scholarly journals Model of safe social behavior of preschool children in an inclusive educational environment

2021 ◽  
Vol 9 (4) ◽  
Author(s):  
O. A. Silaeva
Keyword(s):  
Preschool Children ◽  
Social Behavior ◽  
Developmental Disabilities ◽  
Social Norms ◽  
Psychological Safety ◽  
Well Being ◽  
Educational Environment ◽  
Theoretical Research ◽  
Moral Norms ◽  
Children With Developmental Disabilities

Introduction. The article is devoted to the analysis of the problem of psychological and social safety of children attending inclusive groups of preschool educational organizations. The risks of inclusive education are associated with the threat of various forms of mental violence from peers. A preschool educational organization is faced with the task of ensuring the psychological safety of educational subjects, including the formation of skills for safe social behavior and interaction in an inclusive environment.Materials and Methods. The following methods were used for the preparation of this article; theoretical analysis of Russian and international literature, study of scientific articles and publications on the topic, overview of results from Russian and international studies, content analysis.Results. Approaches to determining the content of the category of safe social behavior and its various aspects are considered: social norms, psychological stability, communication and communication, spiritual and moral qualities and moral norms, prosocial behavior, interpersonal relationships and interaction. The personal constructs of safe social behavior of preschool children in an inclusive educational environment are identified: need-motivational (setting social norms, trust in the world, social tolerance); emotional-volitional (ability to empathy, low anxiety, coping behavior); cognitive-cognitive (knowledge of the behavior of children with developmental disabilities; ability to choose constructive ways to solve problem situations); interpersonal-social (communication skills, desire for cooperation, kindness, help).Discussion and Conclusions. The conducted theoretical research allowed us to build a model that includes both the structure of safe social behavior of preschool children in an inclusive educational environment, and risk factors for socially dangerous behavior of preschoolers. It is concluded that it is necessary to implement psychological and pedagogical support for inclusive preschool education, which ensures the psychological safety of children with developmental disabilities by developing the skills of safe social interaction among peers with normative development, meeting their needs for personal and trusting communication, as well as gaining a sense of psychosocial well-being and reference significance.

scholarly journals Psychological indicators of safe social behavior of preschool children in an inclusive educational environment

2021 ◽  
Vol 10 (3) ◽  
pp. 252-261
Author(s):  
Olga A. Silaeva ◽  
◽  
Elena A. Shmeleva ◽  
Keyword(s):  
Preschool Children ◽  
Social Behavior ◽  
Developmental Disabilities ◽  
Inclusive Education ◽  
Physical Violence ◽  
Well Being ◽  
Educational Environment ◽  
Personal Constructs ◽  
Projective Test ◽  
Psychological Indicators

The purpose of the research presented in the article is to identify and empirically substantiate the psychological indicators of safe social behavior of preschool children in an inclusive educational environment. The relevance of the study is connected with the need to prevent the risks of inclusive education associated with the manifestations of various forms of mental and physical violence against children with developmental disabilities from their peers. Presumably, the safe social behavior of children is determined by the following personal constructs: need-motivational, emotional-volitional, cognitive-cognitive, interpersonal-social ones. To confirm the theoretical model, an empirical study was conducted on the basis of an inclusive preschool educational organization in Shuya (N = 46, from 5 to 7 years old, girls-56%) using a set of psychodiagnostic tools: “Diagnostics of tolerance in preschool children in relation to peers with disabilities” (A. S. Sirotyuk, in the author’s modification); to fix the parameters of anxiety of a preschool child, the projective test of R. Temml, M. Dorka, V. Amen was used; the method of drawing frustration of S. Rosenzweig (modification of T. D. Marcinkovskaya, in the author’s interpretation); “The degree of involvement of older preschoolers in the game interaction with their peers” (S. G. Elizarov, modification of S. S. Zhuravleva); the drawing projective method “I am in kindergarten” (M. Bykova, in the author’s interpretation). It is established that the formation of psychological indicators of safe social behavior of preschool children is mainly at low or medium levels. It is shown that predictors of psychological well-being of preschool children in an inclusive educational environment, which is an integral indicator of safe social behavior, are indicators of social tolerance towards peers with developmental disabilities, empathy, readiness for mutual assistance, non-conflict, low anxiety, and involvement in game interaction. The obtained data should be taken into account when implementing inclusive education programs in preschool organizations.

PARENTS AS PARTNERS IN AN INCLUSIVE EDUCATIONAL ENVIRONMENT

2020 ◽  
Vol 1 (7) ◽  
pp. 152-158
Author(s):  
N. M. BURYKINA ◽  
Keyword(s):  
Developmental Disabilities ◽  
Secondary Schools ◽  
Special Needs ◽  
Educational Environment ◽  
Children With Special Needs ◽  
Raising Children ◽  
Philosophical Foundations ◽  
The Family ◽  
Children With Developmental Disabilities

This article discusses the role of the family in the social development of children with special needs in an inclusive educational environment, in connection with which the study addresses a new aspect of the interaction between the teacher and the child’s family, the interaction of the teacher (teacher) and parents of children with developmental disabilities is highlighted in a variety of areas, students in secondary schools or attending kindergartens. The purpose of the study is to assess the role of the family in the adaptation of children with developmental disabilities, studying in secondary schools or attending kindergartens. To achieve this goal, the author defines a range of research tasks: to study the historical and philosophical foundations of the role of the family in raising children with special needs; highlight the role of the family in implementing early intervention programs in secondary schools; substantiate the main stages that any school must go through, striving to create a more fruitful relationship between the school, family and community. The author stated the following results as a scientific novelty: general recommendations have been developed so that parents feel confident, competent and can work more productively together with teachers (educators) when children visit kindergarten groups (classes). As a result of the study, the author came to the conclusion that the process of teaching children with special needs in a comprehensive school is most effective in the interaction of the teacher and the family of the child.

scholarly journals Indicators of psychological stability of the individual to sociocultural threats and negative information impact

2020 ◽  
Vol 8 (2) ◽  
pp. 11 ◽  
Author(s):  
P. A. Kislyakov ◽  
I.-L. S. Meyerson ◽  
P. A. Egorova
Keyword(s):  
Self Regulation ◽  
Well Being ◽  
Negative Information ◽  
Theoretical Research ◽  
International Studies ◽  
Subjective Well Being ◽  
Moral Norms ◽  
Adaptive Potential ◽  
Literature Study ◽  
The Individual

Introduction. The article analyzes the problem of psychological stability of the individual to socio-cultural threats and negative information impact. As social problems become more acute, the topic of personal security and resistance to emerging threats and risks takes an increasing place in the scientific literature. Today we can observe various violations of the processes of socio-cultural identification, which reduce the adaptive potential of the individual. The reverse side of accessibility in the global information environment is an increase in the degree of danger, the emergence of new risk factors and threats of information and psychological impact. Of particular concern are the facts of Russian youth joining terrorist groups, as well as the facts of youth involvement in destructive protest movements and actions.Materials and methods. The following methods were used for the preparation of this article; theoretical analysis of Russian and international literature, study of scientific articles and publications on the topic, overview of results from Russian and international studies, content analysis.Results. Approaches to determining the content of the category of psychological stability of a person and its various aspects are considered: emotional stability, moral stability, moral stability, stability of behavior forms, resistance to addictive factors, and socio-cultural stability. Identify invariant indicators that determine the psychological stability of the individual in various contexts of countering socio-cultural threats and negative information impact: socio-cultural identity based on views, beliefs, attitudes consistent with moral norms and spiritual values; motivation of the individual to self-actualization, success, openness and commitment to society; subjective well-being and resilience; critical thinking and the ability to predict risks and threats; possession of constructive coping strategies; adaptive personal potential expressed in mastering self-regulation methods that ensure successful adaptation to a changing socio-cultural environment.Discussion and Conclusions. The conducted theoretical research allowed us to conclude that the psychological stability of a person is a complex and multidimensional phenomenon, which is revealed in the moral, socio-psychological and system-activity perspective. It is concluded that the task of forming psychological stability and personal adaptive potential should be updated in the educational system, including the formation of knowledge about oneself as a person, about their psychological capabilities and mechanisms of self-regulation, and the explanation of moral norms and values.

The child with developmental disabilities: The effects on the whole family. What do the families really need from the ‘early intervention’ professional system?

2021 ◽  
pp. 263440412110628
Author(s):  
Emma Johnston
Keyword(s):  
Developmental Disabilities ◽  
Psychological Impact ◽  
Well Being ◽  
Clinical Psychologist ◽  
Disabled Children ◽  
Developmental Needs ◽  
The People ◽  
New Vision ◽  
We The People ◽  
Children With Developmental Disabilities

This paper is based on the premise that the current services delivered to children with developmental disabilities and their families in Wales are in need of revision in order to fully support the families to then be able to support their children. Currently services use a medically dominated approach in trying to ‘fix’ these disabled children and are lacking regard for the emotional and psychological impact on the families. The author comes from a position of having worked with these families as a clinical psychologist for over 20 years and shares with the reader things that her lived experiences tell her matter to these families and what families have said matters. There are ‘extra’ demands of looking after a child with developmental needs and in managing oneself in relation to a complex set of professional demands (services). In relation to this, there are a complex array of emotional experiences and dilemmas that parents are often fluctuating between. Six key themes have been developed which potentially form a model to think about some of the dynamics for families in these situations; Denial v acceptance, Guilt v forgiveness, isolation v support, fear v courage and anxious thinking v reimagining the family story. This paper provides the reader with a practical and strength-based model for service delivery to support children with developmental disabilities and their families. The new model of care is about helping families ‘to come to terms with’ a condition that cannot be cured. The new vision is about adaptation, re-framing or seeing from a different perspective, that is, a ‘fulfillment in new dreaming’. Families must adjust physically, psychologically and practically to living with limitations which can be severe and uncertain at times and may not be resolved. Two main principles that should be followed: 1. Caring about what matters. That is to say addressing a child’s developmental disabilities within the broad context of the child and family’s lives. Parents need space to acknowledge and process their feelings without judgement, with professionals and peers who have ‘good’ understanding and empathy. 2. We the people. Health care should become the work of we the people not we the professionals serving the rest of the people. At the heart of it is the orientating ideal that captures what the work is about – well-being of families. The principles of the model being to engage a resource that is largely untapped in our strained healthcare system: the knowledge, wisdom and energy of individuals, families and communities who have a child with developmental disabilities/learning disabilities in their everyday lives. These families are no longer simply consumers of services who respond to requests to ‘fix’ disabled children. The author describes what she is doing to develop services including the development of Early Positive Approaches to support (EPAtS). The author also considers some issues that get in the way of developing this new practice smoothly. Summary A new way of looking at and considering what is important in the professional system supporting children with developmental disabilities and their families.

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