https://repozytorium.ukw.edu.pl///handle/item/709 Mon, 06 Apr 2026 15:45:12 GMT 2026-04-06T15:45:12Z https://repozytorium.ukw.edu.pl:443/bitstream/id/7861decb-73f1-4af6-b8bd-5ff6477c0a2e/ https://repozytorium.ukw.edu.pl///handle/item/709 https://repozytorium.ukw.edu.pl///handle/item/720 Język autobiografii psychologów Rzepa, Teresa We often notice difficulties in using the language in therapeutic practice - especially if the language is supposed to be the basic instrument of relating one's own experiences. The similar (or even ,,more acute") situation occurs when the language is expected to serve as the only one medium of narrative transmission. The talk is of psychological documents, especially of autobiographies. Making use of collection of Polish psychologists' autobiographies (Xymena Gliszczynska, Jan Strelau, Kazimierz Obuchowski, Maria Przetaczmk-Gierowska, Wlodzimierz Szewczuk, Ziemowit Wlodarski, Lidia Woloszynowa), I show the fundamental rules of using the language in autobiographical narration. worked out by psychologists. Wed, 01 Jan 1997 00:00:00 GMT https://repozytorium.ukw.edu.pl///handle/item/720 1997-01-01T00:00:00Z https://repozytorium.ukw.edu.pl///handle/item/719 Psychologiczna analiza zjawiska buntu w okresie dorastania Oleszkowicz, Anna The article aims al psychological analysis of rebellion in the period of adolescence (done on the premises of A. Cumus's conception concerning man's rebellion). The most important elements of this characteristics are: I. Presentation of the essence of rebellion containing both negative, destructive aspects of rebellion and also its creative, constructive character. 2. Analysis of emotional and evaluative component corresponding with inner. experiential level of rebellion. 3. Description of two kinds of rebellion formulated with regard to subjective perspectives and character of defended values; egoistic rebellion and altruistic one. Wed, 01 Jan 1997 00:00:00 GMT https://repozytorium.ukw.edu.pl///handle/item/719 1997-01-01T00:00:00Z https://repozytorium.ukw.edu.pl///handle/item/718 Theodora Lippsa psychologiczna koncepcja empatii Gulin, Wojciech The article concerns to one of prime among theories of empathy in psychology. Theodor Lipps, German psychologist, was its originator. He based his conception of empathy on analysis of development of speech - form primitive to present - day belong: an imitation, communication and projection of one self to object. Lipps considered that empathy plays an important role because its constitutes appeases based to creation and development of societies. The German psychologist also distinguished some kinds of empathy referring it to forms of human activity. The presented article shows at historical aspect the beginning of interests of empathy in the stream of psychology and indicates on correspondence between elements of Lipps theory and presently caring research on it. Wed, 01 Jan 1997 00:00:00 GMT https://repozytorium.ukw.edu.pl///handle/item/718 1997-01-01T00:00:00Z https://repozytorium.ukw.edu.pl///handle/item/717 Trzy modele rozumienia dysleksji Wszeborowska-Lipińska, Bożena Difficulties in learning (for example developmental dyslexia) might be considered as a culture-dependent syndrom and the effect of individual capacities as well as an educational system. So far almost all research programmes concentrated on deficits and impairments which underlie specific learning difficulties and on overcoming these disorders to fit these students to an educational system. There is well-established research literature documenting the difference between brains of dyslexic and non-dyslexic individuals in regard to brain structure and brain activity, but this difference does not necessarily means that dyslexic people are less able, but rather that their pattern of strength and weaknesses might be different from the population. Author presents three approaches to dyslexia: clinical, where dyslexia is treated like a disease: anti-clinical, which sees dyslexia as a set of unique abilities (neglected by traditional society); and balanced approach to dyslexia which understands dyslexia as an individual pattern of learning abilities and disabilities. This pattern might be considered as an individual style of learning and requires appropriate teaching style. Wed, 01 Jan 1997 00:00:00 GMT https://repozytorium.ukw.edu.pl///handle/item/717 1997-01-01T00:00:00Z