FUNDAMENTAL AND APPLIED RESEARCHES IN PRACTICE OF LEADING SCIENTIFIC SCHOOLS, 2014 (6)
PSYCHOLOGICAL ASSISTANCE TO CHILDREN WITH
DISORDERS OF THE EMOTIONAL-VOLITIONAL SPHERE:
FAMILY- CENTERED APPROACH
Dushka A.L. - Ph.D. in Psychology,
Associate Professor of the Odessa I.I. Mechnikov national university
Dushka A.L. PSYCHOLOGICAL ASSISTANCE TO CHILDREN WITH DISORDERS OF THE
EMOTIONAL-VOLITIONAL SPHERE: FAMILY- CENTERED APPROACH // ФУНДАМЕНТАЛЬНЫЕ И
ПРИКЛАДНЫЕ ИССЛЕДОВАНИЯ В ПРАКТИКАХ ВЕДУЩИХ НАУЧНЫХ ШКОЛ. – 2014. – № 6;
URL: fund-issled-intern.esrae.ru/6-82
Annotation. We can state that relations inside of the family, family structure, roles of
the parents within the family, direct participation of mother and father in the upbringing of the
child as well as the surrounding environment have a dominant influence on the development of
emotional and volitional sphere of a child(Thus, it is possible to note that the relations in a
family, structure of a family, a part that assignment to parents, direct participation of mother
and father in the course of education of the child, and a direct environment have the
dominating influence on development of the emotional-volitional sphere of the child).
Psycho-pedagogical and medico-social programs of correction and adaptation should be
directed not only on children but also on the harmonizing of family relationship in general,
formation of positive and efficient inner circle of influence.
Special
programs
foresee
involving psychologists, teachers, special family therapists, speech pathologists and other
professionals in the process of rehabilitation(In special programs are involved psychologists,
teachers, special family therapists, speech pathologists and other professionals in the process
of rehabilitation). All of them should work in coordination, adjusting the chosen methodology
in accordance with the dynamics of the development of emotional -volitional sphere of a
child.It should be noted that the factors that lead to the emotional disorders of children (ie,
biological, psychological and socio-psychological) have a fairly wide range. Category of children
with disorders of emotional and volitional sphere is also extremely heterogeneous. Therefore,
complex changes in the social environment of a child can remove the unwanted variations and
difficulties in the emotional sphere and help to avoid the affective behavior(For this reason
exclusively complex changes in a surrounding social situation of the child allow to remove
undesirable deviations and difficulties in the emotional sphere, to avoid affective
manifestations in behavior).
30
FUNDAMENTAL AND APPLIED RESEARCHES IN PRACTICE OF LEADING SCIENTIFIC SCHOOLS, 2014 (6)
Keywords: emotional-volitional sphere of a child, developmental delay (violation of
development), psychological help.
Statement of the social problem. In the psychological literature of emotional disorders
with children considered as a negative condition, occurring against a background of hard to
solve conflicts (Zaporozhets, A. C., Zakharov A. I., [14, 15, and 16]).
Traditionally there are three groups of factors leading to the emergence of emotional
disorders in children: biological, psychological and social-psychological. Biological prerequisites
emotional disorders include:
- genetic factors;
- individual-typological characteristics of the child's personality,
- somatic abatements are to common disorders, helps arose of various reactive state
and neurotic reactions mainly with asthenic component (Gurevich, K. M., Kovalev V. V., [12, 18]).
Psychological causes:
- features of the emotional-volitional sphere of the child;
- namely breach of the adequacy response to the impact from the outside;
- the lack of development of skills of self-control behavior.
Disturbances in emotional contact with the child with adults cause her internal
discomfort, causing a feeling of inferiority, threatening the stability of his relationship to the
world, which ultimately can lead to significant distortions in the development of the child
(Breslav G. M., Buyanov M. I., Varga A. Y., Lebedinsky K. S., Zakharov A. I., [6, 7, 8, 20 and 16]).
Problem statement. The purpose of the study is to determine the content, methods and
techniques of correction of the emotional-volitional sphere of preschool children.
The study of the emotional-volitional sphere of children of preschool age 5-7 years.
Subject of research - particularly the emotional-volitional sphere of preschool children.
To achieve the purpose, the following objectives:
- to conduct a theoretical analysis of the problem of violations of the emotionalvolitional sphere of children;
- create a program of assistance and correction of the emotional-volitional sphere of
children;
- to develop methodological recommendations for teachers and psychologists working
with children with disorders of the emotional-volitional sphere.
The author's concept or original idea. In psychological literature widely are available,
results of research on issues related to the emotional and volitional preschool children.
However, the emotional-volitional sphere of preschool children still was not an independent of
study subject. But the study of these problems it is necessary to address issues such as the
definition of the content, methods, methods of psychological correction and rehabilitation
works for the development of therapeutic and educational treatment and correctional
programs, which compensate for adverse experiences and life circumstances of children this
category. Preschool children with disorders of the emotional-volitional sphere require special
organized psychological help to ensure that age, individual characteristics, right approach to
them. The level of professional competence of psychologists and educators who work with
such children also requires qualitative changes in the system of training and retraining of
specialists. The last researches and publications analysis. Psychological characteristics of
children with disorders of the emotional-volitional sphere have become the subject of
psychological analysis (Vygotsky L. S., Božović, Lydia I., Lubowsky I. I., [9, 4 and 23]). In studies
Leontiev, A. N., Božović L. I., Kotyrlo C. K. are shown that the insufficient level of development
of the emotional-volitional sphere of children can be one of the reasons underlying the failure,
inability to comply with the norms and rules of behavior [22, 4 and 19]. Problem correction of
31
FUNDAMENTAL AND APPLIED RESEARCHES IN PRACTICE OF LEADING SCIENTIFIC SCHOOLS, 2014 (6)
deviations in the behavior of preschool children was considered in Abrahamian L. A.,
Breslav G. M., Dulnev G. M., Lubovsky V. I., Sinev V. M., [1, 6, 13, 23 and 28]. According to their
data, changes in the surrounding social environment of the child allow you to remove
unwanted deviations and difficulties in the emotional sphere, to avoid affective manifestations
in behavior. A number of scientists (Freud, A., Rutter, M., Zakharov, A. I., Spivakovskaya,
A. S., [32, 26, 16 and 29]) note that one of the reasons for difficulties in behavior is the presence
of acute emotional reactions, leading to the emergence of fear in children and the destruction
of the products of their activity.
The allocation unsolved parts of the studied problem. We offer a program consisting of
the following stages: installation-and-diagnostic, corrective (including the stage of updating,
correction-forming and reconstructive stage), establishing and revealing changes in emotional
states and behavior of children. Installation-diagnostic stage contributes on the one hand, the
actualization of positive feelings and experiences of children and to establish positive contact
“psychologist - child”, on the other hand, the gradual unification of the children in the group,
the formation of installation in collaboration with peers gaming activities. The correction stage
performs diagnostic tasks: allows you to define a conflict situation, the behaviors of children in
communicating with peers and adults and features of communication between children in
during play activities. This gives children the opportunity to consult their own emotional
experience and contributes to the creation of conditions for their expression. The single-stage
provides expansion of sphere of realization of feelings and experiencing; reduction of amount
is open aggressive behavior, negative attitude toward coevals; increase of playing activity;
creation of friendly atmosphere of mutual help and self-awareness their capabilities (on this
stage more steady emotional relationships with partners with predominance of positive and
mutual elections and declines of negative reactions of child, arising up within the framework of
business relationships in the process of games).
Exposition of basic material. Among children with disabilities, that is, those who have a
different variance in psychophysical and socio-personal development and require no special
camping assistance are children who have come to the fore disorder in the emotional-volitional
sphere. The category of children with disorders of the emotional-volitional sphere is extremely
heterogeneous. The main feature of such children is violation of or delay in the development of
higher socialized forms of behavior, including interaction with another person, his thoughts,
feelings, and behavioral reactions. When this activity is mediated by social interaction (game
design, fantasy, solving intellectual tasks alone, etc.), may be at a high level.
In home pedagogical science question of forming emotional-volitional sphere
investigated in the context of humanizing of education. Wide distribution the idea of
development of emotional-volitional sphere got in 20th of the last century in theoretical and
practical researches of V. P. Kashchenko, A. S. Makarenko, V. A. Sukhomlinsky and other
researchers. Out of foreign researchers of this problem are the following scientists:
R. Assagioli, Bandura A., Bowlby D., Izard K., Levin K., Lorenz K., Mei R., Rank O., Spielberger
Ch., Svancara Y. and. etc.
In 1994-2005 ..., in the domestic literature published on the formation of the emotionalvolitional sphere: Oleksandrovskaya E. M., Bryazgunova І. P., Garbuzova V. І., Dubrovina І.V.,
Іvaschenko F. І., Ilyin E. P., Kolominsky Ya. L, Matyugіn І.Yu., Mikhaylova V. P., Ovcharova R. V.,
Rogov E. І., Semago M. M., Semago N. Ya, Troshikhin E .G., Chistyakova M. I., and etc.
According to the common classification of behavioral disorders in children and
adolescents R. Jenkins, we can distinguish the following types of behavior disorders:
hyperkinetic reaction, anxiety, avoidance by autistic type, flight, not socialized aggression,
group offenses. Sukhareva G. E. [30] considers pathogenesis of violations of development of
the personality and allocates three types mental illness: the delay in development, corrupted
32
FUNDAMENTAL AND APPLIED RESEARCHES IN PRACTICE OF LEADING SCIENTIFIC SCHOOLS, 2014 (6)
development and distorted development. According to Ushakov G. K. and Kovalyov V. V. [18],
the main clinical type mental illness are:
- retardation, that is delay or steady mental underdevelopment, as the general, and
partial;
- inharmonic development, the including signs of a retardation and acceleration.
According to Lebedinsky V. V. [21], mental illness it represented by the following
options:
- underdevelopment;
- the delay in development;
- corrupted development;
- deficit in the development;
- abnormal development;
- mental illness.
The basis of this classification by regulations on a mental illness in Sukharevoy G. E. and
Kanner's L. theories. Lebedinsky V. V. considered it appropriate to present as independent
options - the delay in development, deficit in the development and mental illness.
Classification differentiates the various options of anomalies because of a basic quality
impairment development. There is a group of anomalies caused by a delay development:
distorted and mental illness development, and the group of anomalies caused by damage to,
losses of various functions: corrupted development and deficit in the development.
Violation of the emotional-volitional sphere, this type of mental illness, different from
other types of impaired mental and physical development and from a scientific and from a
practical point of view. Types of emotional-volitional sphere are studied not only from the
standpoint of correctional pedagogy and psychopathology, but also from the position of
general pedagogy, age-related, pedagogic, social and practical psychology. While every branch
of science, describing the same phenomena of behavior and feelings of the child, is different
categorical apparatus, treats of their nature in different ways (for example, the understanding
of the essence of early infantile autism, mental retardation differs in medicine, pedagogy,
psychology, and such a phenomenon in the behavior of the child as disinhibition, inability to
self-control it has a different name - "The minimal brain dysfunction syndrome", “attentiondeficit / hyperactivity disorder (ADHD)”, "impulsive behavior", "disruption of nervous
processes", and so on [21]. Despite fact that, in the defectology there is no unanimity of views
concerning classification of types of violations of the emotional and strong-willed sphere and
their place among other diseases. So, Semenovich A. V. [29] considers that "adverse
neuropsychological effects of ontogensees in general are violations and distortions withing
and subcortical-cortical and inter-hemispheric interactions, including dysontogenesis functional
specialization of the right and left hemispheres of the brain. On the mental level it looks, in
particular, as options dysontogenesis of severe speech disorders (SSD), attentiondeficit/hyperactivity disorder (ADHD), the background of increased epi- availability, the lack of
voluntary self-regulation". According to the classification Sinev V. M.:
- child with asthenic, jet states and conflict experiences;
- child with the contiguity disorder of behavior;
- child with early signs of mental illness (epilepsy, schizophrenia).
On modern classification of Semago N. Ya., Semago M. M., [28] allocate to such types of
frustration of the emotional-volitional sphere:
- insufficient development - partially not formation of the highest mental functions with
prevalence of insufficiency of a regulatory component;
- asynchronous, disharmonious development extra punitive, intro punitive and atypical
types;
33
FUNDAMENTAL AND APPLIED RESEARCHES IN PRACTICE OF LEADING SCIENTIFIC SCHOOLS, 2014 (6)
- asynchronous abnormal development - distortion development primarily emotionalvolitional sphere.
In the modern sense of the correctional-educational work is a system of psychologicalpedagogical and medical interventions aimed at overcoming or weakening of the deficiencies
in mental and physical development of children.
Correctional-educational work characterized such features as
- integrity (all the activities are addressed to the child's personality in General);
- consistency (all events are held in the system, in relation to each other and designed
for a long time);
- the complexity of (all used tools provide the ability to provide corrective influence on
the physical development of the child, and the development of mental processes and
functions, the emotional-volitional sphere of the child's personality in General);
- the relationship with the social environment (the expansion of the boundaries of the
conducting correctional-educational work outside of the institution, and the inclusion of the
social environment in which brought up the child).
The research of scholars such as Vygotsky L. S., Graborov A. N., Dulnev G. M. [9, 11 and
13] and the existing experience of correctional work show that the basis of such work should
be based on the following principles
- the principle of adopting a child (the implementation of the principle involves creating
the proper atmosphere in an environment where educated child. Respect for the child, next to
reasonable demands, faith in his development opportunities and the desire in the greatest
degree to develop his potentialities are fundamental in creating the most child-friendly
atmosphere;
- the principle of assistance (this principle is applied to the upbringing of any child, but
when working with children with disabilities he has a special significance, because such a child
without specially organized assistance will not be able to achieve the optimal level of mental
and physical development);
- the principle of individual approach (principle shows that the child has the right to
develop in accordance with their mental and physical characteristics. Its implementation
provides opportunity to achieve the child's potential level of development through the
implementation of content, methods, means, organization of the processes of education and
training in accordance with their individual capabilities);
- the principle of unity influences medical, psychological and pedagogical (medical
activities create favorable conditions for psychological and pedagogical influence and only in
combination with them can provide high efficiency correctional-educational work with each
child); - the principle of cooperation with the family to create a comfortable atmosphere in the
family, the presence of the correct relationship to the child, the unity of the requirements of
the child to contribute to a more successful his physical and mental development).
The construction of the correctional-educational work with children in accordance with
these principles will provide the most complete disclosure of the potential development of
each child. We offered system of the correctional program of lessons in optimization of
changes of the emotional sphere of the child that instead off:
- initial diagnostic examination of the level of formation and characteristics of the
emotional sphere of the child;
- directed corrective influence to optimize disturbed emotional reactions and of these
conditions of children;
- recommendations to parents on the implementation of the correctional-educational
influences on children;
34
FUNDAMENTAL AND APPLIED RESEARCHES IN PRACTICE OF LEADING SCIENTIFIC SCHOOLS, 2014 (6)
- final psychodiagnostic testing examination to determine the effect of the intervention.
For determination of efficiency of intervention of a psychodiagnostic testing, have be
carried out before and after the program. The approach to the causes of disorders implies the
type and the sphere of therapeutic impact. One method is nondirective therapy, game theory,
developed by Virginia M. Axline based on of which is the setting warm and friendly relations
between therapist and child. Fundamentals of nondirective play therapy based on the concept
of nondirective therapy of Carl Rogers. In the process of applying this type of therapy the child
has the opportunity openly give voice to their feelings and to manage the process of the
meeting. Important limitations, such as the prohibition on the destruction of things or an
attack on others persons.
Nondirective therapy also covers the elements of art therapy (painting, sculpture,
collage, etc.), games with different objects and substances. Another method is a
psychotherapeutic game, the goal of which is to help the child to reach a state of mental
equilibrium. In the process of conducting psychotherapy games, you can:
- To help your child relieve tension;
- minimize the manifestation of affective outbreaks, make them controllable;
- to teach the child to express emotions adequately.
For psychotherapeutic games, the following features are characteristic:
1. Psychotherapeutic game is not organized, and occurs spontaneously in connection
with the status of the child. Therefore, the psychologist must be prepared to conduct such
games if necessary.
2. Psychotherapeutic group conducts and supervises psychologist experimenting with
your child certain emotions, commented on the situation, helping the child to understand him
own behavior.
3. In psychotherapeutic group is obligatory to eat object, which directed the actions of a
child are there can be things and subjects. One of the components of mental child's readiness
for school is emotional readiness (availability of cognitive motive, emotional stability, striving
to achieve the result of their work, and so on). Feature of children of the older preschool age
of 5-6 years is the insufficient formation of differentiation of emotional states and self-control;
the small volume of mimic means (expressive movements of face muscles) and pantomimic
means (expressive movements of all body), weakness of an articulation and thin motility, - all
this reduces communicative opportunities of children.
It is necessary to notice that communication with contemporaries becomes more and
more attractive to the preschool child, as during this period сензитивен for formation of a
situational and business form of communication with other children. The object leading activity
at this age is the role-playing game. In this kind of game the identity of the child is improved,
develops motivational necessity spheres, randomness in behavioral, mental capacities, the
informative and emotional egocentrism is overcome, and by means of expressive actions also
the sensual sphere is formed.
Children as young as preschool age have problems in terms of emotions associated with
the ban adults. It is a ban on loud laughter in an improper situation (on understanding of
adults), a ban on tears (especially for boys), a ban on expression of fear, aggression. Control
from adults in education of children, of course, is necessary, but control should not pursue only
interests of parents. According to Alexander Lowen, excessive prohibitions in expressions of
feelings carry along limitation of vitality, spontaneity and charm, which is the loss of the
inherent naturalness, grace, owned by the child since birth. Partially the games aimed at the
development of the emotional sphere [28] help to cope with this problem. These games can be
with children in any free time along one or on several occasions.
Basic purposes of games and exercises:
35
FUNDAMENTAL AND APPLIED RESEARCHES IN PRACTICE OF LEADING SCIENTIFIC SCHOOLS, 2014 (6)
1. Training of recognition of emotions on external manifestations;
2. Formation at children of moral representations;
3. Correction of behavior through role-playing games, performances, games
dramatizations;
4. Decrease in an emotional pressure;
5. Training in methods of relaxation for the purpose of ability to distinguish tension and
relaxation of muscles. If to consider the family atmosphere in general, it will be possible to
understand how these or those conscious or unconscious motivational and emotional
structures of the personality refract, expressed, staticized in concrete forms of behavior and
interaction with children.
The inattention of parents to feelings and needs of the child interferes with their, to
healthy development. People whom ignore, tease, humiliate, whose ridicule he believes that
treat him as insignificant person. Such relationships (contacts) between father and child lead to
the pathology of the individual. Beating is an extreme form of neglect.
Unlike physical contact, which rarely require these victims from their parents, the ability
to think carefully according to R. Campbell [18], it takes time and suggests that parents need to
drop the cases and the pleasure that they prefer to deal with at moment. The close attention
allows the child to feel the feature. The crucial role in development of a self-assessment of the
child, his ability to interact with other people is assignment to this knowledge.
The child deprived of close attention, as a rule, is worse developed, are broken its
emotional and mental development. It is more closed, it is more difficult for it to communicate
with contemporaries, he copes with any conflict situation worse, completely he depend on the
teacher or other adult. At the same time some children, especially girls, are deprived of close
attention of parents, on the contrary, speak, are able to manipulate dexterously people, are
allocated with the vivacity, they are attractive.
Thus, it is possible to note that the relations in a family, structure of a family, a part that
assignment to parents, direct participation of mother and father in the course of education of
the child, and a direct environment have the dominating influence on development of the
emotional-volitional sphere of the child.
Conclusions and prospects of further researches. As scientific innovation, it is possible
to define testing of the program for development of the emotional and strong-willed sphere
and the personality, children with autism. Practical significance of the research is that its
results formed the basis for the development and implementation of programs for the
correction of the emotional and volitional sphere of children diagnosed with autism, the use of
which showed high efficiency of this procedure for psychological assistance and correction of
child development. It is necessary to develop methodical recommendations for psychologists
and teachers on the organization of work with children of this category for the purpose of
prevention and correction of violations in emotional and volitional, and personal spheres.
References:
1. Abrahamian L. A. The role of games in education of children with difficulties in
emotional development // Emotional development preschooler / Ed. A. D. Kosheleva - M.:
Education, 1985, p. 136 - 171.
2. Assagioli R. Psychosynthesis: theory and practice / Assagioli P //. - M.: "REFL-book",
1994. - 314 p.
3. Bandura A. the Theory of social learning. /A. Bandura // - SPb.: Eurasia, 2000, - p. 320.
36
FUNDAMENTAL AND APPLIED RESEARCHES IN PRACTICE OF LEADING SCIENTIFIC SCHOOLS, 2014 (6)
4. Božović L. I. Selected psychological works: Probl. The shaping of personality. / Edited
by Doctor of historical Sciences of Feldstein // M.: Proc. PED. Acad., 1999, - p. 209.
5. Bowlby J. The creation and destruction of emotional ties. /J. Bowlby // : Academic
project, 2004. - p. 232.
6. Breslav G. M. Problems of emotional regulation, communication at pre-school-lenicov
/ G. M. Breslau // Questions of psychology, 1984, No. 3. - p. 53-59.
7. Buyanov M. I. Child from a dysfunctional family: notes children's psi-Chitra. / M. I.
Buyanov // - M.: Education, 1988, - p. 207.
8. Varga A. Ya. Structure and types of parent relations /A. Ya. Varga: author. dis. Kida.
Sciences. // - M, 1987, - p. 20.
9. Vygotsky L. S. the Development of higher forms of attention in children Text. An
anthology of attention / L. S. Vygotsky // M.: MGU, 1976, - p. 184-256.
10. Garbuzov V. I. Nervous children: advice from your doctor / V. I. Garbuzov // - M., 1990.
- p. 176.
11. Graborov A. N. Fundamentals of mental retardation /A. N. Graborov // - M.: The
Classics Style, 2005. - p. 248.
12. Gurevich K. M. Psychological diagnosis / K. M. Gurevich // - The tutorial. M, - 1997.
13. Dulnev G. M. Educational work in the secondary school / G. M Delinv, Ed. by T. A.
Vlasova and C. G. Petrova // - M.: Education, 1981. - p. 176.
14. Zaporozhets, A. V., Neverovich Ya. Z. To the question of the Genesis of the functions
and structure of emotional processes in the child / Century A. V. Zaporojets // questions of
psychology. 1974. No. 6. - p. 59-73.
15. Zaporozhets, A. V. etc. Social emotions in children of preschool age /A. V. Zaporojets
// - M., 1986.
16. Zakharov, A. I. To study the anomalies of family education in the pathogenesis of
neuroses in children / Neuroses and border States // Ed. by V. N. Myasishchev, B. D.
Karasunskogo, A. E. Licko etc. - L., 1972. - p. 53-55.
17. Isaev D. N. Experience of application of tests of anxiety in the study of children with
mental retardation /A. N. Isaev // Defectology. - 1999. No. 4.
18. Campbell R. How to really love children /R. Campbell // - M., 1992.
19. Kovalev V. V. Psychiatry of childhood. Guide for the enemy-whose / V. V. Kovalev - M.:
Medicine, 1995.
20. Kosheleva, A. D. Emotional development of preschool children: a manual for
students of higher pedagogical educational institutions / C. I. Pereguda, O. A. Shugraeva,
Kozlov, S. A. // - M.: Academy, 2003, - p. 176.
21. Kotyrlo V. K. Individual approach to children in the educational process of the school
/V. K. Cotillo - Kiev, 1989.
22. Lebedinskaya K. S. degrees of mental subnormality in the mental retardation/ K. S.
Lebedinskaya / Selection of children in a special school: a Handbook for teachers // T. A. Vlasov,
K. S. Lebedinskaya, V. F. Machihin M: Education, 1983, p. 18-22.
23. Lebedinsky V. V. Centuries mental development in children / V. V. Lebedinsky // M.:
MSU - 1985, - p. 167.
24. Levin K. Dynamic psychology / K. Levin // M: Meaning, 2001, - 572 C.
25. Leontiev A. N. The mental development of children in preschool the age. - In
collection: the psychology of the child of preschool age / Ed. by A. N. Leontiev, A. V. Zaporojets
// - M., 1995. – p. 13-25.
26. Lubowski V. I. Psychological problems diagnosing abnormal child development / V. I.
Lubowski // M: Longman, 1989, - p. 104.
37
FUNDAMENTAL AND APPLIED RESEARCHES IN PRACTICE OF LEADING SCIENTIFIC SCHOOLS, 2014 (6)
27. Mamaychuk I. I Abnormal mental development of the child / I. I. Mamaychuk - SPb.:
Publishing house of St. Petersburg state University, 1996.
28. Minaev V. M. Development of emotions preschoolers. Classes. Games / V. M.
Minaeva // - M: ARCHI, 2001, - p. 48.
29. Carroll E., Psychology of emotion / E. Carroll // Izard - Moscow, St. Petersburg, 2007, p. 464.
30. Rutter M. The help of difficult children Trans. from English / Edited by A. C.
Spivakovsky // - M., 1982.
31. Semago N. Ya., Semago M M Troubled children: fundamentals of diagnosis and
correction work of a psychologist / N. Ya. Semago, M. M. Semago // M: ARCHI, 2000, - p. 232.
32. Semenovich A. V. Introduction to ne uropsychologia children: manual /A. V.
Semenovich - M.: Genesis, 2005, - p. 319.
33. Sinev V. M. the construction of a General theory correction pedagogy: the definition
of the subject of science / V. M. Singov. Scientific honey NPU M. P. Drahomanov, Correctional
pedagogy and psychology: collection of scientific essays.To. : NPU M. P. Drahomanov // 2004, p. 3-22.
34. Spivakovskaya A. S. Prevention of childhood neuroses (complex psychological
correction) / A. S. Spivakovskaya // - M.: Moscow state University press, 1988, - p. 198.
35. Sukharev G. E. Lectures on psychiatry of childhood / G. E. Sukharev // M. - 1974.
36. X. Heckhausen Psychology of motivation achievement / H. Hekhauzen – SPb: Speech,
2001, - p. 256.
37. Svancara J. Diagnosis of mental development / J. Svancara. - Prague: Medical
publishing house of Avicenum, 1978.
38. Freud A. The theory and practice of child psychoanalysis / A. Freud, TT 1-2. M., 1999.
Душка А.Л. Психологическая помощь детям с нарушениями эмоционально-волевой
сферы: семейно-центрированный подход
Автор констатирует, что отношения внутри семьи, структура семьи, роли родителей
в семье, непосредственное участие матери и отца в воспитании ребенка, а также
окружающей среды оказывает доминирующее влияние на развитие эмоциональноволевой сферы ребенка. Автор утверждает, что психолого-педагогические и медикосоциальные программы коррекции и адаптации должны быть направлены не только на
детей, но и на гармонизации семейных отношений в целом, формирование позитивного и
эффективного внутреннего круга влияния. Следует отметить, что факторы, которые ведут
к эмоциональным расстройствам у детей (например, биологические, психологические и
социально-психологические) имеют довольно широкий диапазон. Категория детей с
нарушениями эмоционально-волевой сферы, также очень неоднородна. Предложены
рекомендации по оптимизации отклонений и трудностей в развитии эмоциональной
сферы.
Ключевые слова: эмоционально-волевая сфера ребенка, задержка развития
(нарушение развития), психологическая помощь.
Душка А.Л. Психологічна допомога дітям з порушеннями емоційно-вольової сфери:
сімейно-центрований підхід
Автор констатує, що відносини всередині сім'ї, структура сім'ї, ролі батьків в сім'ї,
безпосередню участь матері і батька у вихованні дитини, а також навколишнього
середовища мє домінуючий вплив на розвиток емоційно-вольової сфери дитини. Автор
стверджує, що психолого-педагогічні та медико-соціальні програми корекції та адаптації
38
FUNDAMENTAL AND APPLIED RESEARCHES IN PRACTICE OF LEADING SCIENTIFIC SCHOOLS, 2014 (6)
повинні бути спрямовані не тільки на дітей, а й на гармонізації сімейних відносин в цілому,
формування позитивного та ефективного внутрішнього кола впливу. Слід зазначити, що
фактори, які ведуть до емоційних розладів у дітей (наприклад, біологічні, психологічні та
соціально-психологічні) мають досить широкий діапазон. Категорія дітей з порушеннями
емоційно-вольової сфери, також дуже неоднорідна. Запропоновано рекомендації щодо
оптимізації відхилень і труднощів у розвитку емоційно-вольовоїї сфери дітей.
Ключові слова: емоційно-вольова сфера дитини, затримка розвитку (порушення
розвитку), психологічна допомога.
39