Developmental Psychology 2014

2014

Publication date: 31.10.2014

Licence: None

Editorial team

Issue Editor Dorota Kubicka

Issue content

Przemiana duchowa jako kluczowe pojęcie psychologii rozwoju człowieka

Paweł Socha

Developmental Psychology, Volume 19, Issue 3, 2014, pp. 9-22

https://doi.org/10.4467/20843879PR.14.015.2302

Spirituality has remained a controversial subject matter of psychological research. In spite of this fact, the volume of research grows alongside the development of civilization processes in the Western world. Mostly, these are analyses of spirituality in the substantial approach, particularly that recognizing spirituality as what the research subjects consider it to be. The views of psychologists of interest in the present analysis can be divided into: overt and hidden ones. The first kind includes concepts of philosophical, psychoanalytic, and humanistic origins (usually not subjected to operationalization); the second kind are those whose authors were not in need of recognizing them as theories of spirituality; nevertheless, they seem to have much in common with spirituality.

The proposed solution is spirituality as the process of a unique transformation whose outcome is a more or less successful coping with an existential situation. Since it is possible to distinguish provisionally two types of these situations: one of an ultimate character (transience), and one of a non-ultimate (the existential limitations are more or less harmful); likewise there are two types of possible transformation. In both cases, the transformation is a self-creation unique for a particular kind of an existential situation. The understanding of spirituality as a transformation allows for its operationalization through measuring this experience assumed here to be a marker of the feeling of sacredness. One can measure this experience before a particular situation takes place as well as after the period considered the endpoint of coping with this situation occurs. Spirituality – the transcendence of limitations – is a process occurring within a unique existential context. At the end of the article, the features of a spiritual transformation have been described in order to show a wider account of the process.

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Wczesne predyktory psychopatii – analiza stanu i kierunków badań psychopatii dzieci i młodzieży

Jarosław Groth, Marta Andrałojć

Developmental Psychology, Volume 19, Issue 3, 2014, pp. 23-36

https://doi.org/10.4467/20843879PR.14.016.2303

The aim of this article is to present the concept of child and adolescent psychopathy and to discuss its utility in scientific research and clinical practice, including early diagnosis and intervention. The authors review the literature on the subject, showing the current directions in research on early manifestations of psychopathy in children and adolescents, and the reasons for conducting empirical studies in this field; they also indicate the associated problems of methodological and ethical nature. This article is an attempt to examine the possibility of identifying early predictors of psychopathy, indicating the need for further investigation of this construct towards building a developmental model of psychopathy. The article shows the complexity and variety of directions that make up the mainstream of theoretical and empirical research on psychopathy in children and adolescents. It also points to the value of adopting a general theoretical model that allows for the integration of research results and to the potential of the paradigm of developmental psychopathology as the most promising framework for research in this area.

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Naśladowanie a uczenie się przez obserwację. Porównanie perspektywy analizy zachowania i teorii społecznego uczenia się

Przemysław Bąbel, Paweł Ostaszewski, Monika Suchowierska

Developmental Psychology, Volume 19, Issue 3, 2014, pp. 37-47

https://doi.org/10.4467/20843879PR.14.017.2304

Observational learning is one of the mechanisms of developmental change, and the skill of imitation is an important milestone in every child’s development. In order to explain imitation, cognitive psychologists turn to a covert, complex learning process, whereas behavior analysts point to the skill of generalized imitation, which is shaped during ontology, and to environmental contingencies which determine the occurrence of imitation. In case of therapy for children with developmental disabilities, if one intends to produce new teaching methods based on imitation or to optimize the existing ones, it is important to understand the mechanism underlying this way of learning. The present article will investigate imitation from the perspective of behavior analysis and the social learning theory. Not only does the former approach provide stronger empirical basis, but it also enables the design of more effective teaching methods based on imitation.

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Odkrywanie kompetencji komunikacyjnych niemowląt. Skala Wczesnej Komunikacji Społecznej jako przykład narzędzia pomiarowego

Marta Białecka-Pikul, Małgorzata Karwala, Małgorzata Stępień-Nycz, Arkadiusz Białek

Developmental Psychology, Volume 19, Issue 3, 2014, pp. 51-68

https://doi.org/10.4467/20843879PR.14.018.2305

The aim of the present analysis is to describe the developmental trajectory of the infant and toddler communicative competencies. Turn-taking, gaze-following, joint attention and pointing gestures are the most important expressions of these competencies that could be measured by the Early Social Communication Scale (ESCS Mundy et al., 2003). We present the results of a research conducted with 358 one-year old children and obtained through the Polish version of this scale (ESCS). The validity and reliability of the Polish version of ESCS proved to be satisfactory. The obtained results were analyzed emphasizing the role of early communicative competencies in the further social, linguistic and cognitive development of a child and indicating the domain of psychological practice where ESCS could be implemented.

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Retrospektywna ocena doświadczania kar fizycznych w dzieciństwie a wzorce gotowości do agresji u młodych dorosłych

Monika Dominiak-Kochanek, Adam Frączek

Developmental Psychology, Volume 19, Issue 3, 2014, pp. 69-84

https://doi.org/10.4467/20843879PR.14.019.2306

The aim of the study was to define the role of corporal punishment experienced in childhood in the development of readiness for interpersonal aggression. 173 young adults assessed retrospectively if and how often they, as children, experienced the four following forms of corporal punishment: grabbing, spanking, pulling an ear or forcing to knee, and belting. Readiness for aggression was measured by The Readiness for Interpersonal Aggression Inventory, which enables to assess three distinct, intrapsychic mechanisms regulating aggressive acts: the emotional-impulsive readiness, the habitual-cognitive readiness and the personality-immanent readiness. The results show that corporal punishment used by fathers is a positive, significant predictor of all three patterns of readiness for interpersonal aggression in sons and daughters. No relation was found between corporal punishment by mothers and readiness for aggression of children, despite the fact that mothers used corporal punishment toward sons and daughters as frequent as fathers.

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Lęk szkolny a strategie radzenia sobie ze stresem u dzieci. Moderująca rola uogólnionego poczucia własnej skuteczności

Elżbieta Talik, Kamila Król

Developmental Psychology, Volume 19, Issue 3, 2014, pp. 85-99

https://doi.org/10.4467/20843879PR.14.020.2307

This study aims to test whether children with diverse frequency of school anxiety differ in coping strategies and whether the general self-efficacy moderates the relationship between school anxiety and coping strategies. 105 children aged 10–13 were examined with the Anxiety School Questionnaire by L. Czyżniejewska and G. Kopinke; the Self-Efficacy Scale by Z. Juczyński; and JSR-Questionnaire by Z. Juczyński and N. Ogińska-Bulik. The results show that children with higher frequency of school anxiety more often use emotional strategy to cope with stress. The moderating effect of the general self-efficacy on the relationship between school anxiety and coping strategies is not significant.

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Reports and reviews

Recenzja: Joanna Fryt (2014), Funkcje wykonawcze i regulacja zachowania u dzieci chorych na astmę lub cukrzycę

Natalia Józefacka

Developmental Psychology, Volume 19, Issue 3, 2014, pp. 103-108

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Sprawozdanie z XXIII Ogólnopolskiej Konferencji Psychologii Rozwojowej Zmiany rozwojowe w biegu życia: konteksty i perspektywy. Lublin, 28–30 maja 2014 roku

Katarzyna Markiewicz

Developmental Psychology, Volume 19, Issue 3, 2014, pp. 109-114

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Table of Contents PDF Tekst UNKOWN

Słowa kluczowe: transformation, spirituality, existental situations, adolescent, psychopathology, personality, psychopathy, child, behavior analysis, behaviorism, modeling, imitation, social learning theory, observational learning, infant development, early communication competences, turn-taking, gaze following, joint attention, pointing gestures, corporal punishment, readiness for interpersonal aggression, school anxiety, general self-efficacy, coping strategies, young school-age children

Volume 19, Issue 3

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2014