No abstract

The role of the corrective community method in developing selected social skills of its participants. A case study Jak cytować [how to cite]: Widawska, E., Reifland, A. (2019). The role of the corrective community method in developing selected social skills of its participants. A case study. Edukacyjna Analiza Transakcyjna, 8, 133-148. SummaryYoung people in adolescence are looking for role models and authorities, they also have an increased need for autonomy and willingness to decide about themselves. One of the places where these needs and expectations of children and adolescent sare met is the Socio-Therapy Dayroom and Youth Club of the "Nest" Foundation for People in Need of Help in Katowice, where the corrective community method is used. Charges actively participate in the life and activity of the facility, as presented in the following article. The purpose of the article is to show the corrective community method and its importance for shaping social skills, as well as to present the results of the research carried out in the above-mentionedorganisation.

In this paper, the research presents findings that constitute an attempt to answer the research question relating to the way in which the educational needs of teachers are differentiated. Teachers belong to communities representing different cultural trends from the viewpoint of individualism. The research was conducted with the aid of QEN in the following four countries: Guatemala, Poland, Ukraine, and Great Britain (N=441). The resulting data was analysed by means of the Kruskal-Wallis H test for independent samples with reference to the following three needs: recognition, structure and stimulation. The research findings indicate that the cultural dimension the educators function in differentiates their educational needs. Nevertheless, the source of this would be worth searching for in other areas than the level of social individualism. The findings acquired may serve the planning of educational activities, while also guidelines to strengthen the intercultural dialogue.

Purpose:The purpose of the article is to present the research results based on the concept of passivity in accordance with the assumptions of transactional analysisone of the psychotherapeutic modalities in the humanistic school of thought. Passivity is defined as behaviors that block constructive and solution-oriented actions. Design/Methodology/Approach: The main research methods included diagnostic surveys and questionnaire techniques. The study used the "Reality of an Educator" questionnaire by Anna Pierzchała (2013). 441 respondents provided their answers from the four countries mentioned above. The differences were identified using the Kruskal-Wallis test, the equivalent of a one-factor analysis of variance (ANOVA) that is commonly used for independent samples. Findings: The comparative cross-cultural research on teacher passive behaviours indicated significant educational differences between countries. The lowest levels of passivity were reported in Guatemala [1] and the highest in Ukraine. The Hofstede Model of Cultural Dimensions enabled to outline some generic tendencies concerning passive behaviours in the countries studied. Individually reported levels of passivity were bridged with cultural determinants resulting from teachers' social functioning. Practical Implications: The study offers some guidelines for tackling teacher passivity and identifies strategies of enhancing problem-solving skills. The most common passive behaviour across all countries was overadaptation, which underlined the importance of developing teachers' awareness of interpersonal phenomena from the point of view of transactional analysis. Originality/Value: The research presented has not been carried out before and at this stage has an exploratory character, indicating certain interculturally declared patterns and at the same time determining areas for further investigation. Transactional analysis appears to be a useful theoretical construct in the design of cross-cultural comparative studies.