Aphasia and a Legacy of Violence: Disabling and Enabling Knowledge of the Past in Poland

Neighbors ignited a fierce debate in the Polish press over the remembrance of a WWII pogrom of Jewish Poles by gentile Poles. There were three different responses crafted by media commentators to recuperate the nation. I argue that the debate demonstrated an aphasic structural disorder that rendered knowledge of the past violence and its victims unrecognisable and its implications incomprehensible. My psychoanalytic reading shows that misrecognition of that knowledge to protect the fiction of the Polish gentile Self was the fundamental dynamic in the media commentaries. I examine the aphasic mechanisms of misrecognition and metonymy for insights into how ignorance is repeatedly legitimated and disregard is diffused and how the Self dependency on the Other is barred from recognition. I explicate how aphasia shapes memory and responses to a national rupture and subsequent recuperation.     

Racial incorporation through alignment with whiteness

This study examines alignment with whiteness as a form of racial incorporation among Asian Indian immigrants. Alignment—lining up—explains the process of racial incorporation as a creative construction of similarities in social position, values, interests, and culture. Thirty Asian Indian immigrants were interviewed. We found that they were positioned to interact with white Americans by their material resources, terms of immigration, and prearrival imagination of the U.S. as white. They incorporated themselves by constructing terms of equivalence with whiteness and adopting the discourse of racelessness. We demonstrate how identity capital and affect enable and secure racial alignment.     

PSYCHOLOGICAL COUNSELLING IN MUSIC SCHOOLS IN POLAND

The development of psychological counselling for students of music schools in Poland is presented. The author's counselling experience has shown that crises in music school students can be analyzed in terms of values, technology and socio‐emotional factors. An important feature of psychological diagnosis is the analysis of musical achievement motivation (short, medium and longterm).     

Well-being in post-primary schools in Ireland: the assessment and contribution of character strengths

Enhancing the well-being of primary and post-primary students is one of the priorities of the Department of Education and Skills in Ireland. Whilst interventions are being implemented across the board, little is known about the current levels of adolescents’ well-being. Drawing from research on positive education, in the current study well-being was assessed amongst 2822 adolescents, aged 12–19 in Ireland, using the PERMA profiler [Butler, J., and M. L. Kern. (2016). “The PERMA-Profiler: A Brief Multidimensional Measure of Flourishing.” International Journal of Wellbeing 6 (3): 1–48. doi:10.5502/ijw.v6i3.526] and “VIA-Youth Survey” [VIA Character (2014). http://www.viacharacter.org/www/Research-Old2/Psychometric-Data-VIA-Youth-Survey]. Mann–Whitney U-test and multiple regression analyses were conducted in the examination of age and sex differences in students’ well-being scores, and the prediction of the contribution of character-strength-development to well-being. The results showed that students’ well-being decreased steadily from the first year, through to the middle and senior years of post-primary school. Furthermore, in comparison to males, females reported lower levels of well-being across the board, and higher levels of negative emotions and loneliness. Finally, the underuse of character strengths predicted lower levels of well-being in Irish schools. Implications for practice include the importance of customising well-being programmes across different schools and age groups, as well as the potential for the incorporation of psychological tests to evaluate the effectiveness of such interventions.     

Academic self-concept and achievement in Polish primary schools: cross-lagged modelling and gender-specific effects

This study reports relationships between general academic self-concept and achievement in grade 3 and grade 5. Gender-specific effects were investigated using a longitudinal, two-cycle, 3-year autoregressive cross-lagged panel design in a large, representative sample of Polish primary school pupils (N?=?4226). Analysis revealed (a) reciprocal relations between general academic self-concept and achievement over time but the influence of prior achievement on self-concept was stronger; (b) on average, levels of both constructs declined over time; (c) gender differences were not observed in longitudinal relations (i.e. cross-lagged, autoregressive and intra-wave correlations); (d) girls demonstrated higher mean levels of academic achievement at both grades; and (e) average level of general academic self-concept was not gender differentiated in grade 3 but decreased more for girls. These results are discussed in the light of the theoretical and practical implications.     

The process of (non) ageing in the perception of Polish centenarians

Currently, there are over 120,000 people aged 100 years or more in Europe. In Poland, there are 4,000 centenarians. And although demographic forecasts say that the number of people above 100 years of age will be on the rise in the decades to come, each centenarian is a unique case that should be the focus of interest for medical and social researchers. In this article, we are going to present the results of qualitative research carried out among people aged 100 or older and show their perception of their own old age in the context of their individual life stories. The results prove that despite individual differences, experience, and functional limitations, the respondents are very open to other people and take the passage of time and their developing age with a pinch of salt. The most important aspects of life for the respondents are positive social relations in their closest environment, deep and authentic faith, and an optimistic attitude. All of the centenarians tried to be physically active, and those who were bedridden remained intellectually active (reading, prayers, conversations). They were at peace with the ailments and difficulties associated with old age and treated them as something natural.     

Centenarians’ experience of (non-)loneliness—life lessons

This article presents the results of qualitative research carried out among Polish centenarians who have not experienced loneliness. Objectives: An attempt to find factors protecting against loneliness. A total of 17 cases were included in the research. Method: A collective case study (Stake, 2009) with in-depth interview was applied to the research carried out by the authors. The results show that activity together with personal characteristics (lifelong optimism) allows the building of positive social relationships and contribute to protection against loneliness among the oldest old. Discussion and Implications: The centenarians interviewed experienced many traumatic events in their lives and still they did not know the feeling of loneliness. The cases researched were diverse with respect to social and economic status, health condition, and family status but the common aspect was their lifetime activity and their high level of optimism. The lifelong activity of the respondents allowed them to build social relationships and establish new acquaintanceships, both intra- and intergenerationally. Promoting examples of “positive long-livers” may play preventive role and contribute to the quality of life in late old age, and as societies are ageing, the results are also important for public health.