OPEN Repository

Welcome to OPEN - the Repository of Open Scientific Publications, run by the Interdisciplinary Centre for Mathematical and Computational Modelling, University of Warsaw, previously operating as the CeON Repository. The Repository enables Polish researchers from all fields to openly share their articles, books, conference materials, reports, doctoral theses, and other scientific texts.

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Posttraumatic growth in mothers of children with disabilities
(Hrvatska revija za rehabilitacijska istraživanja, Edukacijsko-rehabilitacijski fakultet Sveučilišta u Zagrebu, 2017-09) Byra, Stanisława; Żyta, Agnieszka; Ćwirynkało, Katarzyna; Uniwersytet Marii Curie-Skłodowskiej w Lublinie; Uniwersytet Warmińsko-Mazurski
The psychosocial situation of mothers of children with disabilities is most often analysed in the context of difficulties and support capabilities. Less frequently, it is analysed from the perspective of their personal resources. Posttraumatic growth (PTG) is a phenomenon that points to the constructive, positive consequences of traumatic events or radical life changes that require adaptation. Introducing a child with a disability into a family, and the ongoing stress of raising a child with a disability, can be particularly difficult situations that can promote PTG. The aim of this study was to determine the relationship between coping and self-efficacy and PTG in mothers of children with disabilities. The study included 96 mothers of children with autism and mothers of children with profound intellectual disabilities. The study was conducted using The Post-traumatic Growth Inventory, The Coping Orientations to Problem Experienced (COPE), and the General Self-Efficacy Scale. Regression analyses showed the predictive role of coping strategies (such as religion and focus on the problem) and self-efficacy in accounting for PTG variability in mothers of children with disabilities.
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Sexuality of adults with intellectual disabilities as described by support staff workers
(Edukacijsko-rehabilitacijski fakultet, Sveučilišta u Zagrebu, 2017-03) Ćwirynkało, Katarzyna; Byra, Stanisława; Żyta, Agnieszka; Uniwersytet Warmińsko-Mazurski; Uniwersytet Marii Curie-Skłodowskiej w Lublinie
Historically, people with intellectual disabilities have been labeled as asexual or as perpetrators or victims of sexual abuse (McDaniels, Fleming, 2016). They often face discrimination because of their sexuality, regardless of whether they live within residential facilities or family homes (Wingles-Yanez, 2014). This paper presents research results from qualitative studies of the sexuality of adults with intellectual disabilities. Applying a phenomenographic method (Paulston, 1993), the authors conducted 16 interviews with professionals at several daycare and residential centres in north-eastern Poland who work with intellectually disabled people. The specific research aims were to answer the following questions: (1) How do support staff workers perceive sexuality and intimate relationships of adults with intellectual disabilities? (2) Which factors contribute to the sexuality and intimate relationships of adults with intellectual disabilities according to support staff workers? (3) What kinds of support related to sexuality and intimate relationships do support staff workers think is essential for people with intellectual disabilities? The authors focus on presenting the professionals’ perceptions of sexuality and intimate relationships of adults with intellectual disabilities and to depict the discourse those workers use. Implications for practice are also discussed, especially the need to provide sexuality support to adults with intellectual disabilities, their therapists and parents.
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Coping strategies in students with physical disabilities - Predictive role of self-esteem, general self-efficacy and basic hope
(Edukacijsko-rehabilitacijski fakultet, Sveučilišta u Zagrebu, 2018-05) Byra, Stanisława; Ćwirynkało, Katarzyna; Uniwersytet Marii Curie-Skłodowskiej w Lublinie; Uniwersytet Warmińsko-Mazurski
Due to various personal and environmental barriers, people with acquired physical disabilities experience many stressful situations. This paper examines the problem of coping strategies applied by students with physical disabilities. The aim was to analyse the correlation between beliefs about oneself and the world (self-esteem, self-efficacy, basic hope) and coping strategies in students with physical disability. A total of 111 students with serious acquired physical impairments including spinal cord injury and various spinal disorders were included in the study. Quantitative, cross-sectional research was carried out using Polish versions of the following instruments: The Coping Orientations to Problems Experienced (COPE) (Wrześniewski, 1996), The Rosenberg Self-Esteem Scale (SES) (Dzwonkowska et al., 2008), The General Self-Efficacy Scale (GSES, Schwarzer, Jerusalem) (Juczyński, 2001), and The Basic Hope Inventory (BHI) (Trzebiński and Zięba, 2003b). Descriptive statistics, correlation analysis (Pearson’s correlation coefficient), and progressive stepwise regression analysis were conducted. The research indicates that beliefs about oneself and the world have a predictive function in explaining the coping strategies used by students with physical disability. Beliefs such as self-esteem, general self-efficacy and basic hope contribute to explaining variations in the nature and intensity of individual coping strategies. Finally, the low percentage of the explained variance of coping strategies in students with physical disabilities indicates the importance of other variables not included in this study. The results are discussed in the context of prior studies. Key words: physical disability, coping strategies, self-esteem, general self-efficacy and basic hope
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Rozmowa w przestrzeni szkoły. Systemowo-funkcjonalna analiza poszerzonego dyskursu szkolnego
(Wydawnictwo Uniwersytetu Warmińsko-Mazurskiego w Olsztynie, 2017-12) Makarewicz, Renata; Uniwersytet Warmińsko-Mazurski
Książka to to systemowo-funkcjonalna analiza poszerzonego dyskursu szkolnego. Materiałem badawczym są rozmowy między nauczycielem a rodzicami ucznia w kontakcie face to face oraz za pośrednictwem e-dziennika. Cele pracy to: 1) opis sposobu zakodowania w rozmowie między nauczycielem a rodzicami ucznia sygnałów wartościowania emocji, zachowań, czynności i postaw; 2) wyodrębnienie metodą systemowo-funkcjonalnej analizy dyskursu (SFAD) językowych środków OCENY i negocjowania postaw w powiązaniu z systemem gramatycznym języka polskiego; 3) określenie przyczyn porażki lub sukcesu w komunikowaniu się szkoły z domem ucznia. W książce opisano afekt, aprecjację, osąd i relacje przez pryzmat użytych środków językowych i ich skuteczności komunikacyjnej. Forma gramatyczna użytych wyrazów dostarcza informacji o nadawcy komunikatu. Istotne w badanym dyskursie są nie tylko relewantne wybory leksykalne, lecz także posługiwanie się gramatyką użytych wyrazów. Kluczowe dla opisanych obserwacji są uwagi związane z emocjonalnością towarzyszącą kontaktom językowym. Książka nie ma charakteru oceniającego sprawność komunikacyjną uczestników dyskursu, lecz opisuje i analizuje to, co dotychczas było nieujawnione. Jak pokazują wyniki, umiejętność mówienia i słuchania jest sztuką wciąż wymagającą doskonalenia. Autorka ma nadzieję, że jej badania przyczynią się do usprawnienia komunikacji między nauczycielem a rodzicami ucznia.
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Zarządzanie czasem pracy w bibliotece naukowej
(Wyższa Szkoła Pedagogiczna w Łodzi, 2013) Wiśniewska, Małgorzata; Uniwersytet Warmińsko-Mazurski

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Affiliation: Uniwersytet Warmińsko-Mazurski Start date: 2010 End date: 2019
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