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The article presents the results of research on relationship between life orientation and types of social participation (based on theoretical framework by Reinders, 2006) and age and educational context. The participants were 1675 individuals in early adolescence (n = 513), late adolescence (n = 594) and emerging adulthood (n = 568) attending six types of schools: gymnasium, high school, technical school, basic vocational school, university, and post-secondary school. Social Participation Questionnaire (SPQ) by Brzezińska, Hejmanowska and Rękosiewicz (Rękosiewicz, 2013b) has been used. Research results confirmed the increase of transitive orientation and the decrease of moratorium orientation and hence - a change in the frequency of occurrence of different types of social participation with age. Detailed analysis revealed significant differences between participants of the same age but attending other types of schools. [ABSTRACT FROM AUTHOR]

The aim of this article is to present the concept of child and adolescent psychopathy and to discuss its utility in scientific research and clinical practice, including early diagnosis and intervention. The authors review the literature on the subject, showing the current directions in research on early manifestations of psychopathy in children and adolescents, and the reasons for conducting empirical studies in this field; they also indicate the associated problems of methodological and ethical nature. This article is an attempt to examine the possibility of identifying early predictors of psychopathy, indicating the need for further investigation of this construct towards building a developmental model of psychopathy. The article shows the complexity and variety of directions that make up the mainstream of theoretical and empirical research on psychopathy in children and adolescents. It also points to the value of adopting a general theoretical model that allows for the integration of research results and to the potential of the paradigm of developmental psychopathology as the most promising framework for research in this area. [ABSTRACT FROM AUTHOR]

Previous studies on the impact of family factors on the identity formation process have focused on various aspects of family environment such as parental behavior (Romano, 2004), parental control (Luyckx et al., 2007), parental support and the quality of relationships between adolescents and their parents (Liberska, 2004), and the level of development of parents' identity (Syed, Seiffge-Krenke, 2012). The aim of this study was to examine the relationship between identity processes and dimensions of family functioning (i.e. cohesion, flexibility, and communication) in the perception of adolescents and young adults. The sample consisted of 119 high school and university students (72 women and 47 men) who completed the Polish versions of Flexibility and Cohesion Evaluation Scales (FACES IV; Olson, 2011), and Dimensions of Identity Development Scale (DIDS; Luyckx et al., 2008). The correlation analysis and ANOVA test showed that different levels and different confi gurations of family environment characteristics are associated with identity formation processes in young people. The results also suggest that the observed relationship between different aspects of family functioning and identity dimensions changes with sex. At the same time, the obtained pattern of correlations in the current study was less systematic than it was expected on the basis of literature, and the directions of these correlations were not always congruent with predictions. [ABSTRACT FROM AUTHOR]

Studies on bullying have typically concentrated only on the bully-victim relationship. It is as if bullying behavior is regarded only as a function of certain characteristics of the bully and/or the victim, while the group context is set aside, or forgotten. Meanwhile bullying is a group process, a social phenomenon, and each group member could assume a different role. The aim of the study was to examine different participant roles taken by individual adolescents in the bullying process, as well as the relation between the sex of the adolescent and the declared behavior. The study was conducted on a sample of 214 students. The participant roles assigned to the subjects were: reinforcer and assistant of the bully, passive bystander, outsider and defender of the victim. There were significant sex differences in the distribution of participant roles. [ABSTRACT FROM AUTHOR]