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Introduction. The authors investigate the problem of developing self-regulation skills in primary schoolchildren with cognitive impairments within the education system. The purpose of the article is to evaluate the effectiveness of implementing the program of psychological support aimed at developing self-regulation as a way of enhancing adaptive strategies of behavior and components of self-regulation. Materials and Methods. The study employs a formative psychological and educational experiment (the action research). The collected empirical data were analyzed and summarized. The sample consisted of 456 students, aged between 8 to 11 years, who were divided into three groups: NID (normal intellectual development), ID (intellectual disability), and MID (mild intellectual disability). The data obtained were interpreted and subjected to statistical analysis using various methods of mathematical and statistical processing: the reliability of differences according to statistical criteria, the F * angular transformation, the criterion for comparing the distribution of Pearson χ2 levels, correlation analysis, the method of correlation pleiades. Results. The research findings have shown that program of psychological support aimed at formation of self-regulation developed and implemented by the authors has proven to be effective. It contributes to successful formation of self-regulation in children with cognitive impairment. The program is a socio-psychological resource for improving cognitive health in primary schoolchildren. Conclusions. The article concludes that the implementation of the program of psychological support has led to a significant increase in the indicators of self-regulation components in the subjects. The obtained data can be used by educational settings teaching children with cognitive disabilities to increase the effectiveness of classroom and extracurricular activities and their successful integration into society.

Introduction. The authors investigate psychological characteristics of self-regulation in primary schoolchildren with cognitive impairments. The purpose of the article is to identify key determinants of the manifestation of self-regulation as the leading mechanism of adaptation. The results obtained can contribute to developing psychological support programs within school conditions and facilitate adaptive strategies of behavior and components of self-regulation. Materials and Methods. The methodological foundations of the research included leading positions of psychology about the formation of the behavior of children with cognitive disabilities. The research was carried out in the logic of the ascertaining psychological and educational experiment; the material obtained from the collection of empirical data was analyzed and generalized. The sample consisted of 456 schoolchildren aged between 8 and 11 years, who were divided into three groups: NID (normal intellectual development), MR (mental retardation) and MID (mild intellectual disability). The data obtained were interpreted and subjected to statistical analysis using various methods of mathematical and statistical processing: the reliability of differences according to statistical criteria, the F * angular transformation, the criterion for comparing the distribution of Pearson χ2 levels, correlation analysis, and the method of correlation pleiades. Results. The research findings include identifying the main psychological characteristics of self-regulation in primary schoolchildren with cognitive impairment. The research data enabled to develop self-regulation skills in schoolchildren with cognitive impairment. The results obtained are considered as a socio-psychological resource for improving cognitive health in primary schoolchildren. Conclusions. The study concludes that after identifying the psychological characteristics of self-regulation in primary schoolchildren with impaired cognitive health, it is possible to develop programs of psychological assistance for educational settings. The research data can be used within educational settings teaching children with cognitive disabilities to increase the effectiveness of classroom and extracurricular activities and their successful integration into society.

Актуальность. В работах отечественных и зарубежных авторов рассматривается влияние психологических факторов, определяющих снижение общественного психического здоровья в период пандемии COVID-19. Тяжелые последствия вирусной пандемии выражаются формированием и обострением психических расстройств в связи с продолжительным нахождением на карантине, вынужденным решением изменить привычный образ жизни вследствие введения карантинных мер, ростом тревоги и экзистенциального страха смерти, навязанное внешними обстоятельствами планирование ближайшего будущего. Цель исследования: изучение научных литературных источников и анализ психологических факторов, определяющих общественное психическое здоровье в период пандемии COVID-19; разработка технологий кризисной психологической и психотерапевтической помощи лицам с психическими расстройствами. Результаты. Обсуждаемые материалы сгруппированы в шести тематических разделах: пандемия COVID-19 и общественное здоровье, влияние пандемии на психическое здоровье, предикторы нарушения психического здоровья, семейные отношения в период пандемии, постковидный синдром и нарушения психического здоровья, возможности психологической и психотерапевтической помощи при пандемии.Ключевые слова: экстремальная ситуация, пандемия коронавируса, предикторы нарушения психического здоровья, негативные психологические реакции, семейные отношения, психолого-психотерапевтическая помощь.