ireneusz stefaniuk

This study aims to explore the impact of obsessive-compulsive personality traits on the management of chronic illness. A qualitative research design was used, focusing on semi-structured interviews with 20 participants who exhibited obsessive-compulsive personality traits and were managing chronic illnesses. Participants were recruited from outpatient clinics, support groups, and online forums. Data collection continued until theoretical saturation was achieved. The interviews were transcribed verbatim and analyzed using NVivo software. The analysis involved coding and identifying themes and subthemes to capture the essence of participants' experiences. The analysis revealed three primary themes: rigidity in daily routines, health anxiety and hyper-vigilance, and emotional and psychological impact. Participants described a reliance on structured schedules and routines, which, while helpful in managing their illness, often led to significant stress when disrupted. Health anxiety manifested as constant monitoring and fear of contamination, contributing to heightened stress and anxiety. The emotional toll included feelings of inadequacy, self-criticism, and emotional exhaustion. These findings align with previous research on the pervasive effects of obsessive-compulsive traits on mental health and daily functioning, emphasizing the dual role of these traits in facilitating and complicating chronic illness management. Obsessive-compulsive personality traits significantly impact the management of chronic illnesses, influencing behaviors and emotional well-being. The study highlights the need for tailored interventions that address both the psychological and practical aspects of illness management. Future research should include larger and more diverse samples and explore the effectiveness of various interventions. Healthcare providers should develop individualized care plans to support patients with these traits, enhancing their quality of life and illness outcomes.

This qualitative study explores the perspectives of teachers on integrating socio-political issues into classroom discussions, aiming to understand the challenges and strategies employed by educators in various educational contexts. The objective was to illuminate the factors influencing effective teaching practices concerning socio-political topics, thereby informing educational policies and teacher training programs.

This study utilized a qualitative research design, with data collected exclusively through semi-structured interviews involving 30 teachers from different educational levels and geographic locations. Participants were selected using purposive sampling to ensure a diversity of experiences and perspectives. Data analysis was performed using NVivo software to facilitate thematic analysis, ensuring theoretical saturation was achieved to validate the consistency and comprehensiveness of the findings.

The analysis revealed three main themes: Teacher Preparedness, Student Engagement, and Institutional Support. Under Teacher Preparedness, subthemes included Training and Professional Development, Personal Comfort with Topics, and Curriculum Integration, indicating the need for improved resources and training. Student Engagement was characterized by varying levels of participation and the impact of classroom dynamics on learning, highlighting the influence of teaching methods and environment. Institutional Support emerged as critical, with subthemes like Administrative Guidance and Resources emphasizing the need for stronger institutional backing and adequate resources to support teachers.

The study underscores the complexities of discussing socio-political issues in educational settings and the pivotal role of teachers in facilitating these discussions. Effective socio-political education requires comprehensive teacher training, supportive institutional frameworks, and resources that together foster an environment conducive to open and critical discussions. Addressing these factors is crucial for preparing students to participate thoughtfully in democratic processes.

The objective of this study is to explore the changing perceptions of marriage and family life among millennials. It aims to understand the factors influencing these shifts and to provide insights into the implications for future societal trends.

This qualitative study employs semi-structured interviews to gather in-depth insights from a diverse group of 23 millennials, aged 25 to 40 years. Participants were selected through purposive sampling to ensure varied socioeconomic backgrounds, education levels, and relationship statuses. Data were analyzed using NVivo software through thematic analysis, with theoretical saturation guiding the data collection process. Ethical considerations included informed consent and anonymity of participants.

The study reveals that millennials have a pragmatic approach to marriage, viewing it as optional and prioritizing personal growth and financial stability. They favor egalitarian partnerships and accept diverse family structures, including cohabitation and single parenting. Influences from family, media, and cultural norms shape their attitudes, while economic considerations and work-life balance are significant concerns. The findings highlight a blend of traditional values and modern attitudes, reflecting broader societal changes.

Millennials' perceptions of marriage and family life are shaped by a confluence of factors, including evolving societal norms, economic conditions, and cultural influences. These shifts suggest a move towards individualism, equality, and flexibility in relationships and family structures. Understanding these trends is crucial for policymakers, educators, and social scientists to support millennials in achieving their personal and familial aspirations.

 Peer relationships significantly impact the social development of children with Autism Spectrum Disorder (ASD), influencing their emotional well-being, academic performance, and overall quality of life. This study aims to explore the influence of peer relationships on the social development of children with ASD, identifying the challenges they face and the support systems that facilitate positive social outcomes.

 This qualitative study involved 23 participants, including ten children with ASD, ten parents, and three teachers and support staff. Data were collected through semi-structured interviews and analyzed using NVivo software. Thematic analysis was conducted to identify recurring themes, and theoretical saturation was achieved to ensure comprehensive data coverage.

 The analysis revealed four main themes: Social Interaction Challenges, Peer Relationship Dynamics, Parental and Teacher Support, and Positive Outcomes. Social Interaction Challenges included difficulties in communication, sensory overload, social anxiety, and misinterpretation of social cues. Peer Relationship Dynamics covered forming and sustaining friendships, inclusion and exclusion, and the influence of peers. Parental and Teacher Support highlighted strategies for social development, the role of teachers, parental involvement, and community resources. Positive Outcomes encompassed improvement in social skills, building self-esteem, increased independence, and enhanced academic performance.

 Peer relationships play a crucial role in the social development of children with ASD. Despite significant challenges, targeted interventions and supportive environments can lead to substantial improvements in social competencies. The findings underscore the importance of inclusive settings, peer-mediated interventions, and active involvement of parents and teachers in fostering positive social interactions for children with ASD.

This study aimed to evaluate the effectiveness of Interpersonal Reconstructive Therapy (IRT) in enhancing empathy and conflict resolution skills among parents of autistic children. This randomized controlled trial included 30 parents of autistic children, divided into an intervention group (n = 15) receiving IRT and a control group (n = 15) receiving no intervention. Participants were assessed at baseline, post-intervention, and four months post-intervention using the Interpersonal Reactivity Index (IRI) and Conflict Resolution Styles Inventory (CRSI). Data analysis involved repeated measures ANOVA and Bonferroni post-hoc tests, conducted using SPSS-27. The intervention group showed significant improvements in empathy and conflict resolution scores. Empathy scores increased from 54.78 (SD = 5.32) at baseline to 67.32 (SD = 5.67) post-intervention and were maintained at 65.91 (SD = 5.42) at follow-up. Conflict resolution scores rose from 62.14 (SD = 6.23) to 74.89 (SD = 5.47) post-intervention, with scores at follow-up being 73.28 (SD = 5.63). ANOVA results indicated significant main effects for Time (empathy: F(2, 56) = 45.67, p < 0.001, η² = 0.62; conflict resolution: F(2, 56) = 49.18, p < 0.001, η² = 0.64), Group (empathy: F(1, 28) = 32.78, p < 0.001, η² = 0.54; conflict resolution: F(1, 28) = 35.91, p < 0.001, η² = 0.57), and Time × Group interactions (empathy: F(2, 56) = 41.23, p < 0.001, η² = 0.59; conflict resolution: F(2, 56) = 43.89, p < 0.001, η² = 0.60). Bonferroni post-hoc tests confirmed significant improvements from baseline to post-intervention and baseline to follow-up. IRT significantly enhances empathy and conflict resolution skills in parents of autistic children, with improvements maintained over a four-month period. These findings highlight the potential of IRT as an effective intervention to support parents in managing the challenges of raising children with autism.