Theoretical and methodical principles for develop of training to improve efficiency of parents who are raising children with intellectual disabilities

- Мякушко, О. І. (orcid.org/0000-0002-7675-7523) (2020) Theoretical and methodical principles for develop of training to improve efficiency of parents who are raising children with intellectual disabilities Освіта осіб з особливими потребами: шляхи розбудови (16). pp. 275-294. ISSN 2313-4011

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Abstract

The success of children’s with intellectual disabilities psychological and pedagogical support on individual educational route, their social and emotional adjustment depends largely on their families, the nature of inter-family relationships and parental pedagogical competence level. However, many parents are dire need for complex social and psychological support. Unfortunately, in our country until now there is no concept of multidisciplinary social and psychological-pedagogical assistance to families where children with developmental problems grow up.The peculiarities relationships in family and the personality of mothers which raising children with intellectual disabilities are not enough studied. That is why the research of this topic and the development of relevant practical programs and trainings forparentalpsychological support are actual.Based on the analysis of available studies, it was identified three important areas for family’s psychological support (assistance in crisis management; families relationships optimization; mother's inner condition harmonization and her neuroticism prevention).The concept of parents psychological support (as one of psychological help types) is defined, which weunderstand as an active psychological action aimed at developing the personal qualities of parents and their parental competence. In order to develop psychological and pedagogical assistance to families, which raising children with intellectual disabilities, the author's social-psychological training to improve parental competence was developed; it aims to overcoming child rejection and form a high-quality, safe and trusting interaction between parents and their child (which will facilitate to overall activation of child's psyche, child integration into the communication environment) by harmonizing emotional component of their interaction and improving pedagogical education (including parentalawareness in pedagogical technologies). The principles and areas which were defined can be the basis for a psychologist’s work with parents in an inclusive or special educational environment. Further perspectives are to develop practical recommendations and training for other two areas of familiespsychological support.

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