@misc{Konieczna_Agnieszka_Adolescent_2024,
 author={Konieczna, Agnieszka},
 address={Kielce},
 howpublished={online},
 contents={SPIS TREŚCI ARTYKUŁY I ROZPRAWY ANNA KOT, Eko-lęk i strategie budowania eko-odporności wśród młodzieży . . . . . . . . . . . . . 11 HENRYK CUDAK, Emocjonalne i społeczne funkcjonowanie Dorosłych Dzieci Rozwiedzionych Rodziców (DDRR) . . . . . . . . . . . . . . . . . . . . . . 29 AGNIESZKA KONIECZNA, Adolescent exclusionary behavior in the school environment: subtle and not-so-subtle manifestations of ostracism . . . . . . . . . . . . . . . . . . . 41 ANNA PERKOWSKA-KLEJMAN, KRYSTYNA HELAND-KURZAK, WIOLETTA DZIARNOWSKA, Discourses on transformations and the contemporary role of the university in the face of challenges arising from cooperation with the social environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 AGNIESZKA ŻABIŃSKA, Teoretyczne konteksty „innego” w pedagogice specjalnej i sztuce . . . . . . . .. . . . . . . . . . . . . . . . . 87 KAROLINA GINALSKA, The role of intellectual humility in education and the possibilities of its enhancement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 BADANIA I KOMUNIKATY EWA CIEPLIŃSKA-TRUCHAN, Trudności w słyszeniu a jakość życia osób po 60. roku życia . . . . .. . . . . . . . . . . . . . . . . . . 115 KINGA DZIEWIĄTKOWSKA, Motywacja i poczucie własnej skuteczności uczniów bydgoskich szkół podstawowych w trakcie zdalnego nauczania – z perspektywy rodziców . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141},
 year={2024},
 publisher={Wydawnictwo Uniwersytetu Jana Kochanowskiego w Kielcach},
 language={angielski},
 abstract={The analyses conducted in this study offer a comprehensive depiction of a wide range of both subtle and less subtle manifestations of peer exclusion that are prevalent among children and adolescents in school settings. The attention has primarily been directed towards less obvious passive exclusionary behavior, which is characterized by inaction and a lack of involvement in social interactions. This type of behavior is commonly referred to as ostracism. These subtle, silent, and invisible manifestations of exclusion are less perceptible than overt rejection and harassment, rendering them difficult to recognize and effectively tackle. Given that adolescent students devote a significant amount of their time to the school environment, the impact of being avoided, ignored, and excluded from social activities and essential communication is of utmost importance to their overall welfare. While ostracism is often perceived as being less harmful, acceptable, and socially inappropriate than bullying, teasing, or rudeness, it is imperative to acknowledge the victimizing nature of ostracism, avoid minimizing its detrimental consequences, and actively oppose these covert methods of creating distance. The implications of school interventions, as well as suggestions for future research, are presented in the study.},
 title={Adolescent exclusionary behavior in the school environment:subtle and not-so-subtle manifestations of ostracism},
 type={tekst},
 doi={10.25951/14033},
}