Vol. 28, Issue 4

2023

Publication date: 21.03.2025

Description

This publication has been supported by The Polish Association of Human Development Psychology.

This issue is cco-funded under the Ministry of Education and Science (MEiN) program „Development of scientific journals,” contract No. RCN/SN/0063/2021/1 concluded on 19.12.2022.

Licence: CC BY

Editorial team

Secretary Małgorzata Płoszaj

Editor-in-Chief Maria Kielar-Turska

Associate editors Dorota Czyżowska, Joanna Kossewska, Małgorzata Stępień-Nycz

Editor of the issue Dorota Czyżowska

Issue content

Artykuły teoretyczne. Psychologia narracyjna w odniesieniu do rozwoju człowieka

Psychologia narracyjna w odniesieniu do rozwoju człowieka. Wstęp do zbioru trzech artykułów. Wstęp do zbioru trzech artykułów

Adam Niemczyński

Developmental Psychology, Vol. 28, Issue 4, 2023, pp. 9-10

https://doi.org/10.4467/20843879PR.23.015.20853

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Psychologia narracyjna o rozwoju

Elżbieta Dryll

Developmental Psychology, Vol. 28, Issue 4, 2023, pp. 11-20

https://doi.org/10.4467/20843879PR.23.016.20854

The paper is theoretical in nature. It considers the issue of development from the point of view of narrative psychology, organized according to three theses.
The psychological world of a person is a unique semantic construction of meaningful elements drawn from the culture (including values, patterns of reasoning, personality patterns, developmental narratives, and other narratives).
In undisturbed psycho-biological functioning, the acquisition of basic meanings occurs in the communicative environment of a developing organism (in the process of interaction with loved ones) primarily through language.
At the advanced level – thanks to autobiographical reflexivity – a person can consciously direct his or her own development, minimizing some limitations: both biological (e.g. changes that come at an older age) and environmental determinism (possible distancing from selected cultural contents).

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Psychologia narracyjna o rozwoju – komentarz

Marian Olejnik

Developmental Psychology, Vol. 28, Issue 4, 2023, pp. 21-26

https://doi.org/10.4467/20843879PR.23.017.20855

The present article is a critical commentary of Prof. Elżbieta Dryll’s paper Narrative Psychology on Development. The main goal of these considerations was to draw attention to the importance of theoretical reflection on development within the perspective of narrative psychology. Such reflection – although implied by the title of Prof. Dryll’s paper and explicit in her declaration that narrative psychology is “a plane for construing theory of human development” – was not the object of a comprehensive analysis. This shortage was then the reason to draw attention to topics and problems of importance to the theory of human development based on the assumptions of narrative psychology. These are problems such as theoretical and methodological consequences of the “narrative turn” that took place within the paradigm of social constructionism. This commentary also deals in a more detailed manner with consequences of three theses put forward by Prof. Dryll that are characteristic for narrative stance in viewing of the human development.

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Nieznośna lekkość metafory. Rozwój jako opowieść biograficzna

Adam Niemczyński

Developmental Psychology, Vol. 28, Issue 4, 2023, pp. 27-44

https://doi.org/10.4467/20843879PR.23.018.20856

Biographical narratives are not descriptions of individual persons’ mind and personality development. They are stories about the individuals’ life courses. Although the timing of developmental changes falls within the life course, one is not identical to the other. Despite the differences in perspective on narrative psychology between Elzbieta Dryll (2024) and Marian Olejnik (2024), they both seem to accept the aforementioned identity as true. Although any kind of developmental change happens within the life course, one cannot say that each of the individual changes happening within the life course is a developmental one. Biographies are life-course descriptions, and as such they are a type of literary work that lies outside of the psychological science. Biographies are objects of the socio-cultural world and may become subjects of psychological science investigations.

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Ujęcie przywiązania w perspektywie Dynamiczno-‑Rozwojowego Modelu Przywiązania i Adaptacji (DMM)

Szymon Chrząstowski, Grażyna Kmita, Anna Strzałkowska

Developmental Psychology, Vol. 28, Issue 4, 2023, pp. 45-57

https://doi.org/10.4467/20843879PR.23.019.20857

The article presents the Dynamic-Maturational Model of Attachment and Adaptation (DMM) by Patricia Crittenden, which differs from the ABC+D model more widely known in Poland. DMM focuses on attachment strategies, understood as self-protective mechanisms in response to threats. These strategies involve a transformation of cognitive and affective information, enabling individuals to protect themselves from danger, thereby influencing their psychological development and interpersonal relationships. These transformations of information serve an adaptive function.
The article outlines the main principles of the DMM model, comparing them with selected aspects of the ABC+D model. It also provides a brief overview of the classification of attachment strategies. The authors highlight an ongoing debate between the proponents of both models regarding their empirical value.

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Artykuły empiryczne

Doświadczenia wojenne w narracjach żołnierek Armii Czerwonej a trudności z rozwiązywaniem kryzysów rozwojowych

Grażyna Mendecka

Developmental Psychology, Vol. 28, Issue 4, 2023, pp. 61-78

https://doi.org/10.4467/20843879PR.23.020.20858

This paper is a psychological analysis of the experiences of former Red Army female soldiers fighting in the World War II. The empirical material includes the narratives of 150 female soldiers collected by Svetlana Alexievich in her book “War’s Unwomanly Face” (2015). The book contains the interviews conducted 40 years after the World War II by the author, who talked to the female soldiers from different former Soviet Republics. The analysis of the narratives was based on the developmental psychology life span paradigm and applying the concept of experience structuring and restructuring by Maria Tyszkowa (1988), as well as the psychosocial development theory by Eric Erikson (1997). The most important war and post-war experiences were listed and defined with reference to the narratives analysed and subsequently each experience was evaluated in cognitive, emotional and evaluational terms according to the theory of M. Tyszkowa. The criteria listed above showed to what extent the war and post-war experiences of the female soldiers enriched them in cognitive terms, what was their emotional impact and how they can be evaluated as useful in terms of values that are of greatest importance for these women. The analysis allowed to compare the war and post-war experiences and to find which of them and to what extent influenced the developmental changes taking place in the course of their life. It was concluded that the experience of being a soldier had greater impact on these changes than finding the path in the post-war reality. The impact of the war experiences was very strong, it extended their self-knowledge and influenced the way in which these female soldiers perceived the world. It speeded up significantly their process of growing-up and becoming mature. The post-war experiences of these women, such as the criticism for being soldiers or excluding them from the celebrations of the Red Army’s victory, had a destructive impact on their development and resulted in feeling guilty for being forced to kill during the war. Social rejection was a factor that hindered these women in successfully overcoming their developmental crises. They showed courage and bravery during the war, but in the post-war reality became insecure, withdrawn and lacked confidence, as they lost their sense of agency.

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Leisure Time Activities in Adolescents as Factor in Well-Being at School and Academic Performance

Łukasz Nikel , Maria Kędzierska

Developmental Psychology, Vol. 28, Issue 4, 2023, pp. 79-93

https://doi.org/10.4467/20843879PR.23.021.20859

Leisure time after school is crucial for a proper development of young individuals. However, factoring the role of various leisure activities in explaining their well-being at school and school grades is not well understood. The conducted research aimed at addressing this gap by examining 182 adolescents, aged between 15 and 18. As a conclusion, it was found that both well-being at school and academic performance were positively influenced by time spent with parents but negatively affected by time spent playing video games. Excessive participation in organized leisure activities was negatively related to relationships with peers and teachers. Some passive activities that promoted school skills, such as painting, drawing, and reading, positively predicted academic performance of adolescents. These findings highlight the importance of free time after school for adolescents’ well-being in an educational context, as they also have implications for the social policy.

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Title& imprint pages PDF Table of contents PDF

Słowa kluczowe: developmental theories, development of narrative competence, the importance of the word in development, developmental theories, development of narrative competence, the importance of the word in development, narrative psychology, social constructionism, human development, developmental change, life-course change, biographical narratives, psychological science of development, DMM, attachment strategies, adaptation, information transformations, women at war, war and overcoming developmental crises, the experience of war and post-war period as a developmental factor for women in the army, leisure activity, well-being at school, academic performance, leisure time, adolescence

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