We present the results of an empirical study of the effect of coping strategies on post-traumatic growth (PTG) of parents who raise children with disabilities. We emphasize the need for psychological help for parents that emerges as a predictor of the most successful development of the child and improves the quality of life of the parent. In the course of the study, 113 parents of children with disabilities completed the Post Traumatic Growth Inventory and the Ways of Coping Questionnaire. The results showed that coping strategies can either enhance or interfere with PTG. Positive reassessment, acceptance of responsibility, confrontational coping and search for social support have a positive effect on PTG, and planning has a negative effect. We drew up recommendations for the psychological assistance to parents of children with disabilities, based on the data and the concept of post-traumatic growth.

The paper considers the birth of a child with disability as a crisis and traumatic situation for parents. It focuses on the importance of cooperative orientation in the upbringing process, both for the child’s mental health and social adaptation and for overcoming the crisis and making post-traumatic personal growth in the parents possible. We present results of the validation of the ‘Parental Support of the Disabled Child’s Subjective Position’ questionnaire aimed at identifying the parent’s attitude to recognise and support the child’s independence and constructive initiative in various activities and provide him with the necessary assistance in his zone of proximal development. The factor structure was tested on a sample of 201 subjects (mothers of children with mental disabilities) aged 25 to 50 years (average age 39.6 years) by means of confirmatory factor analysis. As a result, a version that included one scale of 12 points was substantiated (Cronbach alpha 0.8). Converged validity was assessed on a sample of 107 subjects (mothers of children with disabilities) using the Posttraumatic Growth Inventory by R. Tedeschi and L. Calhoun in the adaptation by M.Sh. Magomed-Eminova and the World Assumptions Scale by R. Janoff-Bulman in the adaptation of O.A. Kravtsova. A positive relationship was found between the indicators of the ‘Parental Support of the Disabled Child’s Subjective Position’ questionnaire and the indicators of the Posttraumatic Growth Inventory, as well as with the basic assumptions concerning the benevolence of the world, self worth and the ability to handle emerging problems. It was also revealed that more emotionally stable parents (with low scores on the Beck Depression Inventory) support their child's subjective position more frequently. The findings are illustrated by excerpts from structural interviews with mothers of children with disabilities.

The article presents results of empirical studies of the effect of the subjective perception of parents of the severity of the psychophysical condition of a child with special needs and age (meaning the time elapsed after diagnosis) on depression symptoms ("Beck's depression inventory"), basic beliefs ("World Assumptions Scale") and posttraumatic growth ("Post Traumatic Growth Inventory") in parents of children with disabilities. Parents ' subjective perception of their child's condition with disabilities affects only on one of the scales of PTGI ("Spiritual changes"), as well as the severity of depressive symptoms. The period after the diagnosis of the child (i.e., the age of the child) has an impact on the symptoms of depression and baseline settings, but not on the indicators of PTGI. Based on the results obtained and the concept of PTGI, author formulated recommendations for providing psychological assistance to parents of children with disabilities, taking into account their perception of the severity of the disease and the age of the child.

The development of intraverbal communication skills in children with autism spectrum disorder (ASD) is usually associated with significant difficulties in the acquiring of communicative roles. Based on the experience of practical work, the author’s method «Whirligig of Questions» was developed. The approbation of the method was carried out on a group of 11-years old children (n=8) having ASD, without significant intellectual disorders. The research used case-study design, the example of a child who recently joined the class is given in the present article. The main goal was to develop the skill of intraverbal communication of the new student. At the beginning and at the end of the study, sociometric measurements and diagnostics of the child’s communication skills were carried out using the ABLLS-R. 10 group meetings were held, one per week. With the help of sociometry, the observation method and interview of teachers and parents, it was found that the use of the «Whirligig of Questions» technique made it possible not only to develop the skills of intraverbal communication in the student, but also to achieve the cohesion of the children’s team. This technique, after additional testing, can be recommended for practical use in educational institutions with children without intellectual disorders and with fairly well-developed speech skills.