The experiences of women regarding conception, the birth of the first child, and care of an infant in the perinatal period have long attracted the attention of researchers, but the knowledge about the experiences of men entering the role of fathers for the first time is still insufficient. The aim of the research was to identify the level of satisfaction with life, emotions and identity formation of first-time parents depending on the gender and age of the child. Seventy-five pairs of Polish first-time parents participated in the study. The research used the SUPIN scale (Polish adaptation of Positive and Negative Affect Schedule), the Satisfaction with Life Scale (SWLS), the Dimension of Identity Development Scale (DIDS), and a questionnaire prepared by the authors. On the basis of the conducted research, it can be concluded that there is a similarity of satisfaction with life, experienced emotions, and identity processes of first-time mothers and fathers, as well as the importance of the child’s age for the specificity of developmental changes in women and men. Understanding development changes which include identity, emotional functioning, and life satisfaction of first-time parents can provide bases for creating supporting programs in the case that problems in undertaking the role of a parent emerge.

Background The birth of the first child begins a new stage in family life, and the woman and the man must adopt new roles in society. However, adapting to the new conditions of life and the requirements of the new role can be difficult. Participants and procedure The main tools used...

Background: The fact of becoming a father is related to the necessity of taking up a number of new commitments. The changes following from taking up a new social role generate much stress and can bring some identity transformations (Freudenreich, Liberska, & Miluska, 2011) and a crisis in evaluation (Trempała, 2010).Participants and procedure: In order to characterise the structure of identity of young fathers and to determine whether they suffer from a crisis in evaluation, a study was performed on 90 men who became fathers of their first child in the period up to about half a year earlier. Techniques used in the study were: Dimensions of Identity Development Scale (DIDS), Questionnaire for Investigation of Crisis in Evaluation, and a questionnaire prepared by the author.Results: The structure of identity of young fathers has no relation to the age of the child, at least in the first six months of the child’s life, but it is related to the crisis in evaluation.Conclusions: According to the results, the crisis in evaluation in young fathers is of intermediate intensity and is related to the age of the child. The study suggests a relationship between normative events related to the world of the child and a psychological crisis, involving identity and structures of values.

In recent years, research on the effectiveness of cognitive training has become increasingly popular. These studies are conducted across all age groups, including both typically developing individuals and those from clinical populations. However, their results remain inconclusive. The purpose of the present study was to verify the effectiveness of executive attention (EA) training for children in the period of middle childhood and of the transfer of the training effects onto non-trained tasks engaging working memory (WM) and fluid intelligence (Gf). The sample consisted of 180 typically developing children from two age groups: 4- and 6-year-olds. The children were divided into three research groups: the Training Group (EA training, 14 sessions), the Active Control Group (naming objects, 14 sessions), and the Passive Control Group (lack of activity). In the Training Group, the computer version of the adaptive EA training was used. WM and Gf were assessed in each group in the pre-test and post-test. The obtained data indicate the existence of asymmetry in the scope of training effects. EA training leads to a higher improvement in the correctness of performing tasks in 6-year-old children than in 4-year-old children (F = 11.603; p < 0.001; η2p = 0.167). On the other hand, the transfer effect on Gf is greater in the group of 4-year-olds compared to 6-year-olds (F = 4.278; p = 0.015; η2p = 0.047), and the scope of transfer to WM is the same in both age groups (F = 0.772; p = 0.464; η2p = 0.009). The obtained results indicate the effectiveness of executive attention training in children in these age groups. The results suggest that older children benefit more from practicing specific cognitive skills. In comparison, the far transfer mechanisms of training effects seem stronger in younger children.

Trening uwagi u dzieci z ADHD – przegląd badań

We współczesnym świecie, jak nigdy przedtem, ścierają się ze sobą różne kultury, poglądy, dążenia. Na naszych oczach dokonuje się nie tylko postęp cywilizacyjny i technologiczny, ale zmienia się również podejście do moralności – wartości, które do tej pory były cenione, stają się powoli nieatrakcyjne; zasady, gwarantujące ład społeczny, ustępują miejsca niewłaściwie pojętej tolerancji czy wolności; obserwujemy relatywizację i liberalizację zachowań i stylów życia. Na nowo aktualne staje się zagadnienie wychowania do wartości – co zrobić i jakie wartości należy przekazać wychowankom, by zagwarantować sobie i im, że będą potrafili podejmować trafne decyzje i odnajdą sens swojego życia. Artykuł prezentuje najważniejsze zagadnienia, podejmowane w kontekście problematyki kształcenia aksjologicznego. Przedstawia zarówno definicje i koncepcje wartości, jak i refleksje na temat tego, do jakich wartości powinno się wychowywać następne pokolenia. W opracowaniu znalazł się także opis sposobów i metod, wykorzystywanych podczas wychowywania do wartości.