• Feeling of Professional Burnout in Teachers of Secondary Schools

    Author: Jolanta Szempruch
    Institution: Jan Kochanowski University in Kielce
    Year of publication: 2018
    Source: Show
    Pages: 219-230
    DOI Address:
    PDF: tner/201804/tner5418.pdf

    The paper presents the results of research on the feelings of professional burnout in teachers of secondary schools. In its first part, a professional burnout model is presented, as well as symptoms and consequences of the burnout process. Then, main sources of burnout, common prevention strategies, and main areas where signs of burnout can occur are discussed. An important part of the paper is formed by the analysis of the results of a survey conducted among 315 teachers in the Lublin and Starachowice districts. It is worrying that, according to the research, every fifth teacher is characterised by very high or high level of the professional burnout feeling. Therefore, the necessity to prepare future teachers – already at the stage of their education – to cope with unusual educational situations and apply strategies preventing professional burnout, turns out to be of particular signifi cance. These issues are reflected on in the conclusions and recommendations for teachers, included in this paper.

  • The relationships between perceived stress and psychological well-being among mothers and fathers of children with down syndrome

    Author: Anna Kózka
    Author: Hanna Przybyła-Basista
    Year of publication: 2016
    Source: Show
    Pages: 285-294
    DOI Address:
    PDF: tner/201602/tner20160223.pdf

    The aim of this study was to investigate the relationship between perceived stress and psychological well-being among parents of children with down syndrome. The relationship between perceiving one’s parenthood and well-being was also studied. The sample consisted of 126 parents (75 mothers and 51 fathers, aged 25-69) of children with down syndrome. our results show that ego-resiliency is a partial mediator of the relationship between perceived stress and psychological well-being. Moreover, there is a difference in well-being between parents who perceive their parenthood as a burden or challenge, and parents who report happiness and satisfaction.

  • Problematyka i postrzeganie stresu przez młodzież instytucjonalnych form pieczy zastępczej

    Author: Joanna Kata
    Institution: Uniwersytet Marii Curie-Skłodowskiej w Lublinie
    Year of publication: 2019
    Source: Show
    Pages: 124-136
    DOI Address:
    PDF: cip/17/cip1709.pdf

    Stres może być negatywny bądź pozytywny, jednak całkowity brak stresu można uznać za przejaw niedostosowania do możliwości jednostki. Długotrwały stres o różnym nasileniu dostarcza objawów ostrzegawczych związanych z obszarami funkcjonowania młodego człowieka. Młodzież doświadcza nadmiernego stresu, czego wynikiem są reakcje depresyjne, brak poczucia własnej wartości, reakcje agresywne. Jednak ostatni przejaw jest bardzo widoczny w postaci zwiększonego, niespokojnego zachowania. Dlatego w niniejszym opracowaniu podjęto próbę zdefiniowania stresu w ujęciu psychologicznym. Poza tym przedstawiono stres i radzenie sobie ze stresem. Podjęto rozważania na temat postrzegania stresu przez młodzież, zarządzania stresem. Zostaje omówiona rodzinna i instytucjonalna piecza zastępcza. Ponadto przedstawiono analizę SWOT. Instytucjonalnej pieczy zastępczej.

  • Trauma COVID-19 w polskich metropoliach – przypadek Krakowa

    Author: Piotr Długosz
    Institution: Uniwersytet Pedagogiczny im. KEN w Krakowie
    Year of publication: 2021
    Source: Show
    Pages: 24-49
    DOI Address:
    PDF: kie/133/kie13302.pdf

    The trauma of COVID-19 in Polish metropolises – a case study of Kraków

    The article presents the results of research on the socio-cultural trauma induced by the coronavirus pandemic. The research was conducted on a sample of 650 inhabitants of Kraków. The CAWI survey (Computer-Assisted Web Interview) was used in the research. The pandemic and concurrent phenomena resulted in a decrease in living standard. It is related to all the aspects of daily functioning. The rise of coronavirus and its rapid spreading made people lose their existential security. Their current world became uncertain, which resulted in fear and anxiety among individuals. Anxiety, sadness, exhaustion, boredom and loneliness are present among dominant emotions. The presence of negative emotions indicates that the pandemic strongly influenced the emotional and mental lives of the respondents. As a response to the rising trauma, the inhabitants of Kraków mainly applied active strategies of coping with it. It is worth adding that the traumatic process has just been triggered and along with subsequent negative effects, which reveal themselves in the post-pandemic reality, it will accumulate and have a destructive impact on society.

  • Does School Experience Kill Confidence? Chosen Aspects of Students’ Feelings and Beliefs about Themselves over a Number of Years of Education

    Author: Karolina Glinka
    Institution: University of Silesia in Katowice
    Year of publication: 2020
    Source: Show
    Pages: 138-146
    DOI Address:
    PDF: tner/202001/tner5911.pdf

    Stress and anxiety experienced at school is negatively correlated with school achievements and mental health. Experiencing stress and anxiety is common for young people of school age from all over the world. Previous experiences have significant influence on children’s self-efficacy and their self-confidence. Students’ school experiences are the main subject of this text. This article presents results of longitudinal studies among children from primary school. In 2016 a questionnaire was distributed among children in 2ⁿd and 3rd grade (N=82). In 2019 the same survey was conducted among the same children in 4t and 5t grade (N=82). Aft er several years of education students declare higher levels of stress and anxiety and lower levels of self-confidence and beliefs in their abilities in situations when they are evaluated at the board. Results of the research disclose a disquieting tendency in school experience.

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