РЕЗУЛЬТАТИВНІСТЬ ПСИХОЛОГІЧНОГО СУПРОВОДУ ДЛЯ РОЗВИТКУ ПОКАЗНИКІВ ОСОБИСТІСНОГО ФУНКЦІОНУВАННЯ ЧЛЕНІВ СІМЕЙ, ЩО МАЮТЬ ПРОБЛЕМНИХ ДІТЕЙ

Мирослава Мушкевич

doi:10.29038/2227-1376-2021-38-198-214

Authors

Myroslava Mushkevych Lesya Ukrainka Volyn National University

DOI:

https://doi.org/10.29038/2227-1376-2021-38-198-214

Keywords:

psychological support, personal characteristics, nuclear family, problem child, psychodiagnostics, psychoeducation, psychological counseling, psychotherapy.

Abstract

Goal. The process of psychological support of families with problem children is aimed at studying the characteristics of the personal functioning of adult members of the family system, their psychological state, the range of problems, tasks to solve them, immersion in real family life. Methods. Stages of the psychological research involve the initial diagnosis and discussion of the results of standardized and projective methods; study of gaps in the knowledge of family members about the peculiarities of personal functioning at the level of marital and parental subsystems and the provision of specifically necessary information for the development of psychological culture; counseling on improving personal and interpersonal interaction; elaboration of individual and family dysfunctions by psychotherapeutic methods by means of drawing up a diagram, writing a fairy tale, description of a metaphorical family chest. Results. Content resources of psychological support are focused on prognostic and significant personal predictors of development of personal functioning of adult members of the family system: low level of expression of "hypoprotection"; positive attitude towards the child; low level of expansion of the sphere of parental feelings; cooperation with the child; inversely proportional schizoid type of accentuation; low level of symbiosis with the child; low level of expression "indulgence"; inversely proportional level of minimum sanctions; inversely proportional epileptoid type. Conclusions. The proposed components of psychological support help to overcome the negative psychological symptoms and increase the functionality of the family system. The symptoms and problems identified at the psychodiagnostic stage are considered as the result of suboptimal, dysfunctional interactions of family members, and not as an attribute of one or another of its members. The foci of psychoeducational, psychoconsultative and psychotherapeutic influence were four non-constructive personal and interpersonal factors, such as "introverted-pedantic personal disposition", "dominant-aggressive personal disposition", "psychasthenic personal disposition", " encourage-educational disposition".

References

Baeva, I. A. (2002). Psihologicheskaya bezopasnost v obrazovanii [Psychological security in education]. Sankt-Peterburg: Soyuz [in Russian].

Bardier, G. L. (2002). Pochemu psiholog pohozh na kota: tonkosti psihologicheskoy pomoschi detyam [Why a psychologist is like a cat: the subtleties of psychological assistance to children]. Moskva: Genezis [in Russian].

Bityanova, M. R. (2000). Organizatsiya psihologicheskoy rabotyi v shkole [Organization of psychological work at school]. Moskva: Genezis [in Russian].

Berns, R. S., Kaufman, S. X. (2000). Kineticheskiy risunok semi [Kinetic drawing of the family]. Moskva: Smyisl [in Russian].

Bouen, M. (2005). Teoriya semeynyih sistem Myurreya Bouena: osnovnyie ponyatiya, metodyi i klinicheskaya praktika [Murray Bowen's theory of family systems: basic concepts, methods and clinical practice]. Moskva: Kogito-tsentr [in Russian].

Kazakova, E. I. (2007). Tolerantnost – put k razvitiyu [Tolerance is the path to development]. Sankt-Peterburg: Yutas [in Russian].

Kobylchenko, V. (n.d.). Suprovid yak problema suchasnoi psykholohichnoi nauky [Support as a problem of modern psychological science]. URL: http://ispukr.org.ua/kobulchenko_v.html [in Ukrainian].

Kozyireva, E. A. (2001). Teoretiko-tehnologicheskie aspektyi psihologo-pedagogicheskogo soprovozhdeniya detey, ih uchiteley i roditeley [Theoretical and technological aspects of psychological and pedagogical support of children, their teachers and parents]. Shkolnyiy psiholog - School psychologist, 33, 7–15 [in Russian].

Minuhin, S., Fishman, Ch. (2012). Tehniki semeynoy terapii [Family therapy techniques]. Moskva: Klass [in Russian].

Rodzhers, K. Yu. (2003). Klienttsentrirovannyiy / chelovekotsentrirovannyiy podhod v psihoterapii [Client-centered / person-centered approach in psychotherapy]. Lichnostno-orientirovannoe konsultirovanie v obrazovanii – Person-centered educational counseling. Moskva: PER SE [in Russian].

Savchyn, M. V. (2012). Psykholohichnyi suprovid rozvytku osobystosti studenta z obmezhenymy mozhlyvostiamy [Psychological support of personality development of a student with disabilities]. Visnyk Natsionalnoi akademii Derzhavnoi prykordonnoi sluzhby Ukrainy – Bulletin of the National Academy of the State Border Guard Service of Ukraine, 1. URL: http://nbuv.gov.ua/UJRN/Vnadps_2012_1_41 [in Ukrainian].

Slobodianiuk, I. A., Kholodova, O. O., Oleksenko, O. . (1996). Psykholoho-pedahohichna dopomoha ditiam z aktsentuatsiiamy kharakteru [Psychological and pedagogical assistance to children with character accentuations]. Vinnytsia [in Ukrainian].

Slyusarev, Yu. V. (1992). Psihologicheskoe soprovozhdenie kak faktor aktivizatsii samorazvitiya lichnosti [Psychological support as a factor in the activation of personality self-development]. Extended abstract of candidate’s thesis. Sankt-Peterburg. gos. un-t. Sankt-Peterburg [in Russian].

Hayley, J. (1998). Challenge therapy: unusual ways to change behavior [Challenge therapy: unusual ways to change behavior]. Moscow: Class [in Russian].

Satir, V., Bitter, J. (2000). The therapist andаsi family theraphy: Satir’s human validation process model. Family counseling and theraphy, 62–101.

Whitaker, C. A. (1982). From psyche to system: the evolving therapy of Carl Whitaker. New York: Guilford Press, 365–375.