Background: Low response inhibition underlies attention disorders and hyperactivity. The aim of this study is to check whether these processes will be strengthened by three months of training with metacognitive strategies. Methodology: Forty-five schoolchildren took part in an experimental study (M = 10.41; SD = 1.42). Each child had been diagnosed with attention deficit hyperactivity disorder (ADHD). The participants were randomly assigned into three groups: the first group was tested for the effect of Mind Maps; the second group, for the effect of Sketchnoting, while the third group was assigned the role of a Control group. All of the groups were examined with the Loud Subtraction 7 test (LS7T) with a distractor before and after the training. Results: Analysis with the Wilcoxon test showed that children with ADHD made significantly fewer errors in the LS7 Test in the second measurement in the Mind Maps group (M1 = 7.45; SD1 = 4.07; M2 = 5.76; SD2 = 4.68; p = 0.02). In the remaining groups, there were no statistically significant differences in the average number of errors made. Conclusions: Mind Maps are an effective metacognitive strategy. Regular use of this method strengthens the inhibition of children with ADHD in this study. It can complement the existing forms of support for the child.

Sense of coherence is widely discussed with respect to adults. The objective of this study was to find experiences (interpersonal relations and coping) forming the sense of coherence in the adolescent period. Another aim was to find a correlation between the kind of experiences resulting from the style of functioning and the kind of strategy of coping with stress. participants and procedureThree hundred and four subjects aged 17-19 took part in the study. The Sense of Coherence Questionnaire, the Coping with Stress Questionnaire and the Scale of Interpersonal Relations were used. resultsThe analysis showed that girls are characterized by a lower level of sense of coherence. Sense of coherence is in adolescents statistically significantly associated with the following functional styles: self-effacing-masochistic (F: r = -.50, p < .001/M: r = -.52, p < .001), rebellious-distrustful (F: r = -.46, p < .001/M: r = -.41, p < .001) and emotion-focused strategy (F: r = -.65, p < .001/M: r = -.60, p < .001); in girls: cooperative-overconventional (r = .23, p < .01), aggressive-sadistic (r = -.34, p < .001) and problem-focused strategy (r = .40, p < .001); in boys: managerial-autocratic (r = .47, p < .001). The values of the explained variance in girls and boys are comparable (61%). In this model of explanation of the results, an aggressive-sadistic style is important for girls, but a docile-dependent style is important for boys. conclusionsSense of coherence in adolescence is significantly determined by the kind of experiences connected with coping with stress and the style of interpersonal functioning.

The issue of dignity seems to be returning in the scientific reflection in the context of cultural and civilization changes. In recent decades they relate to a large extent the role and tasks of the modern woman. The problem o f this w o rk concentrate on the q u estion about the relationship between the sense of personal dignity and the preferences of young women's values/goals.197 students aged 19-24 were examined and the following tools were used: the Self-esteem of Self-Dignity (KPWG), Portrait Questionnaire Values (PVQ-R3) and a questionnaire. The results allow to conclude that people with a high sense of dignity prefer the values associated with the development, while women with low sense of personal dignity -values associated with the adjustment.

Objective: The aim of this study was to examine whether a 3-month training with the use of the metacognitive strategies would strengthen the executive function related to verbal fluency in children with ADHD. Method: A total of 45 children with ADHD ( M = 10.41; SD = 1.42) participated in a randomized experimental study. They completed the Verbal Fluency Test before and after training. Result: The results of the Wilcoxon test show that the mean number of words spoken by the child increased significantly in the second measurement compared to the first in the Mind Map group ( M = 11.40; SD = 4.03; M = 14.46; SD = 3.99; p = .001). Unfortunately, this data did not apply to the Sketchnoting Group. Verbal regression was noted in the Control Group. Conclusion: The results provide an interesting premise for further research. Perhaps Mind Mapping training can be an effective form of complementary therapy.

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