A Practice-Oriented Approach to the Typology of School Maladjustment

Катунова, В В

doi:10.17759/cpse.2019080302

Cited by 3 publications

(2 citation statements)

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“…Наиболее важными для формирования школьной адаптации являются первые 2 года обучения ребенка в школе [12]. Согласно классическим концепциям динамики учебной адаптации, в первый год школьного обучения она проходит основные этапы своего формирования -ориентировочный и приспособительный.…”

Section: Introductionunclassified

“…Согласно классическим концепциям динамики учебной адаптации, в первый год школьного обучения она проходит основные этапы своего формирования -ориентировочный и приспособительный. В результате взаимодействия психофизиологических, личностных и социальных свойств самого ребенка с условиями обучения в течение этого времени формируется та или иная форма учебной адаптации ребенка [12]. Но важно уточнить, что в условиях современной общеобразовательной школы оценочный подход к результатам усвоения учебного материала и демонстрации ребенком учебных навыков происходит только начиная со 2-го класса, то есть второго года обучения.…”

Section: Introductionunclassified

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Predictive Value of Differential Assessment of Schoolchildren’s Maladaptation from Parent and Teacher Perspectives

Katunova,

Konovalov,

Bozhkova

2023

Психологическая Наука И Образование

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Based on a comprehensive socio-psychological and medico-psychological studies schoolchildren's maladaptation and individual risk factors conducted among second-graders in 12 secondary schools of Nizhny Novgorod (857 students in total), we evaluated the differences in the predictive value of the survey data, which was receiveded from parents and teachers. On the basis of the data obtained from parents and teachers, we assesed the factor loadings. The correlation and factor analyses confirmed the assumption about different predictive value of the survey data obtained from teachers and parents, they gave information about mental disorder signs development in behavior of junior schoolchildren. The average predictive error was higher among teachers, which also indicates a higher predictive value of parents' estimates compared to teachers'. This conclusion largely contradicts the theory that a teacher's assessment of a child being in the educational environment is more objective than a parent's assessment based on observations made in the family environment.

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Section: Introductionunclassified

Predictive Value of Differential Assessment of Schoolchildren’s Maladaptation from Parent and Teacher Perspectives

Katunova,

Konovalov,

Bozhkova

2023

Психологическая Наука И Образование

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Toolkit for Assessment of Significant Parameters of School Adaptation of Students with Learning Disabilities at the Primary School Environment

Babkina,

Vilshanskaya,

Ponomareva

2023

Counseling Psychology and Psychotherapy

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Relevance. The article deals with the problem of assessing the effectiveness of school adaptation of children with special needs in modern educational environment. The purpose of the study was to develop tools for assessing the quality of school adaptation of students with learning disabilities (LD). Methods. The authors defined significant parameters of pupils' school adaptation and described their qualitative characteristics (markers), which were used to create questionnaires for teachers (school–based therapists) and parents. The questionnaire for parents includes 8 parameters, whereas the questionnaire for teachers includes 18 parameters arranged into 8 topic–specific blocks. Modern typological classification of children with learning disabilities (N.V. Babkina, I.A. Korobeynikov) was used as a methodological framework when developing the parameters. The results of testing the developed toolkit are presented, demonstrating its sensitivity to various manifestations of children mental disorders. Authors outline directions for future research, connected both with expanding notions of psychosocial development of pupils with LD, and specifying the content of the advisory activity of a school–based therapist with children and their families.

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Psychological Consequences of Experienced Stress in Childhood — Phenomena of "Abandonment" and "Involvement"

Харламенкова

Nikitina

Shatalova

et al. 2022

Клиническая И Специальная Психология

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The article deals with the fundamental problem of psychology, devoted to the theoretical analysis of the specifics of the child's experience of stressful situations with different levels of traumatization. Along with the lack of childhood stress understanding and research, the very principles of differentiation between every day and traumatic stress remain the least studied. In the theory of post-traumatic stress, it has been proven that one of the criteria for the danger/safety of a life situation is a person's subjective evaluation of the life threat degree. Such an assessment is based on the individual's representations of psychological safety and its components, such as "internal comfort", "experience/awareness" and "positive environment". In the course of a theoretical analysis of the problem of child's stress, we have shown in the article that a child's feeling of internal comfort and stability depends on the degree of the environment activity, its ability not only to protect the child, but also to provide additional opportunities. In accordance with the purpose of the work, the primary emphasis is not on the resourcefulness of the child's social environment, but on its limitation — the phenomena of "abandonment" and "involvement", which are analyzed taking into account a specific context — the impact on the child of everyday stressors and stressors of high intensity. The methodological basis of the study was the system (B.F. Lomov) and subject-activity approaches (S.L. Rubinshtein, A.V. Brushlinsky and others), the dynamic approach to the study of personality (L.I. Antsyferova). Focusing on these approaches has allowed us to consider the child stress in accordance with a whole system of factors (the nature of the stressor, supporting/non-supporting social environment, etc.). The methods of abstraction, formalization and interpretation are used as theoretical procedures. On the basis of an expert assessment, the features of reactions to everyday stress (situations of interaction of a child with parents and peers) are highlighted, which, unlike traumatic stress (situations of an extreme nature), are not determined by the impact of a specific stressor, but arise as a response to a latent cause of a diffuse nature associated with violation of social and information safety of the child. Manifestations of everyday stress act as a child's reaction to the feeling of "abandonment", which turns out to be associated with emotional, social and informational deprivation, with the leveling or distortion by adults of the child's social roles (the role structure of interaction). The feeling of being "involved" in the context of a traumatic event is accompanied by physical deprivation and a more intense experience of emotional deprivation (emotional rejection), including the child in non-normative social relations and imposing obligations on him that do not correspond to the level of the child's physical, social and mental maturity. The phenomena of abandonment and involvement are analyzed using examples of various situations of everyday and psycho-traumatic nature.

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A Practice-Oriented Approach to the Typology of School Maladjustment

Cited by 3 publications

References 40 publications

Predictive Value of Differential Assessment of Schoolchildren’s Maladaptation from Parent and Teacher Perspectives

Predictive Value of Differential Assessment of Schoolchildren’s Maladaptation from Parent and Teacher Perspectives

Toolkit for Assessment of Significant Parameters of School Adaptation of Students with Learning Disabilities at the Primary School Environment

Psychological Consequences of Experienced Stress in Childhood — Phenomena of "Abandonment" and "Involvement"

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