Parentification is a form of distorted division of roles and responsibilities in the family where the roles of parent and child are reversed. A situation that goes beyond the child’s capabilities and exhausts resources usually yields numerous negative consequences. Nevertheless, in some circumstances, parentification may be beneficial by shaping resiliency. The main aim of the study was to examine the relations between parentification characteristics and resiliency. There were 208 adolescents (M_age = 14.55; SD_age = 1.00) who participated in the study. Resiliency was evaluated using the Polish Scale for Children and Adolescents SPP-18. Parentification level was measured with the polish Parentification Questionnaire for Youth. The analyses revealed significant relations between parentification and resiliency dimensions. The relations were different based on the participant’s gender. The obtained results underline the role of resiliency in shaping the perception of family role dysfunctions such as parentification.

Background: The aim of the present research was to evaluate the relationship between the level of work involvement and emotional attitude to work and the quality of marital relationships of partners in dual career relationships, divided into ‘early career’ and ‘late career’...

Background: The work on offshore rigs is related to a number of physical and mental burdens. The subject matter of the paper refers to the assessment of the relation between the mode of adapting to occupational stress and the feeling of well-being among the employees of offshore rigs in Poland....

Background: Academic burnout poses a serious challenge for today’s students, reducing their psychological well-being and increasing the risk of adjustment problems. Research indicates that stress coping strategies can play both protective and potentially harm-ful roles in this process. The aim of this study was to analyse the relationship between academic burnout and students’ psychological well-being, with particular emphasis on the role of coping strategies. Participants and procedure: The study involved 371 Polish psychology students who completed standardised questionnaires measuring academic burn-out (OLBI-S), psychological well-being (C. Ryff scale) and stress coping strategies (Mini-COPE). The age of the respondents ranged from 18 to 28 years. The study was conducted between April and May 2025 by reaching out to respondents directly. Results: The results confirmed that higher levels of burnout were significantly associated with lower psychological well-being. Prob-lem-focused coping strategies promoted higher well-being and mitigated the negative impact of burnout, while avoidance strategies exacerbated the effect. Notably, emotion-focused strategies did not show significant associations with the stud-ied variables, which may indicate their limited role in the context of academic demands. Conclusions: Academic burnout poses a significant threat to students’ well-being, and the long-term consequences are likely to persist in their professional lives. Developing adaptive coping strategies and limiting escape strategies can have a protective effect, supporting mental health and preparing students for future professional life.