Departing from the model suggested by Luyckx, Schwarz, Berzonsky et al. (2008), the relationships between identity and educational context, social participation, and identity information processing style were investigated. Participants were 972 students from six vocational schools in Poznań. The students, within these six schools, attended Grades I-III of three types of vocational schools: basic vocational schools (n=271), technical upper secondary schools (n=448), and specialized upper secondary schools (n=253). Three questionnaires were used: The Dimensions of Identity Development Scale (DIDS/PL), which measures five identity dimensions according to the concept of Luyckx, Schwarz, Berzonsky et al. (2008), Social Participation Questionnaire, developed by Brzezińska, Rękosiewicz and Hejmanowski (see Rękosiewicz, 2013b), enabling identification of the type of social participation, and the Polish adaptation of M. Berzonsky’s Identity Style Inventory 4 (ISI-4) authored by A. Senejko (2010), to examine identity styles. The results showed that the students from basic vocational schools and technical upper secondary schools were more often characterized by the normative identity style, whereas the students from specialized upper secondary schools manifested a greater tendency to engage themselves in exploration, both adaptive and ruminative.
One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of identity formation. Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: (1) full-time university studies (BA or MA level), (2) part-time university studies (BA or MA level), and (3) full-time post-secondary school (certificate courses such as: medical rescue, massage therapy, cosmetology, occupational therapy). Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students.
Cel
Artykułu dotyczy wyników badań z projektu wdrożeniowego mającego na celu opracowanie działań zapobiegających prześladowaniu i dręczeniu rówieśniczemu. Prześladowanie rówieśnicze jest rozumiane jako systematyczne działania agresywne nakierowane na krzywdę ofiary w sytuacji gdy pomiędzy agresorem i ofiarą zachodzi relacja braku równowagi siły i władzy.
Tezy
Problem prześladowania rówieśniczego jest rozpowszechniony w polskich szkołach a jego rozwiązanie wymaga działań systemowych kierowanych do wszystkich członków szkolnej społeczności.
Konkluzje
Efektem projektu badawczego jest system zapobiegania przemocy rówieśniczej RESQL – składający się z aplikacji mobilnej, panelu wspierającego nauczycieli interwentów oraz zestawu narzędzi/scenariuszy do pracy z uczniami. Artykuł przedstawia schemat wdrożenia systemu w szkołach oraz bardzo zachęcające wyniki badań ewaluacyjnych przeprowadzonych w ramach wdrożeń pilotażowych.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.