The COVID-19 pandemic has changed the functioning of universities worldwide. In Poland, the transfer to online teaching was announced without prior warning, which radically changed students’ daily functioning. This situation clearly showed the students’ helplessness and difficulties with coping with this new, stressful situation, highlighted in many previous studies. A sudden and far-reaching change in daily functioning caused anxiety, depression, and stress in this group. Thus, from a pedagogical and psychological point of view, it is pertinent to examine the students’ strategies of coping with stress caused by the COVID-19 pandemic. To this end, in 2020, a sample of Polish students was anonymously measured using the Mini-COPE questionnaire. Data was gathered from 577 students from 17 universities. The statistical analysis showed that during the coronavirus pandemic, Polish students most often used the coping strategies of: acceptance, planning, and seeking emotional support. Such factors as age, gender, and place of residence influenced the choice of specific strategies of coping with stress during the COVID-19 pandemic. The results also showed that the youngest students had the lowest coping skills. The results allow for concluding that the students’ maladaptive strategies of coping with stress, especially during the pandemic, may result in long-term consequences for their psychophysiological health and academic achievements. Thus, based on the current results and on the participatory model of intervention, a support program for students is proposed which would involve psychological, organizational, and instrumental support.

The current article examined the relationship between preferred styles of coping with stress and occupational burnout among probation officers in Poland. The probation system in Poland is unique in comparison to similar organizations in Europe and the world. It is characterized by two separate specializations in the area of performed tasks: probation officers for adults and for family and juvenile clients. The main purpose of the study was to assess the relationship between occupational burnout levels among probation officers (n = 390) and their preferred styles of coping with stress. Two psychological tools were used in the study: the Maslach Burnout Inventory (MBI) and the Coping Inventory for Stressful Situations (CISS). A linear regression analysis was carried out to explain the variance in occupational burnout. Occupational burnout was the dependent variable and the CISS scales were the predictors. In order to test the moderating role of the sociodemographic factors of gender, work experience, age, and probation specialization in the relationship between coping styles and occupational burnout, a range of moderation analyses using Hayes’ PROCESS macro on SPSS was carried out.

This article concerns internalizing and externalizing behaviors among Polish adolescents attending primary schools in a medium-sized city in Poland. The aim of the study was to examine the levels of select problem behaviors (i.e., depression, withdrawal, somatic complaints, aggressive behaviors, delinquent behaviors, thought problems, and internalizing and externalizing disorders) in early adolescence. Another important aim was to establish the ranges of the norm and deviation which would indicate the need for intervention aimed at internalizing and externalizing disorders in the sample. The relationships between variables such as age, gender, and school achievement (grade average) and the groups of problem behaviors and externalizing and internalizing disorders were also examined. To diagnose the occurrence of internalizing and externalizing behaviors, a sample of 550 students (55.3% girls, 46.7% boys) were measured using the Youth Self-Report (YSR) questionnaire. The results showed statistically significant differences in internalizing and externalizing behaviors between boys and girls. Girls achieved higher scores on most of the YSR scales, including internalizing and externalizing disorders, as well as on the total score. The student subgroup scores were also differentiated in terms of age and their average grades. The results also have practical implications; namely, the need for obligatory screening tests of students’ emotional states; encouraging preventive measures in schools, including diagnosis and psychological support in the context of depression; monitoring aggressive behaviors and social problems, both in boys and girls; and implementing universal, selective, and indicated prevention through complex, empirically validated educational-therapeutic programs.

The article addresses the problems of presence and absence of child’s voice in kindergarten and their significance for the development of critically thinking entities/citizens. On the basis of our qualitative studies, two separate ways of perceiving the significance of nonadults’ voice in the early childhood education process have emerged. The first one, relating to the affirmation of free child expression, is typical for personal declarations of young educators. The second way is about practising children’s silence in kindergarten and it characterises the events described by aspiring teachers, witnessed during their professional practice. On this basis, we have identified the mechanism of inclusion and the mechanism of exclusion of child’s voice in kindergarten.

In the article I discuss the problem of the specificity of the relationship between the probation officer and the ward. I analyze different pedagogical approaches and discuss their positive and negative aspects. I put forward a thesis that the most developmental relationships are those based on a critical and emancipatory approach. They are demanding for both parties to interaction and force them to engage. The main danger of relationships based on this approach is the risk of falling into the so-called equality traps due to the existence of a situation of equality between entities whose legally defined relationship is hierarchical.