Peculiariarities of social development of primary-school-age children under martial law.

- Пророк, Н.В. (orcid.org/0000-0002-9510-1108), Чекстере, Оксана Юріївна (orcid.org/0000-0003-2435-3831) and Гнатюк, Ольга Владиславівна (orcid.org/0000-0003-2445-6283) (2023) Peculiariarities of social development of primary-school-age children under martial law. Журнал сучасної психології, 2. pp. 53-62. ISSN 2786-7471

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Abstract

The article examines the results of a study of the features of the social development of younger schoolchildren who were forced to leave their homes because of the war, and describes the main characteristics of the children's support (adaptation) group. Attention is focused on the existence of the problem of "difficult access" of children for psychological testing in conditions of martial law. The negative psychological consequences caused by insufficient socialization of children of primary school age are described: emotional and intellectual development, development of speech and emotional intelligence is inhibited; the child's role repertoire narrows; the spectrum of her behavioral reactions decreases; the development of communication skills slows down; the skills of establishing positive relationships and constructive resolution of conflict situations are not formed; the assimilation of norms and rules of behavior slows down; the probability of fixing negative behavioral reactions increases; development of self-control skills, slows down. The research was conducted using the method of observation and projective tests. In most children were found socialization problems (in particular, a highunsatisfied need for communication; communication difficulties; communication disorders) and increased anxiety. It is shown that the excessive presence of children in the virtual world increases these problems (because it does not contribute to the development of social abilities and the formation of the child's social experience). In addition, this not only deepens difficulties in communicating with peers, worsens the child's psychological state and reduces academic success, but also reduces his ability to cope with the consequences of stress. It has been determined that providing psychological support to children who have experienced psycho-traumatic events will contribute to the prevention of negative consequences of experienced stress (secondary psychological trauma, post-traumatic stress disorder, anxiety disorders and depression, aggravation of already acquired psychological trauma, etc.).

Item Type:	Article
Keywords:	social development; forced migrants; projective drawing tests; the need for communication; anxiety; psychological support.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 1 Philosophy. Psychology Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 304 Social questions. Social practice. Cultural practice. Way of life (Lebensweise) Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 373 Kinds of school providing general education
Divisions:	Institute of Psychology after N.Kostiuk > Department of psychodiagnostics
Depositing User:	кандидат психологічних наук старший науковий співробітник Оксана Юріївна Чекстере
Date Deposited:	05 Oct 2023 09:56
Last Modified:	20 Nov 2023 09:57
URI:	https://lib.iitta.gov.ua/id/eprint/736777

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