During the COVID-19 pandemic, most countries introduced restrictions on the functioning of schools and moved the educational process to virtual networks and family homes (Song et al., 2020). In Poland, after two weeks of suspended classes, remote teaching was launched. Each institution had to rapidly develop its own implementation strategy. The methodology of conducting classes before lockdown did not take into account blended learning, and

The study had four objectives: (a) identifying and characterizing strategies for involving parents of students with SEN (students with special educational needs) in remote education during the COVID-19 pandemic; (b) comparing these strategies with those used by parents of students without SEN (non-SEN students); (c) identifying predictors of parental involvement in the remote education of students with SEN; (d) checking whether the identified strategies differentiate the perceived barriers and benefits of remote learning. In total, 421 parents of primary school students participated in the study, 83 of whom (20%) were parents of children with SEN (SEN group). Based on the factor analysis of the results (respondents completed a 66-item electronic questionnaire), three main strategies for parental involvement in children’s remote education were identified: (1) committed teacher (CT), with 40% in the SEN group and 55% in the non-SEN group; (2) autonomy-supporting coach (ASC), with 22% in the SEN group and 26% in the non-SEN group; (3) committed teacher and reliever (CTR), with 38% in the SEN group and 19% in the non-SEN group. The strongest predictor of parental involvement with SEN students in the role of committed teacher was excessive demands from school. Parents whose children showed low motivation to learn were the most likely to do some of their children’s school tasks for them and apply the committed teacher and reliever strategy. The positive aspects of remote education were mostly noticed by moderately committed parents who gave their children a lot of autonomy (autonomy-supporting coaches). The obtained results can be included in the optimization of schools’ activities in terms of organizing remote education for students with SEN and cooperating with parents.

Wpływ Treningu Redukcji Stresu opartego na uważności (MBSR) na zdrowie fizyczne The Influence of Mindfulness Stress Based Reduction Training on Somatic Health STRESZCZENIE Artykuł jest przeglądem badań uwzględniających wpływ Treningu Redukcji Stresu opartego na uważności (Mindfulness Based Stress Reduction-MBSR) na stan zdrowia fizycznego. Przytoczone dane opisują potencjalny mechanizm działania treningu uważności na fizjologię oraz korzyści płynące z zastosowania interwencji opartych na uważności wobec pacjentów cierpiących na rozmaite schorzenia somatyczne. Wyniki są niezwykle obiecujące, jednak ze względu na ograniczenia metodologiczne, obecne w literaturze przedmiotu badań, obszar ten wymaga dalszych analiz.

Introduction: Language disorders defined as schizophasia are one of the key symptoms of schizophrenia, especially in the disorganized form of this psychosis, which is reflected in the description of “loose associations” as one of the core negative symptoms according to P. E. Bleuler. At present, the disruption of text at the level of discourse coherence and syntactic impoverishment at the sentence level are regarded as the linguistic basis of schizophasia. The most often applied tool for clinical assessment of schizophasia is the Scale for the Assessment of Thought, Language, and Communication (TLC) devised by N. Andreasen. Objective: The paper presents language samples of patients suffering from schizophrenia with a high intensity of schizophasia, but above all, text samples created by speech therapy students, which were supposed to simulate the language pathology of the sick. The aim of the study was to compare these two corps of the text in order to assess how classes on schizophasia affect the understanding of specific language phenomena in the field of text coherence disorders, such as derailment, incoherence, distractible speech, loss of goal. Material: 1. Text body obtained from two patients suffering from schizophrenia with a high level of schizophasia. 2. Corpus of the text constructed by two students of speech therapy, during academic classes on schizophasia. Results: This study presents specimens of speech by schizophrenic patients with a high intensity of schizophasia, but first of all text specimens authored by logopedics students, which were intended to simulate the language pathology of patients suffering from schizophasia. Conclusions: The essence of schizophasic language disorders is apparently the disorders of text coherence at the pragmatic, semantic and syntactic levels. The presented schizophasic utterances constructed by logopedics students are very similar to genuine specimens of schizophasic speech – they are proof of the understanding of what schizophasia is. We may hope that the presentation of language disorders from the texts spoken by patients with schizophrenia, and then the attempt to construct analogous utterances, is conducive to better understanding of the essence of schizophasia, i.e. the disruption of text at the level of building the whole utterance but also at the sentence (phrase) level in the form of syntactic impoverishment.