This article addresses the importance of implementing a comprehensive system of speech therapy interventions to support the development and stabilization of emotional states in children with speech disorders, particularly in the context of migrant families. The unique psychological needs of children from immigrant backgrounds with speech disorders are discussed, emphasizing the significance of psychological support provided to both the children and their families. This support encompasses psychological counseling, psychotherapeutic assistance, and speech therapy interventions. Within the framework of military psychological services, the implementation of various psychological techniques aimed at addressing speech therapy challenges in children holds significant importance, alongside organizational and legal aspects. Modern practical psychotherapy encompasses diverse directions and profiles, among which family psychotherapy, specifically systemic family psychotherapy, occupies a prominent position. In the context of children with speech disorders, this type of psychotherapy becomes particularly relevant, focusing on the whole family system. Professionals working with children aim to prevent and overcome speech disorders through various approaches. These include the development of visual-spatial concepts, attention stability, self-control, phonetic and lexical-grammatical exercises, promoting coherent speech, and addressing therapy of emotional states. Resources, encompassing internal and external variables, play a crucial role in maintaining psychological stability during stressful situations. These resources involve emotional, motivational-volitional, cognitive, and behavioral constructs that aid in adaptation. Psychotherapeutic techniques employed include psychoeducation, autogenic training (breathing exercises), trauma therapy elements (emotion processing, returning to the present moment), and concept-integrative methods (identifying strengths, focusing on resources, utilizing visualization techniques). Additional exercises such as grounding exercises, emotion exploration (utilizing emotion images), identifying sources of strength and support, relaxation exercises (such as psychogymnastics), and elements of music therapy are incorporated into psychological training.
This article explores the propensity for deviant behavior and the objects of envy among young men and women. Specifically, it examines the following aspects: Appearance: Young individuals often experience jealousy regarding each other's physical appearance, clothing, hairstyle, and more. Envy of attractive attributes may drive both genders to engage in deviant behaviors, such as resorting to drug use or alcohol abuse to achieve these attributes. Social Status: Envy can also revolve around social status, encompassing factors like popularity, academic or athletic success, and group affiliations. Envious feelings related to these aspects may lead to deviant behaviors, including the use of violence or manipulation to attain desired status. Material Goods: Material possessions can be a focal point of envy, motivating young people to engage in theft, deceit, or illicit activities to acquire them. Power and Control: Envy of power and control may serve as another motivator for deviant behavior. For instance, the desire to wield power can lead to attempts to control others or resort to violence to achieve personal objectives. Deviant behaviors often stem from envy, as individuals may seek to obtain desired objects or statuses through wrongful means. For instance, a young man envious of a successful classmate may resort to grade forgery or cheating to attain similar success. Jealousy can also trigger conflicts and violence among individuals. For example, two girls envious of each other's attractiveness or popularity may engage in efforts to undermine each other's lives or even resort to physical aggression. The primary objective of this article is to identify the principal psychological and legal characteristics of envy among male and female students within the context of deviant behavior. The article's objectives include assessing the level of envy among male and female cadets and exploring gender-specific relationships between deviant behavior and envy across various subject areas. It is essential to note that envy alone is not the sole cause of deviant behavior; rather, it is one of several factors influencing young individuals and motivating them to engage in unlawful acts. Additional factors, such as inadequate social support, low self-esteem, or negative environmental influences, also significantly contribute to the development of deviant behavior. In conclusion, this study underscores that envy is not a moral sentiment and highlights the centrality of feelings of inferiority in the experience of envy. Moreover, gender differences in envy, prevalent among youth, tend to diminish as individuals mature.
Setiap orang dalam berbagai daerah memiliki perbedaan nilai aspek sosial dan emosional dalam hidup. Latar belakang budaya anak memiliki peranan penting untuk menyumbang perbedaan nilai tersebut. Sikap dan perilaku anak sepanjang masa hidup dan perkembangannya juga ditentukan oleh budaya dimana mereka tumbuh. Nilai budaya tersebut dapat dilihat dari berbagai suku yang ada di Indonesia diantaranya suku Jawa (andhap ansor), Bugis-Makassar (siri) dan Papua (tendensi lebih pada ekspresi emosi). Tujuan dari penelitian ini adalah untuk melihat perbedaan kemampuan sosial pada suku Jawa, Bugis-Makassar, dan Papua dalam aspek sosial-emosial anak yang berfokus pada social awareness, responsible decision making, dan relationship skills. Hasil analisis data menunjukkan bahwa terdapat perbedaan aspek kompetensi sosio-emosional anak pada suku Jawa, Bugis-Makassar, dan Papua (ρ = 0.043; sig <0.05).
At the same time, with the rapid development of inclusive education in Ukraine and the desire to create conditions for ensuring the right to education of children with special educational needs, unresolved issues of the educational system are becoming more relevant, the presence and consequences of which directly affect and determine the effectiveness of inclusive education. In this study, it was decided to focus on such an important aspect of ensuring the effectiveness of inclusive education as the readiness of teachers to work in the conditions of an inclusive educational space. In particular, the field of scientific interests is the phenomenon of personal readiness of teachers, which we consider to be the fundamental basis of the pedagogical skill of a modern teacher. Given the small number of available works and the continuing attempts of modern scientists to study the phenomenon in more detail – to determine its features and prerequisites of a high level of formation, we are convinced that our own research is appropriate. Considering the above-mentioned relevance of scientific research, the proposed article presents the results of an empirical study of the formation of personal readiness of existing teachers, which was conducted in December 2021-February 2022 with 598 participants from 24 regions of Ukraine. In addition, the article outlines the conceptual foundations of the phenomenon of teachers’ personal readiness to work in an inclusive educational space based on the study of existing results of scientific research, and outlines the characteristics of the studied phenomenon. The research was conducted using the author's questionnaire. The content of the questionnaire, namely the blocks by which the questions are divided, allows us to assess the formation of teachers’ personal readiness to work in an inclusive educational space through its specific manifestations, including readiness for activity, development, and self-development. According to the results of processing the data, it was found that, according to the respondents' own beliefs, they are aware of inclusive education and are personally ready to work in an inclusive educational space. At the same time, we have found a certain contradiction between the data obtained for the multiple-choice questions and the assessment based on scales and open-ended questions. For example, the theoretical knowledge of the respondents on some basic categories of inclusive education needs to be improved. Understanding and deep awareness of theoretical foundations is a basic component on the way to forming a teacher’s personal readiness. Based on the described results of the empirical research, the conclusions and prospects for further research are formed, which we see in the development and implementation of a training program for current and future teachers, the essence and content of which is directly related to the formation of their personal readiness and pedagogical skills in general in the context of an inclusive education space.
This article aims to present the conceptual framework of social estrangement development and provide an empirical study on the characteristics of social estrangement among individuals who have experienced a traumatic event. The occurrence of social estrangement is examined, and the main factors and characteristics contributing to its manifestation are identified. The empirical study utilized four questionnaires: the questionnaire of interpersonal relations by V. Schutz, the questionnaire of subjective estrangement, the diagnosis of personality direction by B. Bass, and the test-questionnaire of the level of subjective control by J. Rotter. The study involved the participation of 30 individuals residing in a war zone and 30 individuals living in Cherkasy. The research focused on understanding the impact of a traumatic event on the manifestation of social estrangement. The findings of the study revealed that the level of social estrangement among individuals residing in a war zone is significantly influenced by the traumatic event they experienced, and it is found to be higher when compared to the control group. Individuals who have gone through a traumatic event demonstrate a strong desire to strengthen their social connections; however, they also tend to avoid reminders of the event, resulting in a distancing effect from other people. Moreover, the research indicated that the surveyed subjects from both groups predominantly employed productive coping strategies over unproductive ones. This highlights the importance of accurate assessment of the victims' condition and the subsequent implementation of psychological and psychotherapeutic interventions to address the consequences of the experienced psychotraumatic events. The study emphasizes the critical role played by psychological specialists in evaluating and understanding the condition of the victims. It underscores the significance of conducting further psychological and psychotherapeutic work to help individuals cope with the aftermath of these traumatic events.
