Context and Relevance. Cognitive and affective appraisal of events at different periods of life largely affects emotional well-being and resilience to stressful situations. However, the specific features of the relationship between time perspective (TP) and hardiness in parents of children with disabilities (including autism spectrum disorder (ASD)) remain insufficiently studied. Objective: To identify the features of the relationship between time perspective and hardiness in mothers of children with ASD, for use in the development of psychological assistance programs. Hypotheses: The level of hardiness among mothers of children with ASD will be lower than that of mothers of typically developing children and mothers of children with Down syndrome (DS); 2) The structure of time perspective among mothers of children with ASD will differ from that of the other groups; 3) The specific relationships between time perspective and hardiness scales among mothers of children with ASD will differ significantly from the relationships observed in the groups of mothers of children with Down syndrome and children without disabilities. Methods and materials. The sample of 111 respondents was represented by three groups of women raising children with ASD, children with DS, and children without disabilities. The following methods were used: the Zimbardo Time Perspective Inventory (ZTPI) and the Hardiness Test. Results. The level of hardiness in mothers of children with ASD is lower than in mothers of typically developing children and mothers of children with DS. To increase the level of hardiness in mothers of children with ASD, work should be carried out to process negative past events. The use of therapy based on the time TP model may be effective in alleviating stress symptoms and improving the psychological state of parents of children with ASD. Conclusions. The level of hardiness in mothers of children with ASD is lower than in mothers of typically developing children and mothers of children with DS. To increase the level of hardiness in mothers of children with ASD, work should be carried out to process negative past events. The use of therapy based on the TP model may be effective in alleviating stress symptoms and improving the psychological state of parents of children with ASD.
Context and relevance. The education system for individuals with autism spectrum disorder (ASD) requires additional training of teaching staff, since there is a gap between theoretical preparation and the real professional practice of teachers. Objective. To develop a modular competency-based model of additional professional education (APE) for teachers working with children with ASD in order to strengthen the human resource capacity of the education system. Hypothesis. Increasing the weight of practice-oriented modules in APE and supporting teachers during their entry into the profession lead to more effective application of work technologies. Methods and materials. A survey was conducted among 149 teachers from the Volga Federal District (preschool educators, school teachers, special education teachers, and speech-language pathologists) who completed the advanced training course “Application of Technologies, Methods, and Techniques for the Prevention and Correction of Developmental Disorders in Students with ASD”. Descriptive statistics were applied to each assessed indicator for each category of teachers. Results. Based on the identified deficits, a modular competency-based model of APE was developed, implemented through two standalone, successive programs — advanced training and professional retraining. The model provides for supporting teachers as they enter the profession. An average level of professional competence development was found across all categories of teachers. The most deficient areas were: work in an interdisciplinary team supporting children with ASD and their families (1,59–2,24 points) and the application of technologies for propaedeutics and prevention of ASD progression (1,73–2,31 points). Deficits were more pronounced among preschool educators and school teachers than among speech-language pathologists and special education teachers. Conclusions. The practical significance of the model lies in bridging the gap between the theoretical preparation of teachers and the requirements of real professional practice. In the future, it is planned to assess the dynamics of the formed competencies.
Context and relevance. There is a view that periods of developmental crisis carry a high risk of psychological dysontogenesis and mental pathology, but this topic is rarely discussed in detail. The paper examines the relationship between manifestations of developmental crises and the presence of psychological dysontogenesis in children and adolescents, and briefly describes the main age-related developmental crises and basic typologies of psychological dysontogenesis. Objective. To examine the specific features of age-related developmental crises in children and adolescents with mental pathology and dysontogenesis. Hypothesis. In transitional periods of development, the interplay between manifestations of the crisis and psychological dysontogenesis intensifies and can lead to a change in the course of age-related crises. Methods and materials. The study employed bibliographic analysis of open-source literature (monographs, textbooks, journal articles, conference proceedings) and clinical case study methods. Results. Analysis of literary sources and clinical cases shows the specific course of age-related crises depending on the type of dysontogenesis / presence of a disorder. Thus, for children with autism spectrum disorders, the first age-related crises — at ages 1 and 3 — are of particular importance: a delay in the formation of the leading activity of intimate-personal communication. For children with intellectual disabilities, much depends on the severity of the impairment, and all age-related crises will proceed differently, up to the absence of some of them in severe forms. For schizophrenia spectrum disorders, the course of age-related crises may present as attenuated disorders, or go unnoticed, or be modified in cases of successful mastery of the leading activity. Conclusions. The applied aspects of theoretical knowledge and materials of empirical research on age-related crises will allow specialists to more effectively carry out the prevention of mental health disorders, differential diagnosis, treatment, and to address the issues of education and support for children and families
Сontext and relevance. In contemporary research on the factors influencing the psychological development of children with limited health capabilities (LHC), insufficient attention has been paid to the psychological mechanisms underlying the developmental effects of supplementary education (SE). Objective. In order to provide criteria for evaluating the effectiveness of planning and the effectiveness (performance) of correctional activities, the phenomenon of supplementary education's influence on the psychological development of children with LHC is examined from the perspective of the modern bioecological model of development. Hypothesis. The positive impact of SE on a child's psychological development is enhanced in the interaction of all microsystems: school, family, and SE. Methods and materials. The theoretical foundation of the study is Urie Bronfenbrenner's bioecological model of human development, in which the system of environmental interactions and proximal processes serves as a significant factor in human development. We analyzed 42 English-language articles and 50 Russian-language articles from open sources, published predominantly between 2021 and 2026. As a result, 9 English-language and 12 Russian-language studies focusing on the impact of SE on the psychological development of children with LHC were reviewed. Results. In the interaction of three microsystems — school, family, and the SE structure — a positive mesosystemic effect is provided that in its intensity exceeds the cumulative impact of the microenvironments. For instance, productive interaction between teachers and the child's parents not only fosters the child's success at school but also positively influences the child's well-being within the family. Conclusions. SE for children with LHC is successful provided that it is integrated into a mesosystem that also includes the interacting microsystems of the child's school and family. The findings are significant for planning and organizing correctional work with children with LHC. Future research prospects involve studying the role of SE in their psychological development under varying environmental conditions, specifically within inclusive versus homogeneous environments.
Context and relevance. The attitude towards a child's illness is interconnected with the mother's self-attitude and her coping behaviour, and determines the quality of life of the mother, the child, and the family. Objective. To determine the role of an individual's self-attitude and proactive coping in mothers' responding to the illness of a child with ASD, in order to enable a reduction of tension and a positive attitude towards the child. Hypothesis. A mother's self-attitude and her choice of coping behaviour strategies influence her perception of the illness of a child with ASD. Methods and materials. The study involved 80 mothers raising children with ASD (diagnoses F84.0, F84.1, F84.4). The average age of the mothers was 36.45 ± 4.78 years. The average age of the children was 6.32 ± 2.26 years. Psychodiagnostic methods: the “Self-Attitude Test Questionnaire” by V.V. Stolin and S.R. Pantileev; the “Diagnosis of Attitude to a Child's Illness” technique (DOBR; V.E. Kagan, I.P. Zhuravleva); a proactive coping behaviour questionnaire adapted by E.S. Starchenkova. Methods of mathematical and statistical data processing: the Kolmogorov-Smirnov normality test and Spearman's rank correlation coefficient. Results. It is shown that the parameters of mothers' self-attitude are interrelated with their attitude towards the child's illness and with the characteristics of proactive coping. Negative self-attitude determines a tense attitude towards the illness and an exaggeration of the severity of symptoms. The expectation of a negative attitude from others is associated with an anxious reaction to the child's illness. Regression models were obtained for the types of attitude towards the illness of a child with ASD: “Anxiety” (F = 4,336; p = 0,041), “Nosognosia” (F = 6,146; p = 0,015), “General tension” (F = 9,543; p = 0,01). Conclusions. A mother's self-attitude is a key factor in her perception of her child's illness. Mothers with a low level of self-interest tend to have anxious reactions to the illness. A low level of self-esteem is accompanied by an exaggeration of the severity of symptoms. The presence of emotional support and mothers' self-esteem reduce overall tension regarding the illness
