Abstract

Family systems are currently categorized by referring to common factors of psychological functioning such as happiness, well-being, the ability to adapt quickly, self-esteem, the sense of effectiveness, and the ability to see the meaning of life. These positive indicators complement personal resiliency, which is highly correlated with various positive psychological mechanisms, in particular with the ability to adapt to difficult and unexpected events (i.e. being able to deal with a serious illness or the disability of a child, regardless of cultural factors).

For those who research the context of an autistic child's functioning and development, it is important to characterize these adaptations, which are perceived as a result of rapid changes in civilization, along with cultural and moral aspects, that take place all over the world.

This focus became the inspiration to carry out research regarding the functioning profile of a modern ASD child's family in California, USA, along with various sociocultural conditions. The research covered 105 randomly selected families connected with the Autism Tree Project Foundation in San Diego and the Silicon Valley area of San Jose, California.

A study of family functioning profiles in California and the analysis of possible differences between parents of ASD children in California, USA (n = 105) were made using the Olson (2000) Flexibility and Cohesion Evaluation Scales-IV, along with the Block and Kremen (1996) Ego Resiliency Scale which was also utilized to test personal resilience in normalized and methodologically standardized conditions.

The results obtained revealed the following information:

• 1. The family functioning profile in the examined group of parents of autistic children are generally positive, especially in the FACES IV field dimensions of cohesion and flexibility;

• 2. Parents of autistic children in California exhibit relatively good adaptation, expressed in low results in the dimensions of disengagement and enmeshment;

• 3. On the other hand, an unexpected low result was obtained in the area of family satisfaction, and as a result further investigation is recommended;

• 4. Results regarding the Ego Resiliency Scale of individual parents of ASD children in California were positive and demonstrated good adaptation.

Abstract

School as a place is one of the most important microsystems in the life of young people. School territory links public and private space of everyone. The aim of the presented research was to investigate relations between middle adolescents and school space, precisely their preferences and rejections of places on the school territory. The inspiration for the project was the Australian study focused on teachers’ and pupils’ well-being at school (Wyra, Lawson, Askell-Williams, 2011).

This research was planned and conducted in the qualitative paradigm with the photovoice method. Participants were 13–15 years old (middle age = 14.2) adolescents (N = 120). Materials used in the research were questionnaires and school maps and photos made by pupils (obtained as data collection). Research data were analysed using coding procedure (questionnaires), graphic presentation (school maps) and frequency analysis (photos).

Results were analysed in the light of the Person–Process–Place (PPP) framework— the three-dimensional model by Scannell and Gifford (2010). Place attachment can inform the background of students’ place choices and preferences. The most frequent reason for nominating a place as “OK” or “Not OK” was emotional then social and aesthetic justification.

Key words: well-being, adolescents, psychology of place, photovoice

Dobrostan młodzieży w kontekście szkolnym w perspektywie psychologii miejsca Streszczenie

Szkoła, będąc jednym z najważniejszych mikrosystemów w życiu młodych ludzi, jest miejscem zarówno publicznym, jak i prywatnym. Celem prezentowanych badań było poznanie ustosunkowania młodzieży w okresie średniej adolescencji do przestrzeni szkolnej, a dokładniej jej wyborów pozytywnych i negatywnych w zakresie miejsc na terenie szkoły. Inspiracją do badań był projekt australijski dotyczący dobrostanu uczniów i nauczycieli w szkole (Wyra et al. 2011).

Nasze badanie zostało zaprojektowane i przeprowadzone w paradygmacie jakościowym, z użyciem metody photovice. Uczestnikami byli nastolatkowie (N = 120) w wieku 13–15 lat (średnia wieku 14,4). W badaniu wykorzystano ankiety z pytaniami otwartymi, mapy szkoły i jej otoczenia. Uczniowie wykonywali zdjecia miejsc, które wskazali w wyborach pozytywnych i negatywnych. Zebrany materiał został poddany analizie na drodze kodowania (dane z ankiet), podsumowania graficznego (mapy szkoły) oraz analizy frekwencyjnej (zdjęcia).

Uzyskane wyniki odniesiono do trójwymiarowego modelu Scannella i Gifforda (2010), pozwalającego na analizę w kategoriach Osoba – Proces – Miejsce. Przywiązanie do miejsca może być wyjaśnieniem dokonywanych przez uczniów wyborów.

Abstract

The assumptions of this article are embedded in the interpretative qualitative research paradigm, while the information that is reported is a qualitative exploration of the issues addressed. The theoretical framework considerations include: the problem of autism, how autism is recognized according to DSM-5 criteria and neo-cognitive assumptions, and the problem of resilience as it is identified in overcoming existential difficulties. These difficulties include the determination to cope with problems, endurance, well-developed adaptability, as well as the issues related to the needs and the social functioning abilities of autistic individuals.

The aim of this research is to determine the cognitive, cultural and family variables involved in the social interactions of high-functioning autistic adults as related to their quality of life. As well as, to identify resilience abilities that are utilized in the social functioning of ASD adults.

A detailed analysis of the narratives collected from high-functioning autistic adults indicate that: durability and a wide range of support from parents and loved ones, when given to high-functioning autistic individuals in childhood and adolescence, in addition to developing their personal interests, contribute to the experiences of well-being and a sense of a better quality of life in ASD adults; adequacy of the respondents aspirations in relation to their objective assessment of possibilities is largely related to the degree of the respondents becoming aware of their personal cognitive potential and possible talents, as well as limitations resulting from the fact of experiencing (in varying degrees) their ASD symptoms; awareness of personal resources and limitations generally favors a stronger determination of the respondents in making efforts to achieve a sense of personal well-being and self-efficacy.

Keywords: autism spectrum disorders, resilience, quality of life, needs of individuals with ASD

Odporność psychiczna, funkcjonowanie społeczne oraz jakość życia w narracjach dorosłych wysokofunkcjonujących osób z autyzmem Streszczenie

Założenia badawcze artykułu osadzone w paradygmacie interpretatywnym (badań jakościowych), a relacjonowane w nim badania miały charakter jakościowej eksploracji problematyki. Ramy teoretyczne rozważań stanowią: problematyka autyzmu, ujmowanego wedle kryteriów DSM-5 i założeń neuropoznawczych, zagadnienie resilience utożsamiane ze zdolnością do pokonywania trudności egzystencjalnych, a wyrażające się w: indywidualnej determinacji do zmagania się z trudnościami, wytrzymałości, dobrze rozwiniętej zdolności przystosowania się, a także problematyka potrzeb i funkcjonowania społecznego osób z autyzmem.

Abstract

The self-authorship theory merges the problem of changes of man`s personality with the issues of cultural patterns and social conditions. Self-authorship covers an organized set of dispositions which enable a person to find himself in contemporary culture, facilitate him to achieve a state of willful subjectivity, to take full advantage of autonomy given to him. Education can assist (or not) a person in finding such capabilities, thanks to which he will be able to consciously direct his attitudes towards himself and the world. Montessori`s educational method is treated a kind of help for a person in developing his individual life potential in the direction of gaining independence. So, the research question was set: What are affective meanings of school as well as general and ideal experiences of graduates of Montessori classes, regarded as the prospect of supporting the self-authorship development? The questionnaire Self-Reflection on Education in the Montessori System prepared by the author based on H. Hermans's Self- Confrontation Method, was used for assessment of emotional meanings of school experiences. The research covered 69 graduates of Maria Montessori Primary School No. 27 in Lublin. The analysis of the obtained results confirms, that the affective climate of the Montessori learning environment proves that the school space was an area of self-affirmation of the respondents. The Montessori prepared environment enabled respondents to fulfill their aspirations and desires, to engage in cooperation with others. It provided a relative balance of stimuli stimulating the child to competition and cooperation, and at the same time to self-enhancement and contact with others in the studied graduates of Montessori classes.

Keywords: self-authorship theory, Montessori learning environment

Środowisko edukacyjne Montessori jako kontekst przebudzenia osobowości autorskiej Streszczenie

Teoria osobowości autorskiej łączy problem przemian osobowości człowieka z kwestiami przeobrażeń wzorców kulturowych i warunków społecznych. Osobowość autorską kreuje uporządkowany zestaw dyspozycji, które umożliwiają osobie odnalezienie się we współczesnej kulturze, ułatwiają osiągnięcie stanu świadomej podmiotowości, pełne korzystanie z przysługującej mu autonomii. Edukacja może pomóc (lub nie) osobie w znalezieniu takich możliwości, dzięki czemu będzie w stanie świadomie ukierunkować swoje postawy wobec siebie i świata. Pedagogika Montessori traktowana jest jako rodzaj pomocy udzielanej osobie w rozwijaniu jej indywidualnego potencjału życiowego, w kierunku zyskania niezależności.

Abstract

School is an organization where relationships are intense, dependent, and occurring on a daily basis. The onus for shaping relationships is largely on teachers. Thus, it is of key importance to study and foster the emotional well-being of teachers in the workplace. This study aimed to explore and diagnose the psychosocial functioning of teachers faced with the changes brought about by Poland's current education reform; it also investigates relationships between personal variables (gender, age, and professional experience) and perceptions of the workplace; additionally, it was aimed at validating the School Climate Questionnaire (SCQ). The questionnaire study involved 224 teachers working at 10 elementary schools in little towns and villages across one county in the Lesser Poland. Selected outcomes demonstrate that particularly young teachers are burdened with workload and responsibilities. The study group has a positive outlook on their relationships with pupils, administrative staff, and other teachers. However, the outlook on their relationships with headmasters and parents is less positive. The same applies to their perceptions of Poland's current education reform. Further analysis reveals that the perceived school climate is shaped by their self-worth, self-agency, and self-esteem. The study suggests that young teachers (still learning the profession) and headmasters (faced with frustration and negative emotions from staff) are particularly in need of support. Both headmasters and teachers might benefit from know-how and experience in group processes. This may improve their understanding of group functioning and dynamics, regardless of the age and professional experience of group members.

Keywords: school climate, personal variables, interpersonal relationships, education reform

Klimat szkoły – perspektywa nauczycieli. Raport z badań prowadzonych w szkołach podstawowych w sytuacji reformy edukacji w Polsce Streszczenie

Szkoła jest organizacją, w której relacje miedzy uczestnikami są intensywne, codzienne i pełne zależności. Odpowiedzialność za kształtowanie relacji w znaczącej mierze spoczywa na nauczycielach. Stąd ważnym aspektem jest badanie i kształtowanie samopoczucia emocjonalnego nauczycieli w pracy. Celem prezentowanych badań była eksploracja i diagnoza funkcjonowania psychospołecznego nauczycieli w sytuacji zmiany, związanej z reformą w edukacji oraz poszukanie zależności pomiędzy zmiennymi podmiotowymi (płeć, wiek, staż pracy) a percepcją środowiska pracy oraz walidacja kwestionariusza Klimatu szkoły (SCQ).

Abstract

The following takes a closer look at some important aspects of ethical meaning of support in the light of research of Professor Tone Saevi (University College Bergen, Norway) and Mona Sommer (Faculty of Health and Social Sciences, University College of Southeast Norway). The main goal of this research is develop understanding of the nature and the meaning of support, and what support may be to young adults with mental health problems. This specific research are conducted which reference to reflection of one of the world's most important representatives of the pedagogy inspired by phenomenology— Canadian Professor Max van Manen. The research indicates that professionals should take care about develop a deeper understanding of support phenomena in order to remain sensitive to the way that interpersonal relations are lived and experienced. This exploration into the meaning of support concerns the relation between commonly accepted and professionally received meanings ethical concepts of support and pathic experience of being in supportive relation.

Keywords: phenomenology in practice, phenomenology of health, phenomena of support, interpersonal relations

Wsparcie jako fenomen egzystencjalny i doświadczenie relacji w perspektywie fenomenologicznej Streszczenie

Artykuł stanowi próbę namysłu nad istotnymi aspektami etycznego znaczenia doświadczenia wsparcia. Podjęta refleksja nawiązywać będzie do badań Profesor Tone Saevi (University College Bergen, Norwegia) oraz Mony Sommer (Faculty of Health and Social Sciences, University College of Southeast, Norwegia) odwołujących się do propozycji metodologicznych oraz refleksji etycznej i pedagogicznej jednego z najważniejszych reprezentantów pedagogiki inspirowanej fenomenologią na świecie Maxa van Manena, emerytowanego profesora University of Alberta w Kanadzie. Zasadniczym celem podjętej eksploracji fenomenu wsparcia jest pogłębienie rozumienia natury i znaczenia wsparcia w odwołaniu się do tego czym jest ono dla młodych dorosłych doświadczających trudności w obszarze zdrowia psychicznego. Refleksja podjęta w artykule wskazuje profesjonalistom konieczność troski o głębsze rozumienie fenomenu wsparcia z zamiarem zachowania wrażliwości na autentyczne obszary żywego doświadczenia wsparcia w relacji. Proponowana próba eksploracji znaczenia wsparcia koncentruje się na relacji między zwyczajowo akceptowanymi koncepcjami etycznego znaczenia wsparcia, proponowanymi profesjonalistom i przez nich, a żywym doświadczeniem bycia we wspierającej relacji.

Słowa kluczowe: fenomenologia w praktyce, fenomenologiczna kategoria zdrowia, wsparcie, relacja interpersonalna

Phenomenology recognizes the great diversity of the human experience of suffering and illness, going beyond the medically described sphere through the prism of causes, symptoms and type of medical intervention towards opening access to the individual experience of the disease and revealing its meaning in human existential, social and finally pedagogical experience.

Using the term ordinary, everyday magic Masten called the mechanism protecting or modifying the impact of difficult, traumatic experiences on the individual. Numerous studies on resilience in the last 30 years (Masten, Powell, 2003) allow to organize the factors protecting against trauma, grouping them into three areas: individual, family and environmental. Thanks to this classification, the model in the form of a two-dimensional grid allows for systematic verification. Individual factors interact and/or compensate, and the circular paradigm is used to understand their influence. The beginnings of research on resilience concerned mainly the period of childhood, adolescence and early adulthood, currently the research (Ostrowski et al., 2018) is conducted with the participation of people in every developmental period and various life situations. Luthar et al. (2000) distinguish emotional responses of individuals in case of risk factors, which translate into their cognitive and behavioral functioning, which are classified as resilience. Individuals maintain functioning much better than it might be expected or maintain good functioning despite difficult or traumatic experiences, or return quickly to well-being. The analysis of contemporary research (David-Ferdon et al., 2016; Vannucci et al., 2019) allows us to assign a preventive role to the development of resilience in children and adolescents, and the emphasis is on shaping the family and social environment towards healthy development. The clamping of healthy development are the features of the family and social environment, which include, among others: healthy communication, maintaining family rituals, cultivating social contacts.

When analyzing the terminology related to the issue of mental resilience, it should be noted that a certain group of concepts was already known in science, e.g. in psychopathology. It applies to such terms as: adversity, risk factor or vulnerability. However, the concept of resilience has now been significantly enriched with a range of new terms, among others, such as: protective factor, resource, compensatory factor (Wright, Masten, Narayan, 2013). Due to the concept of resilience and its increasingly common application, reflection on pathomechanisms of functioning and a salutogenetic approach have gained new research inspirations. Resilience is therefore a perfect example of the synthesis of knowledge about the context in which an individual, when confronted with various types of risk factors, can strengthen personal immune resources.

Abstract

The objective of the paper is to present a picture of the family in the situation of separation of parents, the needs and expectations of all family members and a model of working based on the authors’ program “Boat on Waves.” The program, which is a form of psychoeducational and therapeutic work, is addressed to parents in the situation of separation. The program was created as a response to the needs of families who came to Specialist Psychological and Pedagogical Counseling Center Krakow Center of Therapy from the family court or on their own initiative because of family crisis related to parental separation. The model of work with families includes a diagnosis stage, consisting of several meetings: with each parent separately and, if possible, a parental consultation takes place. The diagnosis stage ends with the qualification for the psychoeducational program, which is described in the article. When the program finishes, the family therapy is conducted separately for a mother with children and a father with children.

The program is addressed to parents, but the topics discussed during the lectures include the issue of experiencing separation by parents and children. Getting knowledge about the different functioning and experiencing breakup by partners, learning about their own feelings, subconscious conflicts, differences in coping with the crisis can relieve the split and allow to use the appropriate form of support.

Keywords: divorce, work with parental dyad, family in separation, educational program

Model pracy z rodziną w sytuacji rozstania rodziców – diagnoza, psychoedukacja, terapia rodziny Streszczenie

Celem pracy jest przedstawienie obrazu rodziny w sytuacji rozstania rodziców, potrzeb i oczekiwań wszystkich członków rodziny oraz modelu pracy na podstawie autorskiego programu „Łódź na falach”. Program, który jest formą pracy psychoedukacyjno-terapeutycznej jest adresowany do rodziców w sytuacji rozstania. Program powstał jako odpowiedź na potrzeby rodzin, które trafiały do Specjalistycznej Poradni Psychologiczno-Pedagogicznej „Krakowski Ośrodek Terapii” skierowane z sądu rodzinnego bądź z własnej inicjatywy w sytuacji kryzysu rodzinnego związanego z rozstaniem rodziców. Model pracy z rodzinami zakłada etap diagnozy, polegającej na kilku spotkaniach: z każdym rodzicem oddzielnie oraz, jeżeli jest to możliwe odbywa się konsultacja rodzicielska. Etap diagnozy kończy się kwalifikacją do programu psychoedukacyjnego, który opisany jest w artykule.

Abstract

Rheumatoid arthritis (RA) is one of the most common inflammatory connective tissue diseases with only partially known etiology and progressive course. Despite discovering pathomechanisms of inflammatory phenomena and introducing more and more effective and at the same time safe methods of treatment, the disease still often leads to disability as well as to premature death as a result of damage to internal organs.

The consequences of various life restrictions, the severity of symptoms, and the awareness of the inevitable progression of the disease often imply the occurrence of depressive symptoms in patients.

This leads to research aimed at determining the relationship between the ability to cope with stress of a chronic disease (cognitive assessment of a stress situation related to health, coping strategies) and the occurrence of depressive symptoms in women and men diagnosed with RA.

The research sample consisted of two 142-patient groups treated for RA. The following tests were administered in the research: Stress Assessment Questionnaire KOS-A (Włodarczyk, Wrześniewski, 2010), the COPE Multidimensional Coping Inventory (Juczyński, Ogińska-Bulik, 2005) and Depression Inventory (Beck, 1961). Statistical calculations were performed using IBM SPSS 24 program with the AMOS extension and the analysis of multidimensional relations between variables was carried out using structural equations modelling (SEM).

The structural equation modeling shows that the perception of a stressful situation related to health as a challenge motivating to undertake the activity with the mediating role of active coping strategies, seeking emotional support and positive reassessment and growth is negatively linked to the severity of symptoms typical of depression. On the other hand, perceiving the aforementioned situation as a loss inhibiting activity with the mediating role of refraining from action coping strategies, denying and using substances was directly proportional to the severity of symptoms characteristic of affective disorders. It was also noted that gender moderated these relationships.

Keywords: rheumatoid arthritis, chronic disease, coping with stress, depression

Radzenie sobie ze stresem choroby przewlekłej a występowanie symptomów depresji u pacjentów z reumatoidalnym zapaleniem stawów Streszczenie

Reumatoidalne zapalenie stawów (RZS) należy do najczęstszych zapalnych chorób tkanki łącznej o częściowo tylko poznanej etiologii i postępującym przebiegu.

Abstract

As nowadays the structure of early adult relationships is changing, more attention needs to be drawn to informal, intimate partners and their psychological functioning in the modern world. The pilot study aimed to compare personality, resilience, sense of stress, and mental health level between Polish early adult partners in intimate relationships as well as establish predictors of their mental health. Structural equation modeling was employed to examine mental health predictors in the APIM model. Participants were assessed by the NEO Five-Factor Inventory, the Resilience Assessment Scale, the Sense of Stress Questionnaire, and the General Health Questionnaire in Polish adaptation. Partners differ in three personality traits. Women present higher scores on agreeableness, neuroticism, and openness to experience. SEM analyses report partners’ sense of stress and female conscientiousness as significant predictors of partners’ mental health. The sense of stress performs the greatest influence on partners mental health. Resilience predicts mental health in both men and women. Greater potential of resilience as a protective factor is reported in female partners.

Keywords: intimate partners, resilience, mental health, sense of stress, personality

Osobowość, odporność psychiczna i stres jako predyktory zdrowia psychicznego u partnerów w związkach nieformalnych Streszczenie

W związku ze zmianami w strukturze bliskich relacji młodych dorosłych, na uwagę zasługują związki nieformalne i psychologiczne funkcjonowanie partnerów we współczesnym świecie. Celem pilotażowych badań było porównanie partnerów w bliskim związku nieformalnym w aspekcie osobowości, odporności psychicznej, poczucia stresu oraz zdrowia psychicznego, jak również ustalenia predykatorów ich zdrowia psychicznego. W tym celu zastosowano modelowanie równań strukturalnych w modelu APIM. W badaniu zostały wykorzystane narzędzia kwestionariuszowe Inwentarz Osobowości NEO-PI-R, Skala Pomiaru Prężności SPP-25, Kwestionariusz Poczucia Stresu KPS oraz Kwestionariusz Ogólnego Stanu Zdrowia GHQ-12. Wyniki wskazują na występowanie różnic pomiędzy partnerami w związkach w zakresie trzech cech osobowości. Partnerki prezentują wyższy poziom ugodowości, neurotyczności i otwartości na doświadczenie aniżeli ich partnerzy. Analizy SEM wskazują na dwustronne poczucie stresu oraz sumienność partnerki jako czynniki wpływające na zdrowie psychiczne partnerów. Poczucie stresu prezentuje najsilniejszy wpływ na zdrowie psychiczne partnerów w związkach nieformalnych. Odporność psychiczna wpływa na zdrowie psychiczne u obu partnerów w związku. Większy potencjał odporności psychicznej jako czynnika ochronnego stwierdzono u partnerek.

The issues concerning hatha-yoga can also be looked at from the perspective of the modernization concept that our society has undergone and is still undergoing. Modernization can be understood here as a process of social change concerning industrial and post-industrial economies, increasing the role of the public, lay, and democratic institutions, the expansion of mass-media, increasing wealthiness of the major part of the society and major flexibility in the human physical and social mobility (Lynch 2007: 100).

Emil Durkheim claims that one of the major influences of modernization on the changes in the Western culture was a social increase of the meaning of the individual. The increase of the meaning of the individual and its interests was considered by Durkheim as destabilizing for the society. Lessening of the meaning of the social structure causes the social bonds to fall apart, causes anomy. Acknowledging the individual as the highest value can be the basis of a new, humanistic religion. Durkheim foresaw that news of religiousness would emerge together with collective rituals that would celebrate the individual and keep the cult of the individual alive (see ibid.: 100).

Georg Simmel believed that modernization causes establishing new mystic forms of religion. This new mysticism accented the power of personal, inner experience of an individual, gradually moving away from the traditional forms of religiousness. According to Simmel, even though people where moving away from Christianity, the religious impulses still remained. This new mysticism is, according to him, a new way of life, without any relation to any God. As a result, the whole life is sacred. This way, the life is not devoted to following a God, but to following a specific quality of life, which is feeling the depth and completeness. Simmel was skeptical towards this new mysticism; he did not believe that it is capable of fully expressing new religious life. This mysticism was nothing but a trivial spiritualization of everyday life (see ibid.: 105).

In modern Eastern societies, we are looking for something that would take us away from everyday life, from the workload and the problems connected with work, or the lack thereof. Everyday life is what aches us the most, but we have to go through it to achieve maturity and ask ourselves serious questions. This maturity is often connected with the will to understand oneself, the mind, and the body. The inherent limitations of these aspects are strongly visible when we cannot manage with the race of our thoughts connected with a purposeful, rational usage of time, which the harder we try to achieve, the more control we lose. Our mind often does not cope with the everyday routine that thickens more and more around us, where in our perception time often loses its linear character, being just a way to get us to a moment, in the form of meetings and making further plans and arrangements. Hence step by step we become weaker, both mentally and physically.

Feeling this, we often end up asking ourselves the question: “How can we stop this course?” Others may ask: “How can we improve the shape of their bodies and minds in order to manage with the slowly-consuming everyday life?” These two adult questions (“adult” not being connected here with biological age, but with one's state of mind) create a motivational base for the search to find a permanent and stable drift in everyday life, or to strengthen one's psycho-physical state in order to manage life. Thus begins an individual search. Some turn towards actions connected with other people and in this way realize that time is a relative notion, especially when we want to help others. We find time for them. Others find themselves in different types of hobbies, while some run away from everyday life by the simple act of travelling, and thus find themselves in the claws of the tourist agency world. Sport and physical activity also offer a possibility to improve one's psycho-physical state, as well as to escape from everyday life. Training and/or participation in marathons enables individuals to partially run away from everyday life, but still be strongly submerged, and boosting self-esteem is evident in a variety of different, everyday life aims, often not connected with sport. The ego is also working hard in sport.