--Статьи выпуска № 4, год 2023 (EN)

Study of the Features of Parent-Child Interaction in the Family of a Child with Intellectual Disability by Means of Art Therapy

Author(s)

Yulia N. Danilova, Psychologist, Assistant of the Department of General and Practical Psychology, https://orcid.org/0000-0002-9964-0256, Institute of Special Education and Psychology, Moscow City Pedagogical University

27 Petrovsko-Razumovsky Pr, Moscow, Russia,127287, tel: +7 (495) 6121436, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. This article presents an empirical study that reveals the features of parent-child interaction in families with older preschoolers with intellectual disability through art technologies. The theoretical and methodological basis of the study is the provision on the specific path of child development as a special process of appropriating socio-cultural experience in interaction with the world of adults, where the family acts as an important institution of socialization, while the intrafamily environment and parent-child interaction are considered not just as an external condition but as a source of personality formation for children with developmental disorders in their immediate environment of their loved ones. The relevance of studying the characteristics of parent-child interaction with preschoolers with intellectual disability from different angles is substantiated: the lack of psychological research studying this problem using art technologies, as well as the importance of parental interactions beween adults and the child for their social adaptation. The aim of the study is to determine the features of parent-child interaction in families of preschoolers with intellectual disability in comparison with families with normally developing peers using art technologies.

Materials and methods. The main method is an ascertaining experiment, including art therapy diagnostic methods such as the techniques of “Family Self-Portrait” (G.Smith, A.I.Kopytin), “Mise-en-scene in the sandbox” (L. Keri, T.I. Zinkevich-Evstigneeva), “targeted observation”, “quantitative and qualitative analysis”, methods of mathematical and statistical processing and interpretation of data using the Mann-Whitney method and cluster analysis.

The results. The empirical study of parent-child interaction in families of preschoolers with intellectual disability by means of art technologies showed psychological features charac- terizing the heterogeneity and level differences of quantitative and criteria-based qualitative indicators both in families of preschoolers with intellectual disability and in families with normally developing peers. The use of art technology in diagnosing parent-child interaction in families of preschool children with intellectual disability revealed the informative nature of this process.

Conclusion. The experiment confirmed the hypothesis put forward about the presence of features of parent-child interaction in the family of a child with intellectual disability, characterized by disharmony, heterogeneity, which in turn reflects the specificity of the intrafamily environment caused by the birth of a child with developmental disabilities. The possibility of using art and art technologies in the diagnosis of studying the family interactions of adults and a child with intellectual disability is shown. And the study also proved the theoretical provision about the unity of the laws of mental development of normally developing preschoolers and preschoolers with intellectual disability, manifested in the context of interaction between parents and a child of this category at the stage of preschool childhood.

Keywords: family, parent-child interaction, preschoolers with intellectual disability, diagnostics, art technologies

For citation: Danilova Yu.N. Study of the Features of Parent-Child Interaction in the Family of a Child with Intellectual Disability by Means of Art Therapy. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2023; 17 (4): pp. 602-614 (In Rus.). DOI: https://doi. org/10.32343/2409-5052-2023-17-4-602-614

DOI: https://doi. org/10.32343/2409-5052-2023-17-4-602-614

UDС: 376

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Correctional and Pedagogical Work on the Formation of Social Behavior, Communication and Interaction Skills in Preschool Children with Autism Spectrum Disorders

Author(s)

Alexandra S. Brykova, Candidate of Sciences (Psychology), Associate Professor, Associate Professor of the Department of pedagogy and psychology of inclusive education, https://orcid.org/0000-0001-6759-8439, Author ID 1142987, Institute of Inclusive Education, Maxim Tank Belarusian State Pedagogical University

18 Sovetskaya St, Minsk, Republic of Belarus, 220050, tel: +375 (17) 3112343, This email address is being protected from spambots. You need JavaScript enabled to view it.

Liliya Sh. Karimova, Candidate of Science (Pedagogy), Associate Professor, Associate Professor of the Department of Pedagogy, https://orcid.org/0000-0003-1078-5342, Author ID 730284, Institute of Psychology and Education, Kazan Federal University

18 Kremlyovskaya St, Kazan, Russia, 420008, tel: +7 (843) 2926151, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. The article presents the results of experimental work on the development and testing of the content, forms and methods of forming social behavior, communication and interaction skills in preschool children with autism spectrum disorders. The content of remedial classes in two directions “Formation of social behavior” and “Formation of communication and interaction skills” was tested; within each direction, several blocks were identified that provide children with autism spectrum disorders with advancement in the most difficult areas of socialization for them. The experimental activity took place in three stages: organizational-diagnostic, correctional-developmental, and reflexive-evaluative. In the course of the experimental activity, both traditional and specific teaching methods were used, taking into account the leading type of activity of the preschooler – the game. Positive dynamics in the development of communication skills, interaction and social behavior were noted. At the same time, the uneven development of skills was empirically determined: the greatest changes occurred in the areas of social awareness and social contact, while less significant changes occurred in the field of communication. This fact testifies to the heterogeneity of the levels of speech development in preschool children with autism spectrum disorders: from impaired understanding and a lack of use of verbal means of communication to the use of agrammatic speech or the use of both expressive and impressive speech. The empirical research data make it possible to plan not only remedial classes for the academic year but also to distribute programs of remedial classes in the preschool education institutions of the region and, based on the diagnostic results, to develop the content of correctional and developmental work during the transition from preschool education institutions to general secondary education institutions. The effectiveness of the completed work is also evidenced by the degree of satisfaction of teaching staff and legal representatives of children with autism, who noted the changes that occurred in the skills of social behavior, communication and interaction.

Keywords: remedial classes, integrated education and upbringing, a child with autism spectrum disorders; communication, autism, social behavior, interaction

For citation: Brykova A.S., Karimova L.Sh. Correctional and Pedagogical Work on the Formation of Social Behavior, Communication and Interaction Skills in Preschool Children with Autism Spectrum Disorders. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2023; 17 (4): pp. 586-601 (In Rus.). DOI: https://doi.org/10.32343/2409-5052-2023-17-4-586-601

DOI: https://doi.org/10.32343/2409-5052-2023-17-4-586-601

UDС: 376.4+373.21

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Features of Value-Semantic Sphere of Teachers of General and Additional Education (on the Example of Teachers of the Secondary School and the Children’s Art School)

Author(s)

Irina S. Bubnova, Candidate of Sciences (Psychology), Associate Professor Department of Social Psychology and Management Sociology, https://orcid.org/0000-0001-9549-7248, Kuban State University

149 Stavropol St, Krasnodar, Russia, 350058, tel: +7 (861) 2199502, This email address is being protected from spambots. You need JavaScript enabled to view it.

Elena V. Ulko, Candidate of Sciences (Psychology), Associate Professor Department of Social Psychology and Management Sociology, https://orcid.org/0000-0002-1707-3615, Kuban State University

149 Stavropol St, Krasnodar, Russia, 350058, tel: +7 (861) 2199502, This email address is being protected from spambots. You need JavaScript enabled to view it.

Artyom M. Kompaneev, First-year Postgraduate Student Department of Social Psychology and Management Sociology, https://orcid.org/0009-0002-4561-413X, Kuban State University

149 Stavropol St, Krasnodar, Russia, 350058, tel: +7 (861) 2199502, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. The problem of the research is to identify and describe the features of the value-semantic sphere of teachers of general and additional education, as well as to consider these features in the context of professional differences of these categories of teachers. The purpose of this study is to investigate, compare and highlight the specifics of the value-semantic sphere of teachers of secondary schools and art schools.

Materials and methods. The research methods used are I.G. Senin’s “Questionnaire of Terminal Values” methodology, V.Yu. Kotlyakov’s “System of Life Meanings” technique, methods of mathematical and statistical processing and interpretation of data.

Results. The article presents the results of the study of the value-semantic sphere of teachers of general and additional education. The main features of the value-semantic sphere of the teacher’s personality of each group are revealed. Correlation analysis was used to determine how teachers from various groups differed in the subjective and semantic content of the value system.

Conclusion. The empirical study revealed significant statistical differences between the groups of teachers of secondary school and children’s art school in self-fulfillment. Thus, the teachers of the art school are characterized by a greater subjective significance of the meanings of self-fulfillment than the teachers of the secondary school, i.e., the teachers of the children’s art school are more oriented to fulfill their purpose, achieve all their capacities and capabilities, improve their personality and relationships with the outside world than their colleagues from the secondary school. The data obtained are the basis for a more detailed analysis of each of the groups of teachers using qualitative methods.

Keywords: value-semantic sphere, teachers, additional education, general education

For citation: Bubnova I.S., Ulko E.V., Kompaneev A.M. Features of Value-Semantic Sphere of Teachers of General and Additional Education (on the Example of Teachers of the Secondary School and the Children’s Art School). Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2023; 17 (4): pp. 562-576 (In Rus.). DOI: https://doi.org/10.32343/2409-5052-2023-17-4-562-576

DOI: https://doi.org/10.32343/2409-5052-2023-17-4-562-576

UDС: 37.08+374

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Solving Psychological and Pedagogical Problems of Students in Secondary Vocational Educational Institutions Through Correctional and Developmental Classes

Author(s)

Darya V. Kamenskikh, Teacher-Psychologist, Candidate, Angarsk Motor Transport College, https://orcid.org/0000-0002-1871-4314, Irkutsk State University, Irkutsk

1 Karl Marx St, Irkutsk, Russia, 664003, tel: +7 (3955) 956286, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. The article examines the psychological and pedagogical problems of students in secondary vocational education institutions as well as presents the conditions for their solution.

Materials and methods. Methods such as theoretical analysis of literature, analysis of educational documentation, psychodiagnostics were used in the work. The analysis of the results showed that purposeful psychological work helps to increase the level of adaptive abilities of students in secondary vocational education, stabilize their emotional state, reduce anxiety, increase self-esteem, and raise the predominance of internal motivation.

The results. The results of an empirical psychological study of students in secondary vocational education are presented.

Discussion and conclusion. Due to the modern requirements of the labor market for highly qualified specialists and the problems they have, it is necessary to create certain conditions for their solution as well as use different methods of specialist training.

Keywords: secondary vocational education, qualified specialist, psychological support of students, personal, emotional and professional characteristics of students, pedagogical and psychological problems of students in secondary vocational education, poor training, low motivation, cognitive activity, high anxiety, low adaptability

For citation: Kamenskikh D.V. Solving Psychological and Pedagogical Problems of Students of Secondary Vocational Educational Institutions Through Correctional and Developmental Classes. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2023; 17 (4): pp. 577-585 (In Rus.). DOI: https://doi.org/10.32343/2409-5052-2023-17-1-577-585

DOI: https://doi.org/10.32343/2409-5052-2023-17-1-577-585

UDС: 159.9+377

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Priorities of Students’ Needs in the Use of Distance Learning Technologies in Medical Universities

Author(s)

Оlga V. Muzaleva, Candidate of Sciences (Medicine), Associate Professor of the Department of Health Organization and Public Health, https://orcid.org/0009-0006-0569-9289, SPIN-code: 8329-0708, AuthorID: 763708, S. M. Kirov Military Medical Academy

6 Academician Lebedeva St, Saint Petersburg, Russia, 194044, tel: +7 (812) 2923201, This email address is being protected from spambots. You need JavaScript enabled to view it.

Aziza Kh. Akhmineeva, Doctor of Sciences (Medicine), Associate Professor of the Department of Health Organization and Public Health, https://orcid.org/0000-0002-9768-4423, SPIN-code: 1302-7645, AuthorID: 584505, SCOPUS ID: 56525345200, S. M. Kirov Military Medical Academy

6 Academician Lebedeva St, Saint Petersburg, Russia,194044, tel: +7 (812) 2923201, This email address is being protected from spambots. You need JavaScript enabled to view it.

Abstract. Introduction. The article examines the prevailing needs of various student contingents enrolled in specialist degree programs and additional postgraduate study programs in a military educational organization. This type of training was previously successfully implemented at the S.M. Kirov Military Medical Academy, which was accompanied by the previous longterm experience of distance learning under additional educational programs for postgraduate education. The identification of the actual needs of different student contingents in the system of higher medical education, in part through distance learning, suggests the possibility of effectively changing the forms of the educational process in higher education.

Materials and Methods. The survey involved 119 respondents enrolled in various educational programs of the S.M. Kirov Military Medical Academy (64 students and 55 doctors). The main research method was an anonymous questionnaire with 27 questions for students and 26 questions for doctors (the question of the possibility of using distance learning in basic disciplines of the specialty was excluded), developed at the Department of Health Organization and Public Health of the S.M. Kirov Military Medical Academy. The survey was voluntary and anonymous.

Results. The priorities of students by types of classes, forms of educational process, and the use of distance learning technologies in general were determined.

Discussion and conclusion. A combined approach comprising both traditional and distance learning methods can provide the best opportunity for students and doctors to develop their skills and knowledge in order to improve and adapt to the changing needs of students and the industry. The peculiarity of studying at a medical university is the impossibility of a complete transition to a distance-learning format due to the need to form practical skills in the classroom. Given the unique characteristics of higher medical education institutions, it is necessary to ascertain the ideal balance between traditional classroom settings and distance learning. This calls for further study on the perspectives of various contingent students, their level of satisfaction with distance learning, and the identification of urgent needs in accordance with educational programs.

Keywords: educational approaches, distance learning, questionnaire, medical students, doctors, teaching tools and methods, information systems of training

For citation: Muzaleva O.V., Akhmineeva A.Kh. Priorities of Students’ Needs in the Use of Distance Learning Technologies in Medical Universities. Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2023; 17 (4): pp. 548-561 (In Rus.). DOI: https://doi.org/10.32343/2409-5052-2023-17-4-548-561

DOI: https://doi.org/10.32343/2409- 5052-2023-17-4-548-561

UDС: 316.628:004.9:614.2

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