Studies show that involuntary displacement often creates various threats for the community and individuals. To reduce these risks, Environmental and Social Impact Assessment, Health Impact Assessment, and Social Assessment are recommended. Whereas assessments focus mostly on the community level and studies describe cases of large population displacements, there is a lack of empirical evidence about how individuals cope with involuntary displacement and what factors contribute or hinder their successful adaptation in the target location. This study uses semi-structured interviews with 21 (...) people about their experience of resettlement due to a mine collapse in Bytom, Poland, that led to involuntary displacement of 560 people. Data was analyzed according to the constructivist grounded theory principles. Results show that this case illustrates a mixture of post-disaster and development-induced displacement. Various factors and resources that affected coping strategies were analyzed, including: material and legal status, health and age, communication skills, and relocation experience. Our findings suggest that, when circumstances allow, an individual resources assessment should also be conducted to counteract impoverishment and further marginalization of the disprivileged and vulnerable individuals. (shrink)

School bullying also referred to as peer victimization is considered extremely harmful for all parties involved. It has been recognised as an important issue in Polish schools. This article presents the first stage of a project financed by the National Centre of Research and Development and includes the results of qualitative research conducted in groups of middle-school students, middle-school teachers and psychologists. The results highlight several factors leading to the exclusion from the dominant peer group. The results also indicate that (...) although students are aware of the consequences of bullying and excluding behaviours, they do not implement this knowledge when explaining their own excluding actions. All results are discussed in terms of designing and implementing a data-based programme which would effectively mitigate excluding behaviours during middle-school transition. (shrink)

The presented study explores the possibility of creating and implementing educational program which would reduce intergroup bias in realistic high school setting. The project was based on the assumption that there is the need of easily applicable, anti-prejudice intervention, which would be appropriate to introduce into foreign language course books, would be universal in terms of changing negative attitudes and would meet all methodological requirements of language lessons. Crossed categorization and the common ingroup identity model were used as theoretical basis (...) for 30 English lesson scenarios on B2 level. It was shown that after the intervention there was a significant change in the students’ attitude toward the outgroup and the outgroup members. The implications of these findings are discussed. (shrink)