Akademia Nauk Stosowanych
im. Alcide De Gasperi
BOOK CHAPTER (223-244)
The prevention of social exclusion: Heroic Imagination Project in education
More details
Hide details
The analysis of the phenomena associated with rejection and alienation of individuals in the contemporary world convinces to consider the concept of social exclusion in broad terms, and take into account its various descriptions and definitions. This article aims to show to which extend the phenomenon of social exclusion refers to Polish youth, what is its cause of it and which ways of social exclusion are used by young people. On the example of the educational program of Heroic Imagination Project selected interventionsand scientific justification for their application have been used. Heroic Imagination Project is implemented in Poland thanks to its creator and main promoter Philip Zimbardo. There are scientifically validated educational interventions applied in different countries of the world as a good practice developing competence of teachers and is contributing to introduce positive changes in the attitudes of students.
Aronson J. (2002), Stereotype threat: Contending and coping with unnerving expectations. W: J. Aronson (red.), Improving academic achievement: Impact of psychological factors on education. CA: Academic Press, San Diego.
Aronson E., Wilson T.D, Akert R.M. (1997), Psychologia społeczna, serce i umysł, Zysk i S-ka, Poznań.
Bandura A., Self-efficacy; toward a unifying theory of behavioral change, „Psychological Review”, nr 84, 1977, s. 191–215.
Blackwell L., Trzesniewski K., Dweck C. (2007), Implicit Theories of Intelligence Predict Achievement Across an Adolescent Transition: A Longitudinal Study and an Intervention, „Child Development”, Vol. 78, nr 1, s. 246−263.
Dewall C.N., Baumeister R.F. Alone but feeling no pain: Effects of social exclusion on physical pain tolerance and pain threshold, affective forecasting, and interpersonal empathy „Journal of Personality and Social Psychology”, nr 91, 2006, s. 1–15.
Dickerson S.S., Wilkins C., Zimbardo Ph.G. (2013), Constructing Psychological Interventions to Transform Education, Heroic Imagination Project, San Francisco.
Duckworth A.L., Grant H., Loew B., Oettingen G., Gollwitzer P.M., Self‐regulation strategies improve self‐discipline in adolescents: Benefits of mental contrasting and implementation intentions, „Educational Psychology”, nr 31(1), 2011, s. 17−26.
Dweck C. (2008), Mindsets and Math/Science Achievement. Prepared for the Carnegie Corporation of New York-Institute for Advanced Study Commission on Mathematics and Science Education Math and Science Grades. Dweck C. (2014), Nowa psychologia sukcesu, Muza S.A., Warszawa.
Frydenberg E., Lewis R., Bugalski K., Cotta A., Mccarthy C., Luscombe-Smith N., Finn J.D., Withdrawing from school, „Review of Educational Research”, nr 59, 1989, s. 117–142.
Garcia J., Cohen G.L. (2011), A social psychological perspective on educational intervention, The Behavioral Foundations of Policy.
Gollwitzer P.M., Sheeran P., Implementation intentions and goal achievement: A meta-analysis of effects and processes, „Advances of Experimental Social Psychology”, nr 38, 2006, s. 69–119.
Good C., Aronson J., Inzlicht M., Improving adolescents’ standardized test performance: An intervention to reduce the effects of stereotype threat, „Journal of Applied Developmental Psychology”, nr 24, 2003, s. 645–662.
Good C., Dweck C.S. (2003), The effects of a stereotype threatening environment on women’s sense of belonging to mathematics (Unpublished raw data), Columbia University, New York.
Hagerty B.M.K., Patusky K., Developing a Measure Of Sense of Belonging, „Nursing Research”, nr 44 (1), 1995, s. 9–13.
Haynes T.L., Perry R.P., Stupnisky R.H., Daniels L.M. (2009), A review of attributional retraining treatments: Fostering engagement and persistence in vulnerable college students. W: Higher Education: Handbook of Theory and Research, Springer, The Netherlands, s. 227–271.
Iinzlicht M., Good C. (2006), How environments threaten academic performance, self-knowledge, and sense of belonging. W: S. Levin (red.), C. Van Laar . Mahwah.
Stigma and Group Inequality: Social Psychological Approaches, NJ: Erlbaum, s. 129–150.
Kerr N.L., Levine J.M. (2008), The Detectin of Social Exclusion. Evolution and Beyond „Group Dynamics: Theory, Research, and Practice”, Vol. 12, nr 1, s. 39–52.
Leary M.R., Baumeister R.F. (2000), The nature and function of self-esteem: Sociometer theory. W: M.P. Zanna (red.), Advances in experimental social psychology, Vol. 32, CA: Academic Press, San Diego, s. 1–62.
Leary M.R., Schreindorfer L.S., Haupt A.L., The role of low self-esteem in emotional and behavioral problems: Why is low self-esteem dysfunctional?, „Journal of Social and Clinical Psychology”, nr 14, 1995, s. 297–314.
Leary M.R., Tambor E.S., Terdal S.K., Downs D.L., Self-esteem as an interpersonal monitor: The sociometer hypothesis, „Journal of Personality and Social Psychology”, nr 68, 1995, s. 518–530.
Levitas R., (2005) [1999], Inclusive society? Social exclusion and New Labour (second edition), Palgrave, London.
Levitas R., Pantazis C., Fahmy E., Gordon D., Lloyd E., Patsios D. (2007), The Multi-dimensional Analysis of Social Exclusion, Department of Sociology and School for Public Policy, University of Bristol, Bristol.
Major B., Spencer S., Schmader T., Wolfe C., Crocker J., Coping with negative stereotypes about intellectual performance. The role of psychological disengagement, „Personality and Social Psychology Bulletin”, nr 24, 1998, s. 34–50.
Maslow A.H. (1954), Motivation and personality, NY: Harper, New York.
Miller R.L., Wozniak W., Counter-attitudinal advocacy: Effort vs. self-generation of arguments, „Current Research in Social Psychology”, nr 6, 2001, s. 46–55.
Napoli M., Marsiglia F., Kulis S., Sense of belonging to school as a protective factor against drug abuse among Native American urban adolescents in the Southwest, „Journal of Social Work Practice in the Addictions”, nr 3(2), 2003, s. 25–42.
Nowak A. (2012), Zagrożenie wykluczeniem społecznym kobiet niepełnosprawnych, Wydawnictwo Uniwersytetu Śląskiego, Katowice.
Palacio R.J. (2012), Wonder, Penguin Random House, New York.
Poole C., Prevention is Better than Cure: coping skills training for adolescents at school, „Educational Psychology in Practice”, nr 20 (2), 2004, s. 117–134.
Pronin E., Steele C.M., Ross L., Identity bifurcation in response to stereotype threat: Women and mathematics, „Journal of Experimental Social Psychology”, 40, 2004, s. 152–168.
Pyżalski J. (2012), Agresja elektroniczna i cyberbullying jako nowe ryzykowne zachowania młodzieży, Impuls, Kraków.
Schmader T., Johns M., Converging evidence that stereotype threat reduces working memory capacity, „Journal of Personality and Social Psychology”, nr 85, 2003, s. 440–452.
Simmons R. (2002), Odd girl out: The hidden culture of aggression in girls, Houghton-Mifflin, New York.
Steele C.M., A threat in the air: How stereotypes shape intellectual identity and performance, „American Psychologist”, nr 52, 1997, s. 613–629.
Szarfenberg R., Marginalizacja i wykluczenie społeczne – stare problemy w nowej rzeczywistości, „PULSS Kujawsko-Pomorski”, 2005, ROPS, Toruń.
Taylor V. J., Walton G., Stereotype threat undermines academic learning, „Personality and Social Psychology Bulletin”, nr 37, 2011, s. 1055–1067.
Todman L.C., Taylor J.S., Cochrane K., Arbaugh-Korotko, J. Berger J., Burt E, Caponi M, Houston E, HAhn A.K, Mandeleew D, Social exclusion indicators for the United States, „Journal of Individual Psychology”, nr 65(4), 2009, s. 330–359.
Twenge J.M., Baumeister R.F., Dewall C.N., Ciarocoo N.J., Bartles J.M., Social exclusion decreases prosocial behavior, „Journal of Personality and Social Psychology”, nr 92, 2007, s. 56–66.
Twenge J.M., Baumeister R.F., Tice D.M., Stucke T.S., If you can’t join them, beat them: Effects of social exclusion on aggressive behavior, „Journal of Personality and Social Psychology”, nr 81, 2001, s. 1058–1069.
Urban B. Geneza i psychospołeczne mechanizmy marginalizacji współczesnej młodzieży polskiej. W: F. Kozaczuk (red.), (2005), Zagadnienia marginalizacji i patologizacji życia społecznego, Uniwersytetu Rzeszowskiego, Rzeszów.
Walton G.M., Cohen G.L., A Question of Belonging: Race, Social Fit, and Achievement, „Journal of Personality and Social Psychology”, nr 92 (1), 2007, s. 82–96.
Weiner B., An attributional theory of achievement motivation and emotion, „Psychological Review”, nr 92, 1985, s. 548–573.
Wilczyńska-Kwiatek A., Outcast youngsters: Psychosocial conditions of social exclusion risk, „International Journal on Disability and Human Development”, nr 8 (2), 2009, s. 175–179, ISSN 2101-1231.
Wilczyńska A., Gniewni wykluczeni, „Charaktery, 2015, Kielce.
Wilczyńska A., Uwarunkowania radzenia sobie młodzieży w sytuacjach zagrożenia wykluczeniem społecznym, Wydawnictwo: UŚ, Katowice 2013.
Wilczyńska A., Januszek M., Bargiel-Matusiewicz K., The Need of Belonging and Sense of Belonging versus Effectiveness of Coping, „Polish Psychological Bulletin”, nr 46(1), 2015, s. 72−81.
Wiseman R. (2009), Queen bees and wannabes: Helping your daughter survive cliques, gossip, boyfriends, and the new reality of girl world, Potter Harmony, New York.
Yalom I. (2005), The Theory and Practice of Group Psychotherapy, Fifth Edition, Basic Books, New York.
Yeager D.S., Walton G.M., Social-psychological interventions in education: They’re not magic, „Review of Educational Research”, nr 81, 2011, s. 267−301.
Suchecka J., Hejt stop! Jak zatrzymać nienawiść w realu i w sieci,,75398,193... (data dostępu: 09.12.2015).
Journals System - logo
Scroll to top