Zasada dobra dziecka i jej implikacje dla socjalizacji prawnej w środowisku szkolnym
The aim of the paper is to outline a framework for a research project concerned with realizing, in a principled way, children’s best interest as this shows up in the context of school-based education and socialization. The planned research aims to diagnose the determinants of normative socialization at school. Thus, a proper realization of the basic functions that schools are meant to fulfil, together with an appropriate level of quality in respect of these, will together guarantee both the realization of the child’s right to education and an appropriate path of development as regards socialization. The general outline of the development of normative socialization is defined by legal principles and norms, among which the principle of children’s best interest holds an important position. It is supposed to prevent abuse and improprieties in this sphere. In the first part of the paper, the authors analyse the basic functions of school, with a primary focus on normative socialization as a specific kind of socialization taking place at school alongside the process of education itself. This process of normative socialization is defined in the psychological and sociological literature in a variety of ways. The principle of children’s best interest, seen in the light of both the Convention on the Rights of the Child and of Polish legislation, constitutes the subject of the analyses presented in the second part of the paper. The third part presents a description of how the research is conceived in methodological terms, and here the authors concentrate on the aims and methods of the research to be carried out, paying attention to its significance both from the point of view of the pedagogical sciences and from that of legal theory. The practical aim of the research is to optimize the process of pupils’ normative socialization, where this may then in turn become a tool for shaping pro-legal attitudes and the status of  young people as a legal entity.
Uczeń zagrożony niedostosowaniem społecznym a profilaktyczne zadania szkoły
The purpose of this paper is to describe and explain the situation of a socially maladjusted child or a child at risk of such social maladjustment at school. Social maladjustment or the risk of social maladjustment shall be considered as special educational needs and a basis to provide the pupil with psychological and educational support at school. It is especially important for schools to provide such pupils with preventive actions aimed at avoiding school failure and development of the symptoms of social maladjustment. At the same time, the occurrence of social maladjustment symptoms provide grounds to initiate proceedings under the Act on Juvenile Delinquency Proceedings in relation to the affected pupil. In order to fulfill prevention-related tasks, the school has to cooperate with local community institutions and judicial authorities, and the final outcome still depends on teachers’ and school counsellors’ attitude towards the socially maladjusted pupil. This is the area that has to be covered by empirical studies on the grounds of school pedagogy and pre-crime prevention. The author formulates the theoretical and methodological assumptions for an empirical project. The object of the project are teacher’s attitudes to a socially maladjusted child or a child at risk of such social maladjustment at school. This project is planned on the basis of qualitative research methodology and an interactive model study of attitudes, based on observation and focus group interviews and individual interviews.
Reconceptualizing Deterrence: An Empirical Test of Personal and Vicarious Experiences
In a recent article, Stafford and Warr (1993) presented a reconceptualization of the deterrence doctrine where general deterrence is taken to be the result of persons' vicarious experiences. Such vicarious experiences include, among other things, knowledge of the criminal activity of others and the consequences or lack of consequences of that activity. Specific deterrence is taken to be the result of persons' own personal experiences. These personal experiences include, among other things, own experience with punishment and punishment avoidance. In their reconceptualized deterrence theory, persons may concurrently be subject to both general and specific deterrent effects, some persons may be affected more by one type of deterrence than the other, and the two types of deterrent effects may reinforce one another. In addition, they argue that their version of deterrence theory promises some insight into current controversies in the literature. In this article, the authors first review and expand Stafford and Warr's reconceptualization of deterrence, and then subject some central hypotheses to empirical test. Although the authors' data are modest and cannot test all of the implications of Stafford and Warr's argument, the findings indicate that Stafford and Warr's reconceptualization promises to be a fruitful line of inquiry for those interested in the development of deterrence theory.