The Phenomena of “Psychological Well-Being” in the Context of the Social Situation of Development

Introduction. In recent years, there has been a steady growth trend in the number of children with disabilities. Accordingly, the number of families raising such children is also increasing. The studies available show protracted crisis situation in these families, which negatively affects the psychological state and social activity of parents of children with disabilities, especially mothers, who, as a rule, fall into the risk group of psychological distress. This article presents the results of a study of the personal characteristics of women-mothers raising children with disabilities, which can contribute to maintaining their psychological well-being. The initial theoretical and methodological provisions for the research were, on the one hand, the works of modern psychologists, which reveal the essence of the phenomenon of psychological well – being and its structure, as well as identify its determining factors, including the individual's personal resources, and, on the other, conclusions regarding typical problems and psychological characteristics of parents raising children with developmental disabilities.Materials and Methods. The basis of the study was a comparative method using a set of methods for collecting factual data: “Scales of mental well-being” by K.Riff (modified by T.D.Shevelenkovo, P.P.Fesenko); “Type of role victimization” by M.A.Odintsova, N.P.Radchikova; “Cognitive orientation (locus of control)” by J.Rotter; “The scale of religious orientation” by G.Allport and D.Ross. The sample consisted of mothers of children with disabilities and disabilities – 107 people and mothers of children without disabilities and disabilities – 121 people.Results. It was found that, in comparison with the subjects of the control group, mothers of children with disabilities and disabilities have lower indicators of psychological well-being, while most of them are "victim" personalities, with an external locus of control and external or inconsistent religiosity. As important personal resources for the psychological well-being of women-mothers raising children with disabilities, a non-victim personality type, internal religiosity or orientation to other (non-religious) values are identified, the identification of which is thought to be a prospect for further research.Discussion and Conclusions. On the basis of the obtained data, the necessity of providing comprehensive medical and psychological assistance to women-mothers raising children with disabilities in order to optimize their personal resources and increase psychological well-being is proved.

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Section: обзор литературыunclassified

Personal resources of psychological well-being of mothers raising children with disabilities

Семенова

Bozhkova

Конева

2022

Vestn. Mininskogo univ.

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“…The social situation of development (SSD) of modern Russian adolescents significantly changed in comparison with the SSD of their peers during the 1990s, 2000s, and 2010s (Dubrovina, 2020;Karabanova & Bukhalenkova, 2016;Martsinkovskaya, 2019;Polivanova, 2016;Sobkin & Kalashnikova, 2019). The adolescents' problems of self-determination in different life areas are related to the features of this psychological age (Vygotsky, 2000;Leontiev, 1978;Bozhovich, 2009;Elkonin, 1972).…”

Section: Introductionmentioning

confidence: 99%

A Russian Version of the Emotional Autonomy Scale: Primary Adaptation Data

Konshina¹,

Sadovnikova²

2022

Psych. Rus.

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Background. The formation of emotional autonomy in child-parent relations is one of the main developmental tasks of adolescence (Havighurst, 1972). The theoretical framework of our study comes from the Age-Related Cultural-Historical Approach (Vygotsky, 2000; Leontiev, 1978; Bozhovich, 2009; Elkonin, 1972) and the Theory of Emotional Autonomy Formation by L. Steinberg & S. Silverberg (1986). Here we present the results of a test with the Russian version of the “Emotional Autonomy Scale” (EAS) as validated by L. Steinberg & S. Silverberg (1986). Objective. We conducted a substantial psychometric analysis of the EAS scales on a Russian sample. Design. The participants were 222 pupils from the 9th to 11th grades in Moscow schools (age 14-17; M = 15.89; SD = 0.91). A comparative and structural analysis was conducted to review the reliability of the EAS Russian version, administered by the authors. Methods. The pupils were evaluated with 1) the authors’ Russian version of the EAS by L. Steinberg & S. Silverberg (1986); and 2) the Parent-Child Interaction questionnaire (PCI) by I. Markovskaya (1999). Results. The fit of Steinberg’s original Four-factor model (L. Steinberg & S. Silverberg, 1986) and of the Beyers’ and colleagues’ Seven-factor model (2005) were studied on a Russian sample for the first time. The Four-factor model was chosen as the final model due to better fit indices and Cronbach’s alpha coefficient. The CFA showed the model fit indices to be acceptable (RMSEA = 0.07) or slightly less than the good fit values (CFI = 0.74). The validity analysis was conducted using the PCI by I. Markovskaya (1999). Conclusion. The aim of theoretical analysis, approbation, and validation of the EAS on a Russian sample was achieved: the authors’ version of the EAS is a valid and reliable instrument to measure adolescents’ emotional autonomy in a Russian sample.

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Educational Activity as a Resource for Preserving and Strengthening the Psychological Well-being of Primary School Children

Egorova,

Теrekhova

2023

Bulletin of Practical Psychology of Education

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<p>The task of preserving and strengthening the psychological well-being of schoolchildren has become relevant due to its formulation in the main normative documents regulating the content and organization of education. The structure of psychological well-being is considered from the point of view of developing the abilities of primary school children to personal growth, the ability to set goals, the ability to empathy, cooperation, autonomy, self-acceptance and effective management of life circumstances. The risks of psychological well-being due to being in unfavorable life circumstances, as well as the negative consequences of uncontrolled digitalization of the child’s living environment are presented. The advantages of a system-activity approach to the organization of educational work are substantiated. Education, designed and implemented as an activity, can become the main resource for the psychological well-being of students. Teacher training for educational activities at the stage of study at the university should be based on the scientific foundations of psychology and pedagogy and take into account current trends in the social and personal development of school children.</p>

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The Phenomena of “Psychological Well-Being” in the Context of the Social Situation of Development

Cited by 15 publications

References 2 publications

Personal resources of psychological well-being of mothers raising children with disabilities

Personal resources of psychological well-being of mothers raising children with disabilities

A Russian Version of the Emotional Autonomy Scale: Primary Adaptation Data

Educational Activity as a Resource for Preserving and Strengthening the Psychological Well-being of Primary School Children

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