Wojna w Syrii spowodowała w 2015 roku masowe migracje uchodźców do Europy, co zostało potraktowane jako narastający problem, a nie wyzwanie. Polska temu wyzwaniu nie sprostała i nie przyjęła żadnych uchodźców. W tym kontekście warto się zastanowić nad tym, czy Polska w ogóle jest gotowa do funkcjonowania we współczesnym zróżnicowanym świecie. Co można zrobić, by tę gotowość podnieść? Kryzys syryjski zakwestionował także dojrzałość Unii Europejskiej jako wspólnoty społecznej i obnażył fakt, że przyświecająca idei stworzenia Unii motywacja oparta na wspólnocie interesów, jest za słaba dla tworzenia kulturowej jedności1. W dobie kryzysy syryjskiego, okazuje się, że tożsamość europejska jest nadal krucha.

The objective of this paper was to analyze the socio-cultural and personal reasons pivotal to the openness of the conflicting parties to a dialogue in the framework of family mediation. In the quest to answer the question what factors can influence the development of the family mediation in Poland and its acceptance both by the society and the families in conflict, the author presented the results of international and Polish research on the efficacy of the family mediation process and the readiness of the parties to use the mediation in family conflicts. Two theoretical concepts characterizing the socio-cultural origins of resistance to mediation were analyzed in detail, namely that of the social resistance proposed by B. Mayer and that of the moral resistance by R. Benjamin. Moreover, the paper addressed the issue of the promotion of mediation together with the unrealistic expectations as to what can be achieved through mediation, mythologization of mediation and dilemma connected with the neutrality of the mediator. Finally, an integrated systemic approach to family mediation was proposed, which could enhance the chances of acceptance of the mediation by the parties in conflict. In essence it is proposed that the promotion of mediation should be exercised on three levels: (1) general societal level (to promote the winwin solutions in family conflicts), (2) level of specific educational activities for the conflicted parties (e.g. organization of pre-mediation consultative meetings), and (3) level of specific actions targeted at various professional groups (e.g. judges, lawyers, probation officer, employees of the family support centres, etc).

Preparation of Teachers of General Secondary Education Institution for the Formation of Readiness for Responsible Parenthood Among High School Students

The article highlights the essence, structural components, as well as pedagogical conditions for the formation of readiness for responsible parenthood among high school students of general secondary education institutions. The readiness of high school students for responsible parenthood is considered as a psychological phenomenon that covers an integral set of certain characteristics inherent in high school students as future parents in accordance with the norms, standards, requirements generally accepted in society, which ensure in the future the ability to consciously plan future married life and the birth of children, as well as a conscious manifestation of responsibility for the child and the effective performance of marital and parental roles. Structural components of this concept are knowledge about parental roles, their functions, responsibilities, ways of interaction between young spouses and with the future child; the presence of empathic ability, a positive attitude to future family’s new responsibilities, the desire to consciously and responsibly identify marital and parental feelings; the presence of elementary everyday skills necessary for future married life, and so on. Special attention is paid to highlighting the ways of preparing teachers of general secondary education institutions for the formation of readiness for responsible parenthood among high school students as one of the pedagogical conditions that can ensure that high school students reach the necessary level of formation of the outlined phenomenon. One of the key elements of achieving a high level of education of schoolchildren, in particular the formation of readiness for responsible parenthood among high school students, is a positive image of a teacher, which determines the desire of high school students to master family values and the effectiveness of this process. The success of a teacher’s work largely depends on qualities of a «teacher of the future», who sees each child as an independent person who is constantly changing, developing, has the right to self-affirmation, and so on. In order to provide classroom teachers, school psychologists and social workers with the necessary competencies in the theory and methodology of forming the outlined phenomenon in high school students, a program of pedagogical support for teachers was developed. Main stages of working with teachers of general secondary education institutions are considered, namely: organizational and analytical, informational, practical, evaluative and effective. As a part of the implementation of the program, various forms of work with teachers and the use of innovative methods of teaching adults are provided. The most appropriate, in educational terms, means of working with teachers were reflexive and emotionally rich forms and methods. For this purpose various technologies of communication with teachers for practical solutions to the problems of forming the readiness of high school students for responsible parenthood were used, the use of such technologies in working with students and parents was recommended.