Peculiarities of the relationship of mental burnout and social intelligence of mothers in the upbringing of hearing-impaired children It has been revealed that mothers raising children with hearing impairments and having mental burnout have not developed their ability to understand their mental states and feelings by non-verbal manifestations, the ability to grasp the meaning of their non-verbal communication reactions, anticipate further events and actions of children based on the analysis of real situations of communication, through verbal shades to capture their mood. They experience some difficulties in analyzing situations of interpersonal interaction, which could affect their adaptation to different systems of relationships. The empirically proven mutual determination of mental burnout of mothers and social intelligence. So the level of mental burnout of mothers determines the severity of their ability to understand the states, feelings, intentions of children with hearing impairment by nonverbal manifestations (postures, facial expressions, gestures), as well as the ability to capture the meaning of nonverbal communication reactions. In turn, the level of social intelligence of mothers determines the emotional exhaustion and reduction of their parental achievements, manifested in the loss of interest in their own child, in dissatisfaction with themselves and reduced competence in performing the parental role.

Background. The need for psychological and pedagogical support for families in the upbringing of hearing-impaired children makes it imperative to develop innovative methods and an effective model of interaction between the family and a special needs educational institution, to improve parental competence. Objective. To study the psychological content of parental competence (its cognitive, value-motivational; emotional and behavioral components) and to evaluate parental competence through psychological and pedagogical support for families in the upbringing of hearing-impaired children. Design. Eighty-seven families with hearing-impaired children from a special needs educational institution in Kursk, Russian Federation, participated in the experimental study. The researchers took measurements at two time points, baseline and followup. At baseline, we made a diagnostic assessment of the psychological content of parental competence. At followup, we evaluated the development of parental competence resulting from the psychological and pedagogical support for these families. Results. The cognitive component was characterized by predominant unanimity between the parents in the upbringing of hearing-impaired children, and a partnership relationship in communicating with them. The emotional component was represented by the absence of difficulties in understanding the causes of the children's emotional state and an orientation towards the child's emotional state during interactions or physical contact. Terminal values (such as health, happy family life) and instrumental values (such as responsibility, honesty) were predominant in the value-motivational component. The behavioral component displayed a predominance of the authoritative style in upbringing, whereby parents realized their important role in the development of a child's personality and recognized the right of children to self-development. At the same time, the authoritarian style was still significant.