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Cel Celem niniejszego artykułu jest przedstawienie przypadku pacjenta cierpiącego z powodu rysu osobowości obsesyjno-kompulsywnej z towarzyszącą kompulsywną masturbacją oraz ukazanie metod pracy terapeutycznej z pacjentem w ujęciu psychodynamicznym. Metoda Przedstawiono najważniejsze elementy wywiadu diagnostycznego oraz metody pracy bazujące na podejściu psychodynamicznym. Obszar pracy psychoterapeutycznej koncentrował się wokół problematyki lęku i poczucia winy związanych z bliskością seksualną oraz kompulsywną masturbacją i konsumowaniem treści pornograficznych. Wyniki Pacjentowi udało się osiągnąć część założonych wraz z psychoterapeutką celów. W wyniku dotychczasowego postępowania terapeutycznego mężczyzna uzyskał lepszy wgląd w czynniki kształtującego jego funkcjonowanie i pożycie seksualne. Konkluzje Wczesnodziecięca sytuacja psychologiczna pacjenta miała istotne znaczenie dla rozwoju jego dziecięcej seksualności, co ostatecznie miało swoje odzwierciedlenie w konstrukcji jego osobowości i dysfunkcjach seksualnych, z jakimi mierzył się w dorosłym życiu.

The aim of this article was to investigate students’ attitudes towards reading in Polish and English. Two self-constructed questionnaires were administered to 48 ESL (English as a second language) pupils (26 boys, 22 girls) of primary school. The first questionnaire consisted of 15 questions about various attitudes, problems and opinions on reading books. The content of the survey’s questions also raised issues related to reading in Polish and English, and emotions connected to reading. The second questionnaire consisted of 5 follow-up questions. The results indicate that pupils simply like reading for pleasure and reading makes them feel good. However, they do not fancy long and difficult words. They enjoy adventure books and stories about animals. Pupils like adults reading books to them. However, there is a significant diffrence between boys and girls – boys like when adults read to them, girls – do not. They prefer reading by themselves. Reading to children evokes in a classroom a nice and friendly atmosphere, combined with an effect of surprise. The children react positively to a teacher, listen to them with interest and get involved in a lesson by repeating the text that has been read to them. When it comes to reading in English students confirmed that they read books in that language. The pupils enjoyed the lessons where the teacher read English books to them.

The human face is unique among social stimuli in conveying such a variety of different characteristics. A person’s identity, sex, race, age, emotional state, the focus of attention and attractiveness can be all detected and interpreted from the face. Unfortunately, in contrast to other areas of psychological studies, such as memory, language, and attention, the study of face perception was a minority interest during the early years of cognitive psychology, and the topic received little or no attention in early cognitive psychology textbooks. The study of facial expression was much more fortunate, mainly thanks to a well-known series of studies of P. Ekman and his colleagues. Researchers have been aware for some time of the relationships between individual differences in personality and facial expression perception. A lot of researchers believe that the understanding of how facial expressions are processed is incomplete without taking account of personality-related individual differences. In this article, firstly, a review research addressing the field of face memory and face perception will be presented. Secondly, a discussion of the findings demonstrating the current state of knowledge of facial expression will be shown, including the relationship between personality traits and facial expression perception.