The article attempts to present emerging adulthood, i.e. experiences during the transition from adolescence to full adult status from the perspective of the social role theory. The empirical basis is survey research carried out on a random, nationwide sample of people aged 18-29 (n=303), stratified by gender and size of the town. The aim of the analysis is to answer questions about identification with roles, and changing the complexity of roles depending on age, gender, and self-identification with the status of an adult. The results indicate that in the period of emerging adulthood, the professional role becomes particularly important, and the set of roles related to the status of an adult overshadows the roles typical of adolescence. In addition, it has been shown that women identify with more roles than men and more often include the parental role and the role of wife/partner in the set of roles.

The article is a discussion of a book dedicated to aid activities addressed to refugees from Ukraine after the start of hostilities. The reviewed book was based on projects which showed the socio-cultural dimension of helping. The projects was carried out in Wrocław by an interdisciplinary team of researchers.

The main object of the theoretical narrative and research conclusions of the article are selected components of characteristics representative of Generation Z. The project Love in the Era of the Self , published in 2019, made it possible to select analyses of relationship scripts representing young people studying in universities from Poland and the Czech Republic. The main research objective was to ask what patterns of partner relationships are preferred and practised by young people studying in the neighbouring countries and what differentiates them?This allowed for several conclusions regarding the socio-cultural changes within the activities of today's youth and the perceived dangers of penetrating digital contact scripts, strongly codified by interfaces. This may exclude empathy in the future and generate an existential emptiness that will be satisfied by urges, reinforce self-criticism, and reduce well-being in relationships. This presents a new field of challenges for educators.

Are young children respected and cared for or overlooked by the practitioner or researcher’s personal goals in research? Are issues, related to ethics in relation to children’s consent and participation in research lost in translation especially in terms of expectations and interpretation in different cultural contexts. This paper explores the diverse perspectives of issues around ethics related to research with young children in early years settings.. It questions the perceived tensions around adults’ decisions about children’s participation in research. The issues related to children’s voice, gatekeepers of consent, participation, power and children’s rights will be discussed and the extent to which they influence the decisions which adults make about children’s participation in any research.

The object of research interest in the presented article is the form of pedagogical thinking and acting due to its connection with (self)education understood as an autonomous and personal-creative action of the addressee of educational interactions. By applying the philosophical-hermeneutic method of textual analysis and the model of the paradoxical structure of experience developed in existential philosophy of education, the authors have problematized three pairs of paradoxes that characterise pedagogical thinking and acting based on the affirmation of (self)education as an experience of existential paradoxicality.

The purpose of this article is to present the results of research on teachers' preferred discipline models and selected predictors of these preferences. The research is based on the discipline theory by Charles H. Wolfgang (2001), the individual philosophy of discipline model by Clifford H. Edwards (2008) and the self-determination theory by E. L. Deci and R. M. Ryan (2000). It was conducted using English-language tools translated into Polish: The Beliefs on Discipline Inventory (Glickman and Tamashiro, 1980), The Teachers' Need for Autonomy Satisfaction (Tadić, 2015) and the Polish-language tool, which is Education Rationality Questionnaire (Milerski and Karwowski, 2016). The study included 169 teachers employed in kindergartens, elementary and secondary schools. The analysis suggests that the confronting-contracting model of discipline is the most successful among the respondents, followed by the relationship-listening model and the rules and consequences model. Factors predicting teachers' preferences include individual educational philosophy and age.

In this article, the author explores a niche but important problem of functioning of the artistic schools during difficult times of social isolation and virtual learning. More specifically, qualitative experiences of students of artistic schools during COVID-19 pandemic were examined and reconstructed. The unusual panedmic praxis was described as percolating experiences of a sense of agency and school reality. Such a narrative was inspired by J.Bruner and H.Thierch and the concept of three dimensions: time, space and relations. Considering students as experts in their own experiences allowed the author to build a statistical model which helped to discover factors associated with the sense of agency. The author describes in depth positive factors contributing to the sense of agency. These factors can therefore be used to further improve the education system and the educational experience of students.

Student burnout is an issue rarely analysed in Polish literature, and even fewer studies take into account the knowledge of parents about such an educational problem. So far, only a few studies have focused on the psychological characteristics of parents related to school burnout, such as the quality of family relationships, attachment style, parental attitudes or upbringing style. However, there are no studies in the literature that take into account both the children’s and the parents’ psychological characteristics associated with school burnout. Therefore, the main aim of the current study was to test whether mental health and parental professional functioning characteristics are related to the student online school burnout syndrome during the COVID-19 pandemic. The analysis covered 29 parent-adolescent dyads. In the entire group of respondents, the significant relationship between the student burnout symptoms perceived by parents and the online school burnout from the students’ perspective was confirmed. Student burnout with distance learning correlated positively with the mental health problems of parents and negatively with the well-being of students. Student burnout from distance learning did not significantly correlate with work flow and online job burnout of parents. The findings indicated the importance of the simultaneous evaluation of the problem of educational burnout by the parent-adolescent dyad. In this context, the active involvement of parents in preventive interventions regarding the mental health of their children can be an important factor contributing to minimising the risk of developing school burnout symptoms.n

"Powerless education. On the education of the fragile" is an extremely original collection of the author's thoughts on the dilemmas experienced by everyone who deals with education today. The book is divided into seven interrelated essays, accompanied by a bibliography, an index of names and a summary. The essence and at the same time the consequence of the adopted logic of considerations is the anthropological reconstruction of relational space not only in upbringing, but in general in interpersonal interactions – it describes the experience of contact with the unknown, disagreement, searching first for ways of escape, and then taming what is first, unknown, or known and neglected, but repressed or negated.The author juxtaposes two models of education, the so-called weak and strong education, pointing to their social and philosophical entanglements and familiarizing readers with their possible consequences, both developmental and social. The book does not lack literary, philosophical and religious references. In addition to reflections based on the foundations of pedagogical thinking (Folkierska), completely new threads appear (Biesta, Sławek). It is important that these narratives, lines of thought complement each other, intersect, and none of the author's associations appears accidentally or is placed in a vacuum. The book seems to be an illustration of the methods of narrative insight into experience – Maliszewski writes very suggestively, convincingly describing what he probably experienced himself, opening the space of phenomenological discourse to which he invites readers.

University students are exposed to a number of stressors that may affect their mental state. However, they do not receive sufficient psychological support, although the demand for it seems to be increasing. The current study examines what psychological profiles can be identified among students based on how often different subjective problems affect their functioning. The participants were 1,499 Polish students (63% women, ages 18-26, 7.4% had previously used professional support). Five profiles, differing in the intensity of the seven internalising problems, were identified in latent profile analysis: in crisis (IC, 2.1%); increased risk − with (IR-S, 7.5%) and without suicidal thoughts or behaviours (IR-NS, 8.8%); increased risk − experiencing tension (IR-T, 19.1%); and not needing support (NNS, 62.5%). Gender, place of origin, and the use of professional psychological support significantly differentiated the profiles. The results of the study allow us to draw indications that are important for the design of preventive measures in the academic environment. Particularly important is the implementation of activities that fall into the area of selective prevention, targeting IR-NS and IR-T groups (about 28% of survey participants).This is supported by the percentage of people belonging to these groups, as well as the nature of the difficulties they are facing.