja kod studenata s fizičkim teškoćama upućuje na važnost drugih varijabli koje nisu uključene u ovo istraživanje. Rezultati se promatraju u kontekstu prethodnih istraživanja