Lubelski Rocznik Pedagogiczny最新文献

{"title":"Effectiveness of Aggression Replacement Training in Developing Social Skills of Older School Students","authors":"Katarzyna Wołk","doi":"10.17951/lrp.2024.43.1.89-106","DOIUrl":"https://doi.org/10.17951/lrp.2024.43.1.89-106","url":null,"abstract":"Introduction: Aggression replacement training (ART) is a multimodal psychoeducational intervention designed to change aggressive behaviour. The skills acquired during training provide alternative ways of behaving pro-socially. Social competences determine the effectiveness of coping with specific types of social situations and also contribute to building appropriate relationships. Many educational programs that turn out to be exceptionally effective today are directly or indirectly related to social competences. Research Aim: The aim of this text is to find out the effectiveness of ART in developing social skills of older primary school pupils. Method: In this study, a pedagogical experiment was used as the research method. Results: A significant increase in the social skills of pupils participating in the training was indicated. A difference was noticed in the way of understanding and recognising anger control sequences. During the moral reasoning session, the participants experienced looking at the problem from the perspective of different people. Conclusions: The obtained results prove that ART effectively contributes to the increase in social competences. Among people who completed the entire cycle of ART, improvement in behavioural results was noted in all three components of the Training: social skills, anger controland moral reasoning.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":" 31","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140991126","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Attempt to Implement Clinical Guardianship and Managerialism in Probation Supervisions","authors":"Andrzej Węgliński","doi":"10.17951/lrp.2024.43.1.193-212","DOIUrl":"https://doi.org/10.17951/lrp.2024.43.1.193-212","url":null,"abstract":"Introduction: At present in many countries the model of the work of probation officers has been subordinated to the case management method. In the Ministry of Justice started work on combining the resocialization treatment by probation officers with the assessment of recidivism risk in convicts classified into three groups of recidivism. In this manner, the probation methodology can shift from educational purposes to prevention and control. The principal goal of the proposed solutions was to turn probation officers into a professional service responsible for the protection of society and probationers themselves against next criminal acts. Research Aim: This is a review article. Its purpose to present the course of the reform of guardianship for adults after the political transformation. Evidence-based Facts: While preparing new solutions did not pay sufficient attention to the moment of implementation of the proposed recidivism risk management model into the practice of conducting probation supervisions, grading of control and adjustment of resocialization programs to different risk groups. The unprofessional implementation of the recidivism risk management model may result in the mass exclusion of the convicted persons from resocialization in an open environment. Summary: The probation officers were not prepared to recognize the criminogenic needs of the probationers. When formulating forecast, they use a very limited list of predictors of the future criminal behaviour of the probationers. This means that the probation officers must be equipped with appropriate, reliable, proven and structured recidivism risk estimation tools.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":" 45","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140991446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Act on Support and Resocialization of Minors from the Perspective of Contemporary Trends in Dealing with Minors","authors":"Irena Mudrecka","doi":"10.17951/lrp.2024.43.1.177-191","DOIUrl":"https://doi.org/10.17951/lrp.2024.43.1.177-191","url":null,"abstract":"Introduction: On September 1, 2022, the Act on Support and Resocialization of Juveniles entered into force, which replaced the almost 40-year-old Act on Proceedings in Juvenile Cases, which was already considered outdated and inadequate to the realities of the 21st century. Research Aim: The aim of the presented considerations is to interpret selected provisions of the Act on the Support and Resocialization of Juveniles from the perspective of social rehabilitation practice. The issue concerns whether the current legal regulations regarding minors are preventive measures in dealing with minors. In addition, it is important to spread knowledge about new rules for proceedings with minors in order to raise the legal awareness of society, especially educators, teachers and parents, because they are obliged to educate children and young people in this matter, otherwise the law does not fulfill its preventive function. Evidence-based Facts: The new Act on Support and Resocialization of Juveniles duplicates the provisions of the Act on Proceedings in Juvenile Matters in many places. However, there are changes that can be called fundamental. These include the introduction of a lower limit of responsibility for minors, lowering the age of criminal responsibility for minors for the most serious crimes, the possibility of extending the duration of correctional measures in specific situations, the creation of district educational centers, equipping school principals and bodies conducting explanatory proceedings with the competence to use educational measures. Summary: The assessment is not clear, as the new regulations introduce rules corresponding to the retributive model. In addition, the legislator maintained elements of the care model and the restorative justice model. The act also includes provisions that can be assessed as introducing elements of the diversion system.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140990905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Shaping Professional Skills in Intercultural Dialogues – A Case Study of “Polish Language Across Borders” Project","authors":"Jarosław Krajka, Małgorzata Latoch-Zielińska","doi":"10.17951/lrp.2024.43.1.125-141","DOIUrl":"https://doi.org/10.17951/lrp.2024.43.1.125-141","url":null,"abstract":"Introduction: The contemporary world demands that employees in different work contexts do not only possessthe necessary professional knowledge and skills but also exhibit a necessary level of intercultural communicative competence that enables them to interact successfully with multilingual and multicultural clients, peers and students. While university programmes do have necessary arrangements for practicum, students often perceive this professional practice as insufficient in the development of social and intercultural skills. Research Aim: The purpose of the present study was to investigate whether students of different study programmes would find participation in the intercultural “Polish language across borders” project as a viable alternative to traditionally serving the practicum. Another aim of the research was to see how voluntary participation in an out-of-study project would contribute to the development of professional, social and communicative competencies. Method: The study followed the qualitative methodology, with the small-scale interview as a data collection procedure. The data were gathered from student coordinators of project participantsthrough an online interview. Results: As was evidenced by the data on the viability of alternative forms of serving practicum collected from student coordinators, encouraging students to volunteer in intercultural projects directed at foreign audiences leads to an increase in professional and intercultural competenciesas well as results in a high level of satisfaction and motivation upon the project’s completion. The participants stressed the positive effect of participation in the project on their readiness for the job market as well as noticed increased openness to and understanding of representatives of other cultures. Conclusions: Since traditional practicum often triggers feelings of inadequacy and insufficient authenticity among students, it is worthwhile organising non-formal education projects in the form of intercultural exchanges which would enable the acquisition of intercultural, professional and communicative skills in authenticinteractions with partners from abroad.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":" 37","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140990131","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Functional Assessment in Teachers' Experiences in the Specialist Inclusive Education Support Centers. Research Report","authors":"Beata Teresa Jachimczak, Dorota Podgórska-Jachnik","doi":"10.17951/lrp.2024.43.1.7-22","DOIUrl":"https://doi.org/10.17951/lrp.2024.43.1.7-22","url":null,"abstract":"Introduction: In June 2023, the pilot program for implementing the first Specialist Inclusive Education Support Centers into the Polish educational practice concluded. The authors conducted evaluative research within the Specialist Inclusive Education Support Centers (SIESCs) in Łódź, Poland. Research Aim: The purpose of the research aim was to evaluate the support provided to teachers in mainstream educational institutions, and the purpose of the article was to show the experience of conducting functional assessment in recognizing the diverse needs of students. Method: The research method employed was focused group interviews with teachers and school principals, along with content analysis of the opinions expressed by participants in the self-study network. Results: The research results are their selected statements, evaluating against different areas of support, the experience of using school functional assessment. Conclusions: The conclusions of the research confirm teachers’ concerns about functional assessment, perceived as a new form of educational diagnosis, but also highlight significant needs in this area arising from the inclusive approach in the Polish education system. The staff of special schools serving as SIESCs, can be instrumental in implementing the functional assessment process for inclusion purposes.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":" 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140993173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Self-Esteem and the Sense of Loneliness in Young Adults","authors":"Joanna Wrótniak","doi":"10.17951/lrp.2024.43.1.107-124","DOIUrl":"https://doi.org/10.17951/lrp.2024.43.1.107-124","url":null,"abstract":"Introduction: The rapidly-growing sense of loneliness should be regarded as one of the key challenges of the modern world, which we cannot approach with negligence. How young people cope with loneliness, and how they experience and perceive it, strongly depends on their subjective perception of themselves, their self-esteem and self-concept. Research Aim: This paper presents the author’s own study which was aimed at analysing the relationship between self-esteem and the sense of loneliness among young adults. The study involved 314 people aged between 18 and 33. Method: The diagnostic survey method was used along with the following research tools: the Rosenberg Self-Esteem Scale (SES), and the Revised R-Scale ‒ UCLA. Results: The average global self-esteem score was M = 27.7, out of 40 points possible, with the minimum score of 10 points. The results of the study reveal that nearly 50% of the respondents are characterised by very low or low self-esteem (154 respondents). More than 20% of the respondents (69 people) represent an average level of self-esteem, while high and very high levels of self-esteem are reported by nearly 30% of the respondents (91 people). The average overall score for the analyses of the sense of loneliness among young adults was M = 41, out of 80 points possible, with the minimum score of 20 points. As regards individual aspects of the sense of loneliness, the scores ranked low or average. The analyses performed in the study reveal that there is a negative correlation between the variables analysed, meaning that higher levels of self-esteem are accompanied by a lower sense of loneliness among young adults. Conclusion: The results of this study provide an important premise for undertaking preventive and therapeutic interventions aimed at young adults, to prevent and reduce their levels of perceived loneliness.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":" 69","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140993200","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Towards Nostalgic Reading of Children’s Literature in Academic Teaching","authors":"Monika Kupiec","doi":"10.17951/lrp.2024.43.1.161-175","DOIUrl":"https://doi.org/10.17951/lrp.2024.43.1.161-175","url":null,"abstract":"Introduction: The need to recognize the student’s way of reading children’s reading is related to planning the development in the course of academic education of important methodological skills of the future teacher of early education (selection of literary texts, organization of work with the text). Every early childhood teacher is a nostalgic go-between for children’s literature. Research Aim: The aim of my own research is to identify students’ opinions about selected texts of children’s literature. Particular attention was paid to identifying revealed reading strategies. Method: The method of personal documents was used. The impulse that triggered students’ reflection on their own opinion about a children’s book was writing a review of a selected reading. Results: 41 student statements were collected. Among the reviewed items, the vast majority (in 31 reviews) were literature considered classic, which has been included in the recommendations of the core curriculum for years. The analysis shows that 14 people read the reviewed books in childhood and declared that they read them again in their adult life. The analysis of students’ choices reveals a lack of knowledge of children’s books published after 2006, i.e. during their early education. The most frequently activated strategy of receiving children’s literature – regardless of the baggage of experience related to reading a given book in childhood – is infantilizing reading. Conclusion: Without identifying the strategy of reading children’s literature, future teachers will not be able to participate competently in the child’s literary communication, even with personal “reading”. Intensifying the critical reading of children’s literature in academic classes for future teachers of early childhood education seems to be a good way to collect reading experiences and prepare for the role of a mediator of reading. Critical reading activities can be intensified in the activities of circles, laboratories and children’s book discussion clubs for future teachers of early childhood education.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":" 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140992128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Internet Without Barriers? Blind and Visually Impaired People on the Network","authors":"Mikołaj Olszewski","doi":"10.17951/lrp.2024.43.1.67-87","DOIUrl":"https://doi.org/10.17951/lrp.2024.43.1.67-87","url":null,"abstract":"Introduction: The accessibility of websites for blind and visually impaired people results from international regulations (ONZ, 2006) and national regulations (Act, 2019a; Act, 2019b). People with visual disabilities are exposed to digital exclusion related to the lack of access to information resulting from the maladjustment of websites as well as limited access to appropriate software that facilitates the use of the Internet. Research Aim: The aim of the research was to learn the opinions of blind and visually impaired people regarding changes in the accessibility of websites of public and private institutions, to determine the barriers in access to the content posted on websites and to determine the opportunities offered by the Internet for blind and visually impaired people. Method: The diagnostic survey method and a tool – an original survey questionnaire were used. 102 blind and visually impaired people took part in the research. The Kruskal-Wallis H test as well as the Mann-Whitney U test were used in the statistical analysis. Results: The obtained results prove that there are statistically significant differences: in the assessment of the accessibility of websites of public institutions, banking and financial institutions; in using a screen reader (paid, free); in the use of subsidies from PFRON funds for the purchase of equipment/software conditioned by the level of education, degree of disability, gender and place of residence of the surveyed people. Conclusions: The accessibility of websites of public institutions has improved after the adoption of the Accessibility Act of 2019, partly also of private institutions. Blind and visually impaired people encounter financial and digital barriers related to access to the Internet, some of the respondents are exposed to digital exclusion, which makes it difficult to use the opportunities offered by the Internet.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":" 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140992169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Idea of Sightseeing and the Formation of National Identity of Youth in the Kingdom of Poland in the Early 20Th Century","authors":"Małgorzata Maria Krakowiak","doi":"10.17951/lrp.2024.43.1.213-227","DOIUrl":"https://doi.org/10.17951/lrp.2024.43.1.213-227","url":null,"abstract":"Introduction: At the beginning of the 20th century, the idea of sightseeing as a social movement and a field of study was developing in the Kingdom of Poland. It had a special significance due to the socio-political conditions of the Polish lands. It was an attempt to oppose the russification activities, through activities aimed at preserving heritage and traditions to build and maintain national identity. Research Aim: The aim of the article is to show the idea of sightseeing and the role of the sightseeing movement as a tool for shaping the national identity of adolescents in the Kingdom of Poland at the beginning of the 20th century. Evidence-based Facts: Previous studies on the historical aspects of the sightseeing movement have mainly focused on the evolution of the idea, its origins, examples of practical implementation of activities and representatives of the sightseeing movement. Although some texts have discussed the issue of sightseeing as an educational tool, there has been a lack of in-depth analyses considering the impact of the idea of sightseeing on the shaping of the national identity of adolescents. Summary: The sightseeing activities were seen as a hope for shaping patriotic and civic attitudes. Forms of sightseeing activities at the beginning of the 20th century were regarded as a form of patriotic education. Despite the declarations about the democratic character of the sightseeing movement, it remained an exclusive movement especially for people from non-elite backgrounds and national minority.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":" 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140990135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Retrieval Practice in Goreign Language Pedagogy to Seniors","authors":"Magdalena Smoleń-Wawrzusiszyn, Sylwia Niewczas","doi":"10.17951/lrp.2024.43.1.143-159","DOIUrl":"https://doi.org/10.17951/lrp.2024.43.1.143-159","url":null,"abstract":"Introduction: At the beginning of the 21st century, older adults have become another group with special educational needs, not only because of their social and neuropsychological conditions, but also because of the growing number of people aged 60+. One of the fields that responds to those needs is foreign language geragogy. Research Aim: The aim of the paper is to draw attention to retrieval practice (RP) strategy as an applicable method in teaching languages to older adults for maintaining their cognitive skills and to suggest some concrete solutions of the RP implementation in the language education. Method: This study is of a theoretical-conceptual nature. The literature review was conducted in the fields of neurological and psychological characteristics of third-agers, as well as with reference to RP experiences in teaching children and teenagers. Own two-stages research focused on lecturers’ perspective explored through online surveys and a group interview. Results: The RP strategy is an educational need reported by late L2 learners and their teachers. Due to its proven neurocognitive support of people aged 60+, the strategy is a valuable method of working with older adults. Results have allowed for proposing an applicable aspect. A few RP language practice models were offered as a tool facilitating learning, which is a novelty as for many years it was behind the interests of researchers and practitioners working with thirdagers. Conclusion: The RP strategy is a technique worthy of attention because of the goals accompanying language learning in older age, such as cognitive development, supporting memory processes and maintaining social contacts. The use of RP strategies in language exercises allows to diversify the process of language education in a way that is adequate to the late L2 learners’ potential. All of these factors are undoubtedly crucial in the context of seniors’ well-being. This allows us to conclude that the benefits of language learning can have a holistic dimension for older adults, as long as the learning is carried out using appropriate methods.","PeriodicalId":258263,"journal":{"name":"Lubelski Rocznik Pedagogiczny","volume":" 19","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140990990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}