Polskie Forum Psychologiczne, 2016, tom 21, numer 1, s. 34-42 DZȱŗŖǯŗŚŜśŜȦŘŖŗŜŖŗŖř FAMILY AS A CULTURAL FACTOR OF PERSONALITY’S ȱȱ ȱ Larysa Zhuravlova The Social-Psychological Faculty Ivan Franko State University, Zhytomyr, Ukraine Summary. We study family as the main institution of personality socialization and ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ȭǯȱȱȱȱȱ ȱȱ¢ȱȱ ȱȱȱĴǯ Key wordsDZȱ¢ǰȱ¢ȱȱȂȱǰȱ Introduction ȱǰȱȂȱȱȱ ȱȱȱ¡ȱȱȱȱȱ¡ȱȱȱ¢ǰȱ¢ǰȱȱ and interaction. ȱȱȱȱǰȱȱȱȱȱ ȱ¢ȱ was in charge of child care and education, passing on the traditions, customs and ȱȱ¢ȱǯȱȱȱǰȱȱȱȱȱ¡ǰȱę¢ȱȱȱ¢ȱȱȱǰȱȱȱ¢ȱȱ¢ǰȱ ǯǯȱ ¢ȱ ȱ ȱ ȱ ȱ ǰȱ ȱ Ĵȱ ȱ ȱ ǰȱ ȱȱěǯȱ Two types of culture: individualistic and collectivist The cultural and historical development resulted in the enrichment of civilization’s “collective consciousness” that, in turn, transformed into the individual conǯȱȱȱȱǰȱȱȱȱ ȱ ȱ¢ȱȱ ěȱȱȱǰȱȱȱȱȱȱȱǰȱǰȱȱȱǯȱ ǰȱȱȱȱěǰȱȬȱ psychologists, such as Harry Triandis, Richard Brislin, Harry Hui (Harry Triandis, ȱǰȱǯȱ ¢ȱ ǰȱŗşŞŞDzȱ ǯȱǰȱŗşşŚǼȱǽŗǰȱ˖ǯȱŘśŖǾȱȱ ȱ major types of cultures – individualistic and collectivist. Their research reveals the ȱȱDZȱ¢ȱǰȱȬǰȱ£ŘŖŖŞȓǯ strona 34 ěȱȱindividualismȱǻȱǼȱȱ¢ȂȱȬǰȱȱǰȱ child care, etc. ȱǰȱȱ¡ȱȱȱ ȱǯȱȱęȱȱȱȱ Asia, South America and the Third World countries, where collectivism is dominant and highly appreciated. Overriding priorities for people from these areas are Ȭȱ ǻǯǯȱ ¢ǰȱ ǰȱ ǰȱ Ǽȱ ȱ ȱ ȱ ǯȱ ȱ ¢ȱ ¡ęȱ ȱ ¢ȱ ȱ ¢ȱ ȱ ȱ ǯȱ Group cohesion is valued highly in collectivist cultures. ȱ ȱ ȱ Ȃȱ ȱ ȱ ȱ ȱ ȱ ȱ Ȃȱ ¢ȱ ȱȱȱȱȱȃȬ¢ȄǰȱȱȃȬ¢Ȅȱǰȱȱȱ words, “interdependent self”. In collectivist cultures, families and educational institutions nurture collectivist values, cooperativeness and respect for elder people. ȱȱȱȱȱ¢ȱȱȱȱȱ ȱȱues of individualism. The individualistic cultures focus rather on self-dependence ȱȱ Ȭȱȱȱ¢ǯȱȱȱȱȱȱcourage Ȭęǰȱǰȱ¢ȱȱ¢ȱ ȱȂȱȱterests ¢ȱȱȱȱȱȱ¡ǯ In contrast to collectivist cultures with their multi-generational family traditions, individualistic cultures promote families with just parents and their children. ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ egocentric personality orientation. Western psychologists suggest that gaining one’s identity implies personal ȱ ȱ ȱ ȱ Ȭȱ ȱ ȱ Ȭęǯȱ ǰȱ ȃȱȄȱȱȱȱȱȱȱȱȱȱȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ȱ ȃ¡Ȅȱ ȱ ȱ £ȱȱȱȱȱĴǯ Post-Soviet culture ȱȱȬȱȱȱȱȱȱȱ¡ȱarately. In Soviet times, collectivist ideology was intensely cultivated. The values of the state, party and workforce prevailed, and virtual communist values domȱȱȱȱǯȱȱ ȱȱȱȱȱȱȃdzęȱȱ ȱȱǰȱ¢ȱȱȱ¢Ȅȱ¢ȱȱȱȱǯȱ ¢ȱȱȱȬȱ¢ȱȃȄȱȱȱęȱ ȱȱ ȃȱ Ȅǯȱ ȱ ȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ¢ǰȱȱȱȱȱȱȱȱǯȱȱȱȱ ȱȱȱȱ ǯȱȱęȱ ȱȱȱȱȱȱȱȱǰȱ ȱȱȱǰȱȃȱȄǰȱ¢ȱ and optimism. The negative implications manifested themselves in the neglect of ¢ǰȱ¢ǰȱȬ¢ǰȱǯȱ ȱȱȱȱȱȱȱȱȱ¢ǰȱȱȱȱȱ of safety and their ideals. A so-called “lost generation” grew and evolved during the changing times, when the old values, ideals and convictions were eliminated, while the new ones were not yet formed. The current younger generation no longer strona 35 ȱȱȱȱ¢ȱȱȱ¡ȱȱȱȱȱǯȱ ǰȱ¢ȱȱȱ ȱȱȱ ȱȱ¢ȱȱȱȱvidualistic culture. The features of Ukrainian society and families ȱȱǰȱȱ¢ȱȱ¢ȱȱȱ¡ȱ ȱȱȱȱȱȱǰȱ¢ȱȱǰȱȱȱ individualism. Only families with middle-aged parents or families comprising sevȱȱǰȱ¢ȱȱȱȱȱȱȱȱȱǰȱ relationships, ideals, and representatives of the command-and-control methods of Ěȱȱȱǯȱ ǰȱȱȱȱȱȱȱȱtive impact of crisis phenomena in our country. ȱȱ¡ǰȱȱ¢ȱȱȱ¢ȱ¢ȱȱȱȱȱ¢ȱȱȱ child’s personality socialization and development is highly relevant. ȱȱȱęȱȱ ȱȱȱ¢ȱȱȱȱȱȱ¢ȱ£ǰȱ¢ȱȱȱȱȱȱȱ ¢ȱȱȱȱȱȱȱȱȱǯȱȱȱȱȱȱȱȱȱȱȱȱ¢ȱ Compared to other social institutions, the family has certain peculiarities, ȱę¢ȱĚȱȱȱȱȱǰȱȦȱ£ȱ ȱ£ȱȱȱǯȱȱȱȱDZ – All forms of human activities are presented in a family. They all develop into family functions. As a result, a family creates its own lifestyle, its Ȭǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ¢ȱȱȱȱȱȱȱDzȱ Ȯȱ ȱȱȱȱȱ¢ȱȱȱ¢ȱȱȦȱęȱȱȱȱ ǰȱȱĴȱȱȱȱȱȱȱȱȱȱȱ a family; Ȯȱ ȱȱ ȱȱ¢ȱǰȱ ȱȱȱȱȱȱ ȱȱȱǰȱȱȱȱȱȱȱȱȱȱȱ ȱȱ¢ȱĚȱȱȱǰȱǰȱȃ¢ȱ infection”. ¢ȱȱȱȱȱȱȱęȱȱǯȱ ǰȱȱȱȱǰȱȱȱȱȱȱȱȱȱ¢ȱȱȱ ȱȱ ȱȱȱȱȱȱȱȱȱǯȱȱȱǰȱȱ¢ȱȱ¢ȱȱȱȱȱȱȱ¢Ȭȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǰȱ ǰȱ ȱ ȱ delays positive impact of the culture on a personality. ǰȱȱ¢ȱȱȱȱȱȱ ȱȱȱȱȱȱ ¢ȱ ȱ ȱ ȱ ȇȱ ȱ ȱ ȱ ȱ ȱ ȱ Ȧȱ ment. ȱȱȱȱȱȱȱȱȱȱȱȱ ȱȱȱ ǰȱ ȱȱȂȱDZȱȱǻ ǰȱǼȱȱȬȱ ǻ¢Ǽǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ strona 36 ȱǻȬǰȱǼȱȱȱǻǼǰȱ ȱȱ ȱ type of control prevails in a family [1; 9]. ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ Ȧȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱȱȱǰȱȱȱ ȱȱ ȱȱǰȱȱȦ ȱ ȱ Ȧȱ ǯȱ ȱ ȱ ȱ Ȭǰȱ ȱ ȱ ȱ ȱ ȱ ȱ harshness and punishment. Parents do not accept their children, as they are, focus ȱȂȱȱǰȱȱȱȱȱȱȱ ȱȱ and sometimes display feelings of hostility. ȱȱǰȱ¢ȱȱȱ¡ȱ¢ȱǰȱȱ ȱȱȱȱȱ¢ǰȱ ȱ¡ȱ ¢ȱǻǯǯȱȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ǰȱ ȱ ȱ ȱ Ǽȱ ȱ ¢ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ǰȱ ¡¢ǰȱ ȱ Ȭǰȱ ǯȱ [5, p. 106-109]. ȱ ȱ ȱ Ĝȱ ȱ ęȱ ¢ȱ ȱ ȱ ȱ ęȱ ȱȱȂȱ¢ȱȱȱȱȱȦȱȱȱ ȱȱ ¢ȱȱǰȱȱȱȱȱ¡ǯȱ ȱȱȱȱǰȱȱĚȱȱȱ¢ȱȱȱ¢chosocial development is manifold. Scientists have collected compelling evidence ȱȱȱ ȱȱȱȱ ȱǰȱ ȱȱȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱ¢ǰȱǰȱǰȱ¢ǰȱǰȱǰȱ¢ȱȱȱ Ěȱǯȱ¢ȱȱȱȱȱȱ ȱȱȬǰȱȱ¢ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ǰȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱȱǯȱȱȱȱȱǰȱȱȱȱȱȱȱȱ peer group [5]. ȱȱǰȱȱȱȱȱȱȱǰȱǰȱǰȱȱȱȱȱȱǯȱȱȱȱȬȱȱȱȱȱȱȂȱȱȱȱ ȱĴȱȱȱȱȱ ȱȱǯ The role of empathy Empathy is one of the major developmental factors of pro-social, humanistic ǻǼȱ¢ȱǰȱ¢ȂȱȱȱǽŘǾǯȱȱ ȱȱȱȬȱ ȱȱȱȱȱȱ ȱȱĴȱȱȂȱ¢ȱȱȱȱȱ. We ¢£ that the peculiarities of children’s empathy development depend on ȱ ¢ȱ ȱ ȱ Ĵȱ ȱ ǯȱ ¢ǰȱ ȱ ȱ ȱ egocentric self is not conducive to actualization and development of personality’s ȱǯȱȱȱȱȱȱȱȱȱȱ¢ǯȱȱ ¢ǰȱȱ¡ȱȱȱȱȱȱȱ¢ȱvelopment, which is concomitant with the formation of interdependent self. strona 37 The study Subjects ȱȱ¡ǰȱ ȱȱŗŘȬŗŚȱ¢ȱd teenagers, considering that during ȱ ȱ ȱ £ȱ ȱ Ȭȱ ȱ ǰȱ ȱ ȱȱȱȱǰȱ¡ȱȱȱĚȱȱȱȱ parent-child relationships, as the result of emergence and development of adult ȱǻȱȱȱǼǯȱȱȱȱȱȱȱȱǰȱ that all peculiarities and inconsistencies of this age are vividly manifested in this ǯȱȱȱǰȱ ȱȱȱȱȱȱȱȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǰȱȱǰȱ ȱȱȱȱ£ȱȱ the ones that ensure successful interpersonal relationships and social and psychological adaptation. Tools To conduct the research on the peculiarities of family relationships, we have ȱȱęȱǯǯȱȱȱǯǯȱȱȱȱȱȱĴȱ ǽŞǾǯȱȱĴȱȱȱȱȱ¢ȱȱěȱȱ ȱȱǰȱ ȱĴȱȱȱȱȱȱ ȱȦǰȱȱȱȱȱȱȱȱȱȱȱȂȱ¢ǰȱȦ her actions [1]. Main problem and hypothesis ȱȱDZ ȱȱȱȂȱ¢ȱȱ¢ȱĚȱȱ¢ȱȱȂȱȱȱȱȱĴȱ ȱȦǰȱȱȱȱȱ ȱȱȱĴȱ¢ȱȱȱȦǯȱ Assumption ȱȱȱęȱ¢ȱȱ¡ȱęǰȱȱȱ ȱ ȂȱȱȱȱȱĴȱ¡ȱȱȱȱȦ her personality, in particular child’s self-esteem, than parents’ evaluation of their ȱĴȱǽŗŖǾǯ ǯǯȱ£ȱ¢ȱȱȱ ȱȱȱȱȱȂȱĴȱ ȱȱȱȱ DZȱȃȱȱȱȱȱ ȱȱȱ ȱ ȱǯȱȱȱȱȱȱȱ¢ȱȱ ȱȱ ȱȱȱ¢ȱȱȱ ȱȱ ȱ ȱȱ¢ȱǰȱȱ mother, grandmother, father. To those dearest people with whom you inwardly ȱȱȱǯǯǯȱȱȱȱȱ ȱȱ¢ȱȱĚȱ of our relations with the parents” [4, p. 16]. ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ěȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ĵȱ ȱ ǯȱ ȱ ȱ ȱ ȱ ęȱ DZȱ ȃȬȄǰȱ ȃȄǰȱ ȃ¢Ȅǰȱ ȃȱ hypersociȄǰȱȃĴȱȄǯ strona 38 ȱȃȱȮȱȄȱȱĚȱȱȱĴȱ ȱ ǯȱȱȃȄȱȱȱ ȱȱȱȱȱȦȱȱȱ ȱȱȱȱȱȱȦȱȱȱǯȱȱ ȃ¢Ȅȱ ȱ Ěȱ ȱ Ȃȱ ȱ ȱ ȱ ȱ ȱ ȱ distance in communication with parents. The “authoritarian hypersocialisation” ȱĚȱȱȱȱȱȱȱȱȇȱǯȱȱȃĴȱ ȄȱȱĚȱȱȂȱȱȱ ȱȦȱȱȱȱstand the teenager’s personality. The results ȱ ȱ ȱ ȱ ¢ȱ ȱ Ȃȱ ȱ ȱ ǰȱ ȱ ȱ¢ȱǰȱȱ ȱȱȱŗǯ ȱŗǯȱȱȱȱȱȱȱȱ ȱȱǻƖǼ Scales Failure Democracy Authoritarianism Distance Little failure High achiever Authoritarian hypersocialisation ¢ ¢ Estrangement Cooperation Rejection Acceptance Sample AcceptanceCooperation rejection ŝȱȱǻŗŘȬŗřȱ¢Ǽ B 25.0 75.0 0.0 100.0 91.7 8.3 100.0 0.0 33.3 66.7 G 17.6 82.4 11.8 88.2 94.1 5.9 58.8 41.2 17.6 82.4 Both 20.7 79.3 6.9 93.1 93.1 6.9 75.9 24.1 24.1 75.9 ŞȱȱǻŗřȬŗŚ¢Ǽ B 0.0 100.0 10.0 90.0 100.0 0.0 80.0 20.0 30.0 70.0 G 15.0 85.0 10.0 90.0 100.0 0.0 95.0 5.0 30.0 70.0 Both 10.0 90.0 10.0 90.0 100.0 0.0 90.0 10.0 30.0 70.0 Total sample B 13.6 86.4 4.5 95.5 95.5 4.5 90.9 9.1 31.8 68.2 G 16.2 83.8 10.8 89.2 97.3 2.7 78.4 21.6 24.3 75.7 Both 15.3 84.7 8.5 91.5 96.6 3.4 83.1 16.9 27.1 72.9 Note: ȱȮȱǰȱȱȮȱ¢ǰȱȱȮȱȱȱ¢ȱ strona 39 The results of the study demonstrate the crisis in parent-child relations, the ȱ¢ȱȱ ȱȱ ȱǯȱȱȱȱȱ¢ȱ react to the ongoing personal transformation of their children, manifested in the ȱȱȱ ȬǰȱȬǰȱǰȱǯȱ Since the vast majority of teenagers, especially the elder ones, feel the parental ȱȱ ȱ¢ȱǰȱȱǰȱȱȱȱȱ¢ȱ relationships, their own infantilization, the satisfaction of all their needs, the solvȱȱȱȱȱȱĴȱȱȱȱȱȱǰȱ they view their relationship as authoritarian. ȱȱěȱȱȱȱȱȱȱ ȱ ȱȱǰȱ ȱęȱȱȱȱȱȱȱȱȱ ȱȱȱ ȱ¢ǯȱȱ¢ȱȱȱ¡ȱȱtionȱ ǻȱ Ȃȱ ȱ ǰȱ Ǽǰȱ authoritarianism (demands ȱ ȱ ǰȱ ȱ ǰȱ ȱ ȱ ȱ Ǽȱ ȱ estrangement (lack of genuine interest and support for teenager’s autonomy, low skills Ǽǯȱ An encouraging result regarding the positive resolution of a teenage crisis is ȱ ȬȱȱȱǻŝŘǯşƖǼȱȱȱȱȱȱȱȱȱ ȱǯȱ ǰȱȱȱȱ¢ȱȱȱȱȱ¢ȱǻŝśǯŝƖȱȱ ŜŞǯŘƖȱ¢Ǽǯ ȱ¢ȱȱȱ ȱȱ¢ȱȱȱȱǯȱȱȱ ǯȱȱǽŝǾǯȱȱȱȱ¡ȱȱȱȱȁȱȱ ¡ȱȱȱȂȱȱȂȱȱǻȱȱȱȦȱȱ Ǽǯȱȱȱȱ ȱȱ¢ȱȱȱȱȱȱȱ ȱȱ ȱȱȱȱȱȱȱȱDZȱŜǰşƖȱȱȱ ȱȱȱȱȱ¢ǰȱŚŞǯřƖȱȮȱȱȱǰȱŚŗǯŚƖȱȮȱȱ ȱȱ ȱřǯŚƖȱ ȱȱ Ȭ ȱȱȱ¢ǯȱ ȱ¢ȱȱȱĴȱȱȱȱ¢ȱȱȱȱȱȱȱȱȱĴȱȱȱȱȱȱȱ ȱ ȱ ȱ ȱ ěȱ ȱ ȱ ȱ ¢ȱ ȱ ¢ȱ ǯȱ ǰȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ęȱ ǯȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ young male teenagers and indicators of parental authoritarianism (rp = -0.690; p ǂȱŖǯŖśǼȱȱȱȱ ȱ ȱȱ¢ȱȱ¢ȱȱȱ ȱȱȱȃĴȱȄ (rp = 0.794; p ǂȱŖǯŖśǼǯ Conclusions The present results imply that the stronger the teenager feels parents impose their will and demand on formal social achievements, the higher their rejection of Ȧȱ ȱȱǰȱȱȱ¢ȱȦȱȱ ȱǯȱ¢ǰȱ ȱȱȱȱȱȱȱȱȱȱȦȱ¢ȱȱpacity for social ǰȱȱȱȱȱȱ¢ȱȦȱǯȱȱȱ ȱȱȱȱȱȱȱȱȱȱ¢ȱȱ¢¢ȱ strona 40 ȱȱ¢ȱȱȱȱȱȱȱȂȱȱȱȱcess. The central conclusionȱȱȱ ȱȱȱęȱȱȱ¢ȱȱȱȱ ¡ȱ ȱ ¢ȱ ȱ ¢ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱȱĴȱȱȱȱȱ¢ȱ¢ȱȱǰȱȱ comparison with students who feel the deviation on their father’s or mother’s part. Future researchȱ ȱ ȱ ȱ ȱ ȱ Ȃȱ ȱ ȱ ȱ ȱ Ĵȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ǻ¢ǰȱ ěǰȱ ǰȱ ȱ ǻǼȱ ǰȱ ȱ ȱ ȱȱȬȱǻǼǼȱǽŘǾȱȱȱȱȱȱȱǽřǾǯ References ǽŗǾȱȱ ɪʲ˕ʶʲȱ ɧǯʠǯȱ ʈ˘˕˙ˊ˘˙˕ʲȱ ˆȱ ˘ˆ˔˩ȱ ˕˓ʹˆ˘ʺˏ˪˖ˊ˓ʶ˓ȱ ˓˘ˑ˓˦ʺˑˆˮDZȱ ɮˆ˖ǯȱ dzȱ ˊʲˑʹǯǯȱ ˔˖ˆˠ˓ˏǯȱˑʲ˙ˊDZȱŗşǯŖŖǯŖŗǯȱȮȱʂǯDZȱʇɫɩȱʅɮǰȱŗşŞŜǯȱȮȱŘŖŜȱ˖ǯ [Varga A.Ya. ȱȱȱ¢ȱȱȱĴDZȱȱ ǯȱ ǯȱ DZȱ ŗşǯŖŖǯŖŗǯȱȮȱʂǯDZȱRGB OD, 1986. – 206 p.] ǽŘǾȱȱ ɳ˙˕ʲʵˏ˪˓ʵʲȱʁǯʆǯȱʆ˖ˆˠ˓ˏ˓ʶ˲ˮȱʺː˔ʲ˘˲˳ȱȦȱʁǯʆǯȱɳ˙˕ʲʵˏ˪˓ʵʲǯȱȮȱɳˆ˘˓ːˆ˕DZȱɪˆʹȬ ʵ˓ȱɳɮʍȱ˲ːǯȱʧǯʑ˕ʲˑˊʲǰȱŘŖŖŝǯȱȮȱřŘŞȱ˖ǯ ȱ ǽȱǯǯȱȱ¢¢ȱȱ¢ȱȦȱǯǯȱǯȱȮȱ¢¢DZȱ ǯȱȱǰȱŘŖŖŝǯȱȮȱřŘŞȱǯǾ ǽřǾȱ ɳ˙˕ʲʵˏ˪˓ʵʲȱʁǯʆǯȱɮ˲ʲʶˑ˓˖˘ˆˊʲȱʺː˔ʲ˘˲˳ȱ˘ʲȱ˳˳ȱ˟˓˕ːȱ˙ȱ˔˲ʹˏ˲˘ˊ˓ʵ˓ː˙ȱ˘ʲȱ˭ˑʲˢ˪ˊ˓ː˙ȱ ʵ˲ˢ˲ȱ Ȧȱ ʁǯʆǯȱ ɳ˙˕ʲʵˏ˪˓ʵʲȱ ȦȦȱ ʃʲ˙ˊ˓ʵˆˇȱ ˣʲ˖˓˔ˆ˖ȱ ʃʲˢ˲˓ˑʲˏ˪ˑ˓ʶ˓ȱ ˔ʺʹʲʶ˓ʶ˲ˣˑ˓ʶ˓ȱ ˙ˑ˲ʵʺ˕˖ˆ˘ʺ˘˙ȱ ˲ːʺˑ˲ȱ ʂǯʆǯȱ ɮ˕ʲʶ˓ːʲˑ˓ʵʲǯȱ ʈʺ˕˲ˮȱ ŗŘȱ DZȱ ʆ˖ˆˠ˓ˏ˓ʶ˲ˣˑ˲ȱ ˑʲ˙ˊˆDZȱ ˄ʴ˲˕ˑˆˊȱ Ȧȱ ʂȬʵ˓ȱ ˓˖ʵ˲˘ˆȱ ˲ȱ ˑʲ˙ˊˆȱ ʍˊ˕ʲ˳ˑˆǰȱ ʃʲˢǯȱ ˔ʺʹǯȱ ˙ˑȬ˘ȱ ˲ːǯȱ ʂǯʆǯȱ ɮ˕ʲʶ˓ːʲˑ˓ʵʲǯȱƺȱɼǯȱDZȱɪˆʹȬʵ˓ȱʃʆʍȱ˲ːǯȱʂǯʆǯɮ˕ʲʶ˓ːʲˑ˓ʵʲǰȱŘŖŗŖǯȱƺȱɪˆ˔ǯȱřŗǻśśǼǯȱ ƺȱʈǯȱŗśŚȬŗŜŗǯ [Zhuravlova L.P. Diagnosis of empathy and its forms in adolescence and early ȱȦȱǯǯȱȱȦȦȱęȱȱȱȱȱȱ¢ǰȱŗŘDZȱ¢ȱDZȱȱȦȱȱ¢ȱ ȱȱȱǰȱȱȱȱ¢ȦȱȮȱǯDZȱ ǯȱȱǰȱŘŖŗŖǯȱȮȱȱřŗȱǻśśǼǯȱȮȱǯȱŗśŚȬŗŜŗǾ [4] ɼ˓˄ˏ˓ʵȱʃǯɸǯ ʑ˓˕ː˙ˏʲȱˏˆˣˑ˓˖˘ˆǯȱȮȱʈʆʴDZȱɸ˄ʹȬʵ˓ȱȍʆˆ˘ʺ˕ȎǰȱŘŖŖŖǯȱȮȱřŜŞȱ˖ǯ ȱ ȱ ǽ£ȱǯǯȱ¢ȱȱȮȱDZȱǯȱȱȍȎǰȱŘŖŖŖǯȱȮȱřŜŞȱǯǾ [5] ɼ˓ˑȱɸǯʈǯ ʆ˖ˆˠ˓ˏ˓ʶˆˮȱ˕ʲˑˑʺˇȱ˭ˑ˓˖˘ˆDZȱɼˑˆʶʲȱʹˏˮȱ˙ˣˆ˘ʺˏˮǯȱȮȱʂǯDZȱʆ˕˓˖ʵʺ˧ʺˑˆʺǰȱŗşŞşǯȱȮȱŘŘśȱ˖ǯ [Kon I.S. ȱ¢¢ȱȱ¢ȱDZȱȂȱȮȱǯDZȱnie, 1989. – 225 p.] [6] ʂʲˇʺ˕˖ȱɮǯȱʈ˓ˢˆʲˏ˪ˑʲˮȱ˔˖ˆˠ˓ˏ˓ʶˆˮȱȦȱʆʺ˕ǯȱ˖ȱʲˑʶˏǯȱȮȱʈʆʴǯDZȱʆˆ˘ʺ˕ǰȱŗşşŝǯȱȮȱŜŞŞȱ˖ǯ [Mayers D. Social Psychology, 1997. – 688 p.] [7] ʆʲ˦˙ˊ˓ʵʲȱʊǯʧǯǰȱɮ˓˔˲˕ʲȱɧǯʧǯǰȱɮ˪ˮˊ˓ˑ˓ʵȱɫǯɪǯ ʆ˕ʲˊ˘ˆˊ˙ːȱ˲˄ȱ˄ʲʶʲˏ˪ˑ˓˳ȱ˔˖ˆˠ˓ˏ˓ʶ˲˳ȱȦȱɶʲȱ˕ʺʹǯǯȱʊǯʧǯȱʆʲ˦˙ˊ˓ʵ˓˳ǯȱȮȱɼǯDZȱʊȬʵ˓ȱȍɶˑʲˑˑˮȎǰȱɼʅʅǰȱŘŖŖŖǯȱȮȱŘŖŚȱ˖ǯ strona 41 [Pashukova T.I., Dopira A.I., D’yakonov H.V. ¢ȱ ȱ ȱ ȱ ¢¢ȱȦȱǯȱǯȱȱȮȱǯDZȱȬȱȍ¢ȎǰȱǰȱŘŖŖŖǯȱȮȱŘŖŚȱǯǾ [8]ȱȱ ʆ˕ʲˊ˘ˆˣʺ˖ˊʲˮȱ ˔˖ˆˠ˓ʹˆʲʶˑ˓˖˘ˆˊʲDZȱ ʂʺ˘˓ʹˆˊˆȱ ˆȱ ˘ʺ˖˘˩ȱ Ȧȱ ʇʺʹʲˊ˘˓˕Ȭ˖˓˖˘ǯ ɮǯʠǯȱʇʲˇʶ˓˕˓ʹ˖ˊˆˇǯȱȮȱʈʲːʲ˕ʲDZȱɸ˄ʹǯȱʹ˓ːȱȍɩɧʒʇɧʒȎǰȱŗşşŞǯȱȮȱŜŝŘȱ˖ǯ [Practical ¢DZȱȱȱȱȦȱǯȱǯǯȱ¢¢ȱȮȱDZȱǯȱȍ ȎǰȱŗşşŞǯȱȮȱŜŝŘȱǯǾ [9] ʈ˘˓ˏˆˑȱɪǯɪǯȱʈʲː˓˖˓˄ˑʲˑˆʺȱˏˆˣˑ˓˖˘ˆǯȱȮȱʂǯDZȱɸ˄ʹȬʵ˓ȱʂɫʍǰȱŗşŞřǯȱȮȱŘŞŜȱ˖ǯ [Stolin V.V. ¢ȱȬ£ȱȮȱʂǯDZȱǯȱǰȱǰȱŗşŞřǯȱȮȱŘŞŜȱǯǾ [10] Wylie R.C. ȱȬǯȱǯŘǯȱȮȱǯDZȱǰȱŗşŝşǯȱȮȱŞŘśȱǯ RODZINA JAKO KULTUROWY CZYNNIK AKTUALIZACJI gȱȱȱ Streszczenie. £¢ȱ£¿ȱȱ ȱï ȱ£¢ǰȱ ȱà¢ȱ£Ùȱ¿ȱ ï°ȱ£ȱ£¢ȱ££¢ȱȱ£ ȱï ïȱ Ȯȱ ¢ ȱ ȱ Ù£ȱ ǻȱ ¢£ȱ ¢ ¢ȱ ȱ Ù£¢Ǽǯȱȱȱ£ ȱ£ £à ȱ¢¢ȱ¿£¢ȱ Ċmi empatii u nastolatków i postrzeganymi przez nich postawami rodzicielskimi. Ù ȱ£ DZȱǰȱ¢¢ȱ ȱ£ǰȱ strona 42
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