Citizenship Activity as Developmental Task and Challenge – the Importance of Childhood and Adolescence

Civic participation has significant meaning for building internal resources of the individuals and is an important development task for them. In this article, which has theoretical and overview character, we present current knowledge of childhood and adolescence experience on civic behaviors in adulthood. We will deep-dive into the phenomenon of citizenship and it’s psychological perspective. Later on, we present current studies on psychological determinants of citizenship activity of young people including their personality resources, relationship with their surroundings and institutions, as well as demography and socio-economic status. At the end we focus on early experience influence on citizenship activity in adulthood. In the summary section we describe threads for future researches on citizenship of children and youngsters. 

Montessorian Geragogy in Perspective of Cameron Camp and Christine Mitterlechner

The article presents two non-pharmacological therapeutic methods applied to people in late adulthood: “Montessori for Seniors” by Cameron Camp (Stroińska, 2017; Stroińska, 2018) and “Joy of learning throughout life” by Christine Mitterlechner (Dudek, 2018). The study presents a practical dimension of their application in the development and rehabilitation of the elderly, with varying degrees of cognitive difficulty. Presented views of montessorian geragogy are derived from the pedagogy of Maria Montessori, but they focus on other aspects of this method. “Montessori for Seniors” puts the focus of daily activities and appropriate adaptation of the environment to enable the elderly (also with dementia) to function independently. In “Joy of learning” the main area of issues is sensory stimulation and the proper structure of classes conducive to neurocognitive rehabilitation. Although the scope and impact of the two methods are different, they can be used complementarily in working with the elderly because their common goal, although implemented in other ways, is to support the development and learning of seniors and counteract the effects of cognitive deterioration. 

The Character of Bonds Created in the Childhood and the Development of Anhedonia in the Adult Life

         The aim of the study was to identify factors that may participate in the relationship between the character of the bond created in childhood and the development of anhedonia in adult life.

         A questionnaire survey on attachment style, sensitivity to stress, learned helplessness, level of anhedonia and perceived social support was carried out. The study was attended by 163 participants, aged between 19 and 36. 

         The results confirmed the hypothesized relationship between the character of bonds formed in childhood and the development of anhedonia in adulthood. The secure attachment and the perception of instrumental support, especially emotional support, are factors related to reducing the risk of developing anhedonia. The factor that conduces the development of anhedonia is, above all, attachment of the insecure character. Research shows that the character of the bond created in childhood is important for the mental health of the individual, social functioning and the possessed skills and personal resources. 

Postponement of Parenthood and Evaluation of Family of Origin by Young Adults

Achievement Motivation in Adults with Developmental Dyslexia in the Context of Retrospective Assessment of Teachers’ Behaviors

The aim of the research was to verify whether persons with dyslexia differ from those without it in terms of level of achievement motivation and retrospective assessment of teachers` behavior and to define the relationship between the achievement motivation of adults and their retrospective assessment of teachers` behaviors. The study was carried out on 435 adults with (227) or without (208) diagnosed dyslexia, aged 20–30, with the use of socio-demographic survey (Survey-2) enabling to obtain information about retrospective assessment of teachers’ behaviors – 3) Inventory of Achievement Motivation (LMI) by Schuler et al. in the Polish adaptation of Klinkosz and Sękowski. Research does not draw a distinction between adults with and without dyslexia in terms of level of achievement motivation. The teachers` behaviors in terms of support, assistance and appreciation of the student were evaluated less favourably by people with dyslexia. There are significant differences between groups within the relationship between the perception of motivating teachers and self-confidence as a dimension of achievement motivation. There are significant differences between groups within the relationship between the perception of teacher appreciation and self-confidence as a dimension of achievement motivation – this relationship is statistically significant in adults with dyslexia. 

Time Perspective and Satisfaction of Life of Young Adults. Moderation Effect of the Sense of Adulthood