Developing the empathic attitude is one of the tasks of medical education as it aff ects the quality of therapeutic contact in the relationship between the doctor and the patient, conditioning the treatment process. According to Davis’s concept, empathy is defi ned as an aff ective-cognitive reaction in the context of the other person’s experience. Aim: Analysis of profi les of empathic sensitivity in students of medicine. Group: Male and female students of the fi ft h year of medicine who agreed to participate in an anonymous study (n = 153; M = 57, F = 96; mean age: 23 years). Tools: Th e Empathetic Sensitivity Scale (EES), which is the Polish tool for Davis’s Interpersonal Reactivity Index (IRI) was used. Th e ESS includes three sub-scales: Empathic Care (EC), Personal Distress (PD) and Adopting Perspective (AP). Results: The raw results were converted into sten scores and for sten scores for all three dimensions of empathetic sensitivity no diff erences were found between male and female students. Th ree clusters (1: n = 33%, 2: n = 39%, 3: n = 28%), which diff er in terms of each distinguished indicator, were identifi ed. Conclusions: Th e first cluster characterizes empathetic people, both in the aff ective and cognitive spheres, and those dealing well with unpleasant emotions in situations diffi cult to others. Th e second cluster characterizes participants with the ability to recognize the needs of others and to take into account their perspectives; the third cluster includes participants with a tendency to focus on their own experiences emerging in response to other people’s suff ering but with the ability to understand a situation and show empathic concern for the other person. The most favourable profi le — for a future doctor as well as for his patients — is the fi rst cluster because the doctor, with his empathic sensitivity directed towards the other man, can deal with his own unpleasant emotions.
Professor architect Juliusz Żórawski was for the author of this paper, a leading personality, during his period of studiea and assistantship. Author on the wider background of events of his life, draws a portrait of his mentor according to: creative Modern projecting, thinking, talking and writing about architecture – especially on the field of form. The teacher and his pupil had similar passions, e.g. expressing oneself by free hand sketching, sensibility towards a landscape, e.g. Tatra Mountains. This is why in spite that Żórawski was rather radical Modernist, the fan of abstraction, the author of this paper owes him his own views closer to the contextualism, and a creative, more “hot”expression, and at the first – his passion towards architecture and its creation.
The author, as a former pupil of the title figure of this paper, and as a leading his cooperator in numerous creative works, recalls memoires and presents an analysis of the personality of late professor of architectute, J. Tadeusz Gawłowski. The paper represents both – objective and official features of chronicle, hence also introduces readers into more personal secrets of the outstanding architect: creator, scholar and academic teacher – being simultaneously a picturesque and friendly person. He was connected mainly with Kraków University of Technology, but sharing also his activity in order to fulfill needs of three other, important academic schools.
Psychodrama is a method of therapy and personal development which strongly engages – apart from the intellect – the body and emotions. It frequently makes use of symbols and metaphors based on a natural inclination to play, at the same time triggering spontaneity and creativity. Psychodrama was invented by Jacob Moreno in the early 20th century. For a long time, it has been subjected to various changes. Its development has brought about the adjustment of its tools to different needs and group situations. Today, psychodrama is widely applied in psychotherapy, personal development, business, as well as education. The presented study is aimed at showing the usefulness of psychodrama as a tool which enhances the understanding of disability by both people without disability (as it is understood by the non-disabled) and the disabled (as regards the understanding of their own limitations). An additional goal is presenting the general assumptions of psychodrama the benefits from using its techniques for the development of e.g. teachers, therapists, tutors and other people working with the intellectually disabled, post-graduate students of special pedagogy in the field of oligophrenopedagogy.
The content of the study focuses on the issue of the right to work of persons with disabilities from the point of view of the provisions of the Convention on the Rights of Persons with Disabilities adopted by the General Assembly of United Nations in 2006. The article discusses the formal elements of the national system supporting the professional activity of this group of people. The author also presents opinions of various entities, independent of state authorities, on the compatibility of solutions adopted in our country with the philosophy of the Convention.
We define the need for sense-making as the desire to find reliable connections between the objects, situations, and relationships that people encounter. We have proposed and tested that there are possible individual differences in the need for sense-making and that these individual differences are insightful in characterizing individuals and their behaviors. A correlational study (N = 229) showed that need for sense-making was positively related to self-esteem, extroversion, conscientiousness, openness, and sense of control. Additionally, a higher need for sense-making was associated with greater perception of it as an important part of people’s identity. Thus, need for sense-making is relevant to understanding individual differences and can furthermore comprise a significant element of people’s identity. These results break new ground in the study of individual differences in the need for sense-making and can be of great importance in work and organizational psychology.
The present study focused on relationships between personality traits, self-efficacy, self-esteem and basic trust, and well-being in context of entrepreneurial activity. Participants were 301 unemployed people, 157 of whom had received a grant from an employment agency to start their own business. Participants completed measures of personality traits, self-efficacy, self-esteem, basic trust, satisfaction with life, positive and negative affect. To verify if beliefs about the self and about the world mediated relationships between personality traits and well-being we conducted a multiple-sample SEM. The study results confirm that the beliefs mediate relationships between personality traits and well-being. They also show that different types of beliefs serve a different function, depending on an individual’s circumstances. Among grant acceptors, self-efficacy did not impact well-being, while self-esteem and basic trust had similar functions in both groups.
Subjective Well-Being is related to the Big-Five and to Individualistic and Collectivistic beliefs of Polish adolescents. In the present study, we examined whether Individualism and Collectivism beliefs mediate between the Big-Five and Subjective Well-being among adolescents, young and middle-aged adults. Adolescents (N = 174, 36% men, aged 14–18), young (N = 254, 45% men, aged 19–24) and middle-aged adults (N = 252, 54% men, aged 40–55) completed the NEO-FFI, the Ind-Col20, and measures of Subjective Well-being. The three groups differed on all dimensions. Adolescents reported the highest Neuroticism, the lowest Agreeableness, Conscientiousness, the highest Individualism and Collectivism beliefs and lowest SWB. Among adolescents, SEM analyses indicated that Subjective Well-being was negatively related to Neuroticism and Agreeableness, positively to Extraversion, Conscientiousness, Horizontal Individualism, Horizontal and Vertical Collectivism. Among young and middle-aged adults Subjective Well-being was negatively related to Neuroticism and Horizontal Collectivism, positively to Openness, Conscientiousness, Horizontal and Vertical Individualism. Beliefs partially mediated the effects of traits. Relationships were different for cognitive and affective Subjective Well-being indices.
Humans vary in many aspects of their psychology with differences routinely found in patterns of thoughts, feelings, and behaviours, setting individuals apart across time and place. Though many psychologists have attempted to account for these individual differences, one area that has continued to generate interest and disagreement is the concept of motivation. Today, understanding behavioural motivation remains one of the most important questions facing personality theorists. In an attempt to better account for human motivation, the present exploration reviews seminal theoretical positions put forward by Sigmund Freud from a Psychoanalytical perspective and contrastingly, that of Carl Rogers from the Humanistic approach. Critical consideration is specifically applied to how verifiable each perspective may be and the degree of empirical support either account has attained to date. Whilst understanding human motivation is not a new endeavour, the present exploration provides a contemporary critical assessment of traditional psychological explanations.
According to the psycho-lexical approach in the taxonomy of individual differences, those interpersonal differences, which are the most important for social functioning of individual, have been encoded into natural languages. Therefore by analyzing the lexicons of interpersonal differences, it is possible to identify structures of their descriptions. Application of the psycho-lexical approach in the field of psychology of individual differences lead to obtaining the relatively high consistency regarding scientific taxonomy of personality traits. Also models developed on this basis meet the most important criteria of goodness of the psychological structural models. As a result, the accumulation of knowledge about person’s psychological functioning have been intensified. The aim of the article is to present the specificity of lexical studies and their taxonomical potential for social sciences, as well as key threats and limitations, based on experience of previous psycho-lexical research.
In integrated approaches to personality (McAdams & Pals, 2006; McCrae & Costa, 1999), it is possible to examine relationships between personality traits, beliefs as characteristic adaptations, and subjective well-being. This research aimed to verify if implicit self-theories (belief about stability of human nature) proposed by Dweck (2000) and life-engagement proposed by Scheier et al. (2006) play a mediating role in relationships between personality traits and satisfaction with life. The relationships were examined with respect to infertility problem. A sample of 120 adults (aged 26–48; M = 36.60; SD = 4.82; 50% women) participated in the research. The mediation hypotheses were examined, and furthermore, four groups of couples were compared in terms of measured variables. The groups were: couples with (1) cured and (2) uncured infertility and couples who were not infertile and (3) have and (4) do not have children. Life-engagement mediated the relationship between Conscientiousness and satisfaction with life in the whole sample. The belief about stability of human nature mediated relationships between subjective well-being and Conscientiousness, Agreeableness, Neuroticism, and Extraversion only among couples with an infertility problem.
Studies based on the most common diagnostic categories do not bring conclusive results concerning the overlapping and distinctive features of anxiety and depression, especially in the areas of attentional functioning, structure of affect, and cognitive emotion regulation. However, a new typology has been proposed which treats anxiety and depression as personality types (Fajkowska, 2013). These types – arousal and apprehension anxiety as well as valence and anhedonic depression – are constructed based on two criteria: specific structure and functions (reactive or regulative). The present paper critically examines the empirical evidence related to this approach. The data mostly confirmed the prediction that the similarities and differences in attentional and affective functioning among the anxiety and depression types would be related to their shared and specific structural and functional characteristics. The new typology turned out to be suitable for integrating the existing research findings by relating them to the structure and functions of anxiety and depression. As a result, it is useful in explaining some of the inconsistencies in literature, as it allows to identify the overlapping and distinctive features of the anxiety and depression types. It also helps to understand the mechanisms contributing to the development and maintenance of anxiety and depression, which might be useful in diagnosis and treatment. However, even though Fajkowska’s approach is an important contribution to the understanding of anxiety and depression, it is not exhaustive. Its limitations are discussed, along with proposed modifications of the theory, as well as further research directions.
The paper summarizes the debate concerning the divine hiddenness argument. First, it presents two versions of the argument that was initially formulated by J.L. Schellenberg and subsequently discussed over the last twenty years and it marks its most important theses. Then the author indicates some possible rebuttals, segregating them according to the challenged premises. Particularly noteworthy, he argues, are these theistic answers that accuse the images of God assumed by the hiddenness argument of excessive anthropomorphism and those that try to point out higher goods justifying divine hiddenness. In conclusion the author claims that the hiddenness argument proves atheism only if by theism one understands theistic personalism. Other positions, such as ultimism or theism of transcendence, are not threatened by the argument.
The study concerns the functioning of disabled learners at the level of higher education. The period of university studies is usually associated with the change of the life routine practised so far. The changes comprise various fields and bring about the adjustment to new roles. This stage is a chance for becoming independent, for specifying one’s position in the group, for shaping one’s own “young adult world view”18. The article is aimed at presenting the typology of disabled students based on an analysis of the behaviour which they show as members of the academic community. The sources of these behaviour patterns can be sought in various interpersonal and intrapersonal factors resulting from the individual’s character. The presented authorial typology has been presented also in reference to the Personality Traits Theory formulated by Costa and McCrea. This has allowed for broadening this typology with some particular subtypes.
Scribes of the oldest part of the manuscript posted their names in two notes. In the fi rst note the final letter of the scribe’s name is seriously damaged. It is generally believed that his name was Mičьka (Мичька). The author proves that the scribe’s name is a derivative from the suffi x –ko (Mičьko). In the second note the name of the scribe is heavily damaged in the initial part, which results in a number of interpretations. According to the author’s studies the name of the scribe was Potamij (Потамий, gr. PÒtamoj).
The article is devoted to personal nouns with suffi x -ant in Polish and Belarusian. The lexical and semantic analysis of the studied group of words showed that in both languages they belong to the literary variety of language, however, numerous nouns represent rare vocabulary, sometimes characterized stylistically. The overwhelming majority of names defi nes the names of active contractors of activities, less often – passive contractors, and least frequently – names of owners. In addition, the nomina masculina with suffi x -ant belong to the attributive names, defi ning people on the basis of their character traits, tendencies, and often vices. The s tudied lexis include archaic or colloquial derivatives. Among the specialist words, there were examples representing such fi elds as law and judiciary, economics and trade, religion and art, education and science.