Psychospołeczna perspektywa adaptacji szkolnej dzieci – konceptualizacja zjawiska

Regardless of the theoretical perspective, the school adaptation is treated in an instrumental way and identifies with the concept of adaptation, adjustment, fitness, and is considered as the basic problem of the student’s educational functioning. However, it should be clearly emphasized that compliance included in the school adaptation does not mean passive adaptation, submission to external influences, because it does not exclude the possibility of student’s innovative, creative role and active participation in the institution’s life. The article attempts to show school adaptation of children as an extremely important aspect of human adaptation, understood as the whole-life process of building balance and striving to maintain it between constantly changing and mutually conditioning entities: the human body and the its life environment. This process takes place with different dynamics de-pending on each episode of life, and more importantly, with a different value for its further course. Therefore, the quality of school adaptation experiences taken out of childhood exerts significant impact on the course of further human functioning.

The neglected victims: what (little) we know about child survivors of domestic homicide

The murder of a child’s mother in the context of domestic violence is a traumatic experience which results in multiple stresses affecting the child’s emotional, behavioural and educational functioning. In effect, children lose both parents – their mother as victim and their father in jail or also dead from a murder-suicide – as well as their home, neighbourhood and school as they are relocated, either with extended family members or placed into foster care. In addition, extended family members must cope with their own grief and anger as they attempt to parent these troubled children. Evidence from the papers reviewed indicate that there are no guidelines for determining who is best placed for caring for the children and for providing the safety and stability necessary for recovery, nor for ensuring the provision of therapeutic support for child survivors and their families. There is also evidence to indicate that, left untreated, effects can become long-lasting and carry on into adulthood. Policy implications are considered with a focus on multi-agency family-centred advocacy approaches.

Educational functioning of children of parents with chronic physical illness: A systematic review

A systematic review of the literature was performed to answer the question: What are the effects of parental chronic physical illness on children’s educational functioning? Thirteen studies that met the inclusion criteria for the purpose of this review were identified, indicating the paucity of research on the topic. The results found that children and adolescents of chronically ill parents missed more school days than their peers of healthy parents and were at a higher risk for lower academic performance. Parent’s physical impairments due to chronic illness and demands of parental illness impinging on parenting and social and financial resources in the family may indirectly affect children’s educational functioning. Implications for school psychology practice and research are provided.

Parenting Styles, Parental Involvement in School, and Educational Functioning of Children with Special Needs Integrated into Mainstream Education

<p>The study examined the relationship between parenting style and parental involvement in school, and educational functioning among children with various disabilities integrated into mainstream education. It included 116 parents of children with special needs who reported their children according to formal educational evaluations they possessed. The sample of children reported by parents disproportionately represents six age layers ( =9.23, SD=1.85( and 3 main disability groups. Multivariate regression analyses indicated that parenting style and parental involvement in school explain a significant proportion of the variance in educational functioning among children with attention deficit disorders and complex disabilities. Within the first group, parental involvement significantly mediated the relationship between parenting style and educational functioning. Parenting style and parental involvement modestly predicted academic achievements in language skills and mathematics field (respectively) in the general sample. Significant relationships between parenting style and educational functioning and achievements in these tests pointed to better performance of children of authoritative parents compared with children of authoritarian parents. The main findings stress the need to encourage and nurture authoritative parenting traits, along with consistent parental involvement in school, as significant means of improving and strengthening the educational functioning among children with special needs integrated into mainstream education.</p><!--[if gte msEquation 12]><m:oMathPara><m:oMath><m:acc><m:accPr><m:chr m:val="̅"/><span style='font-family:"Cambria Math",serif;mso-ascii-font-family: "Cambria Math";mso-hansi-font-family:"Cambria Math";mso-bidi-font-family: David;font-style:italic;mso-bidi-font-style:normal'><m:ctrlPr></m:ctrlPr></span></m:accPr><m:e><i style='mso-bidi-font-style:normal'><span style='font-size:12.0pt; font-family:"Cambria Math",serif;mso-fareast-font-family:"Times New Roman"; mso-bidi-font-family:David;mso-ansi-language:EN-US;mso-fareast-language: EN-US;mso-bidi-language:HE'><m:r>X</m:r></span></i></m:e></m:acc></m:oMath></m:oMathPara><![endif]--><!--[if !msEquation]--><!--[endif]-->