Psychological Support and Resources for Parents of Children with Special Educational Needs in the Clinical Practice of a Psychologist
DOI:
https://doi.org/10.29038/2227-1376-2025-45-kyhKeywords:
inclusion, education, stress, resources, psychological helpAbstract
Purpose. Theoretical analysis of scientific works on the issue of resources of parents of children with special educational needs (SEN) in modern social conditions of life in Ukraine, features of the work of a clinical psychologist with this category of persons. To conduct an empirical study of the resourcefulness of parents of children with special educational needs. To determine the prospects of scientific research, ways and methods of psychological support of parents of children with special needs and further consideration of the results obtained in teaching such disciplines as «Social Psychology», «Clinical Psychology», «Psychological Support in Medical Institutions», «Psychology of Motivations and Emotions».
Methods. Scientific and theoretical analysis of the literature on the problem of psychological support, upbringing and resourcefulness of parents of children with special needs. Online survey on the Google platform. The following methods were used: psychological resourcefulness of the individual (O. Shtepa), Connor-Davidson Resilience Scale (cd-risc-10), Lazarus Coping Test, with mathematical data processing.
Results. The analysis of scientific research in scientific sources on parenting children with special educational needs (SEN) allows us to identify typical phases that parents go through after the birth or diagnosis of special needs in their child. These stages reflect a complex psychological path of acceptance and adaptation, which has a significant impact on the functioning of the entire family. The results of the empirical study confirm that the psychological resourcefulness of parents is a key factor determining their strategies for coping with stress and adapting to raising a child with special needs. Clear correlation patterns were identified at different levels of resourcefulness, which emphasize the need for a differentiated approach to providing psychological support. For parents with a low level of resourcefulness, the priority should be the development of basic coping skills and strengthening internal supports, while for parents with a high level of resourcefulness, the emphasis can be placed on supporting their potential for self-development and further strengthening adaptive strategies. The obtained data are the basis for the development and implementation of more effective and targeted psychological support programs for families with children with special educational needs (SEN).
Conclusions. Psychological support and development of resourcefulness of parents raising children with special educational needs (SEN) is a multifaceted and dynamic process. In the clinical practice of a psychologist, this process requires an integrated approach that covers both individual and systemic aspects of family functioning.
References
1. Dushka, A. M. (2018). Psykholohichna dopomoha simiam, yaki vykhovuiut ditei z DTsP. [Psychological support for families raising children with cerebral palsy]. Osvita osib z osoblyvymy potrebamy: shliakhy rozbudovy – Education of persons with special needs: ways to develop, (13), 76–83. [in Ukrainian].
2. Dushka, A. M. (2019). Psykholohichni osoblyvosti materiv, shcho vykhovuiut ditei z rozladamy autystychnoho spektru. [Psychological Characteristics of Mothers Raising Children with Autism Spectrum Disorder. Education for Individuals with Special Needs: Pathways for Development]. Osvita osib z osoblyvymy potrebamy: shliakhy rozbudovy – Education of persons with special needs: ways to develop, (15), 143–150. https://lib.iitta.gov.ua/id/eprint/719568/1/%D0%97%D0%B1_15_2019.pdf [in Ukrainian].
3. Kovalova, O., & Varina, H. (2020). Kontseptualizatsiia simeinotsentrovanoho pidkhodu v protsesi rozvytku adaptyvnykh resursiv batkiv, yaki vykhovuiut ditei z osoblyvymy potrebamy. [Conceptualization of a Family-Centered Approach in the Process of Developing Adaptive Resources for Parents Raising Children with Special Needs]. Topical Issues of Society Development in the Turbulence Conditions: Conference Proceedings of the International Scientific Online Conference (pp. 351–360). [in Ukrainian].
4. Kolupaieva, N. P. (2019). Inkliuzyvna osvita: vid teorii do praktyky. Ministerstvo osvity i nauky Ukrainy. [Inclusive Education: From Theory to Practice. Ministry of Education and Science of Ukraine]. [in Ukrainian]
5. Kononchuk, O. V. (2016). Sotsialna adaptatsiia batkiv, yaki vykhovuiut ditei z osoblyvymy osvitnimy potrebamy [Social Adaptation of Parents Raising Children with Special Educational Needs]. Visnyk Luhanskoho natsionalnoho universytetu imeni Tarasa Shevchenka. Pedahohichni nauky – Bulletin of Taras Shevchenko National University of Luhansk. Pedagogical Sciences, (3), 154–161. [in Ukrainian].
6. Miliutina, K. L., & Ivashova, O. O. (2017). Vplyv batkivskoho stavlennia do ditei iz rozladamy autystychnoho spektru na perspektyvu inkliuzyvnoho navchannia [The Impact of Parental Attitudes Towards Children with Autism Spectrum Disorder on the Prospect of Inclusive Education]. Naukovyi visnyk Khersonskoho derzhavnoho universytetu. Seriia «Psykholohichni nauky» - Scientific Herald of Kherson State University. Series «Psychological Sciences», 5(1), 98–102. [in Ukrainian].
7. Rebrova, O. M. (2017). Psykholohichna hotovnist batkiv do intehratsii dytyny z osoblyvymy osvitnimy potrebamy v inkliuzyvne seredovyshche [Psychological Readiness of Parents for the Integration of a Child with Special Educational Needs into an Inclusive Environment] Problemy suchasnoi psykholohii – Problems of modern psychology, (35), 237–245. https://doi.org/10.30890/2567-5273.2024-32-00-012 [in Ukrainian]. DOI: https://doi.org/10.30890/2567-5273.2024-32-00-012
8. Rebrova, O. M. (2020). Psykholohichnyi suprovid batkiv ditei rannoho viku z osoblyvymy osvitnimy potrebamy [Psychological Support for Parents of Young Children with Special Educational Needs]. Naukovyi visnyk Uzhhorodskoho natsionalnoho universytetu. Seriia: Pedahohika, sotsialna robota – Scientific Bulletin of Uzhhorod National University. Series: Pedagogy, Social Work, (1), 164–168. https://doi.org/10.32782/psy-visnyk/2021.4.24 [in Ukrainian]. DOI: https://doi.org/10.32782/psy-visnyk/2021.4.24
9. Skrypnyk, T. V. (2014). Dity z autyzmom v inkliuzii [Children with Autism in Inclusion]. Problemy suchasnoi psykholohii – Problems of modern psychology, (24), 212–224. https://elibrary.kubg.edu.ua/30195/13/T_Skrypnyk_DAISU_IL.pdf [in Ukrainian].
10. Stoliaryk, O. Yu., & Semyhina, T. V. (2022). Simeinotsentrychnyi pidkhid do pidtrymky rodyn, yaki vykhovuiut ditei z mentalnymy porushenniamy [Family-Centric Approach to Supporting Families Raising Children with Mental Disabilities]. Reprezentatsiia osvitnikh dosiahnen, masmedia ta rol filolohii u suchasnii systemi nauk – Representation of educational achievements, mass media and the role of philology in the modern system of sciences (2-he vyd., s. 115–118). Vinnytsia. [in Ukrainian].
11. Trubavina, I. V. (2017). Sotsialno-pedahohichna robota z simiamy, yaki vykhovuiut ditei z osoblyvymy potrebamy [Socio-Pedagogical Work with Families Raising Children with Special Needs]. [in Ukrainian].
12. Khodakivska, O. S. (2014). Psykholohichni osoblyvosti simi z dytynoiu-invalidom [Psychological Characteristics of a Family with a Child with a Disability. Theory and Practice of Modern Psychology]. Teoriia i praktyka suchasnoi psykholohii – Theory and practice of modern psychology, (5), 232–237. [in Ukrainian]
13. Chaikovska, M. A. (2020). Emotsiine vyhorannia batkiv, yaki vykhovuiut ditei z osoblyvymy osvitnimy potrebamy: prychyny ta shliakhy podolannia [Emotional Burnout in Parents Raising Children with Special Educational Needs: Causes and Ways to Overcome It]. Naukovyi visnyk Uzhhorodskoho natsionalnoho universytetu. Seriia: Psykholohiia – Scientific Bulletin of Uzhhorod National University. Series: Psychology, (1), 101–105. [in Ukrainian]
14. Shakhovska, S. Yu., & Dorofina, M. V. (2023). Sotsialna robota z simiamy, yaki vykhovuiut dytynu z invalidnistiu u terytorialnii hromadi [Social Work with Families Raising a Child with a Disability in a Territorial Community]. Vvichlyvist. Humanitas – Politeness. Humanitas, (2), 151–156. https://doi.org/10.32782/humanitas/2023.2.22 [in Ukrainian] DOI: https://doi.org/10.32782/humanitas/2023.2.22
15. Baier, T., & Lang, V. (2019). The social stratification of environmental and genetic influences on education: new evidence using a register-based twin sample. Sociological Science, 6, 143–171. https://doi.org/10.15195/v6.a6 DOI: https://doi.org/10.15195/v6.a6
16. Bartley, M. (2004). Health inequality: An introduction to concepts, theories and methods. Polity Press.
17. Bates, T. C., Maes, H., & Neale, M. C. (2019). umx: Twin and path-based structural equation modeling in R. Twin Research and Human Genetics, 22(1), 27–41. https://doi.org/10.1017/thg.2019.2 DOI: https://doi.org/10.1017/thg.2019.2
18. Bøe, T., Øverland, S., Lundervold, A. J., & Hysing, M. (2012). Socioeconomic status and children's mental health: results from the Bergen child study. Social Psychiatry and Psychiatric Epidemiology, 47(10), 1557–1566. https://doi.org/10.1007/s00127-011-0462-9 DOI: https://doi.org/10.1007/s00127-011-0462-9
19. Figueiredo, S., & Pereira, R. (2025). Marital Cohesion and Perceived Stress in Parents of Children with Special Educational Needs: A Study of the Impact on Couple Dynamics. Children, 12(4), 436. https://doi.org/10.3390/children12040436 DOI: https://doi.org/10.3390/children12040436
20. Griffin, J., Paxman, J., Purle, K., & Lawrence, C. (2024). Flexischooling children with special educational needs: insights from a survey of parents and carers. European Journal of Special Needs Education, 1–17. https://doi.org/10.1080/08856257.2024.2437901 DOI: https://doi.org/10.1080/08856257.2024.2437901
21. Issabayeva, Z., Sapargaliyeva, A., Shubayeva, G., Shalabayeva, K. and Ismagambetova, G. (2024) Psychological and Pedagogical Support for Parents of Children with Special Educational Needs. Continuity in Education, 5(1), 66–75. https://doi.org/10.5334/cie.103 DOI: https://doi.org/10.5334/cie.103
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Oksana Kyhtuik, Tetiana Fedotova, Anna Kulchucka
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
