(2018) Science and education, 5-6, 109-117. Odessa.

Iryna Tatianchykova,
Doctor of Pedagogy, associate professor,
Donbas Pedagogical University,
Maryna Omelchenko,
PhD (Candidate of Pedagogical Sciences),
Donbas Pedagogical University,
19, Henerala Batiuka Str., Sloviansk, Ukraine,
Andrii Tatianchykov,
PhD (Candidate of Psychological Sciences),
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
4, Fontanska Doroha Str., Odesa, Ukraine

PSYCHO-PEDAGOGICAL SUPPORT OF SOCIALIZATION
OF STUDENTS WITH INTELLECTUAL DISABILITY

The paper aims to reveal the essence (features, structure and content) of the designed technology contributing to the socialization of students with intellectual disabilities at the stage of adaptation in the conditions of a special general education school, and substantiate its effectiveness. To achieve the goal, empirical methods (survey, questioning, expert evaluation, interviewing, testing) were used making it possible to outline the peculiarities of the socialization of children with intellectual disorders; studying and generalizing pedagogical experience, which recorded the state and awareness of teachers about the correctional and educational technology of ensuring the socialization of students at the stage of adaptation in a special secondary school. Quantitative processing of empirical data was carried out using mathematical statistics methods (Pearson’s chi-squared test). The experiment involved 120 students with intellectual disabilities (60 CG students and 60 EG students). The following components of pedagogical influence have been distinguished in the framework of the designed program: the formation of students’ knowledge of social norms and values, rules of conduct and communication, as well as social skills; relaxation or elimination of anxiety and aggressiveness. The content components of the technique are presented by the designed modules that meet the basic directions of the adaptation stage, according to the subject of remedial developmental impact, goals and objectives. It consists of 5 modules, which are as follows: “I and the school”, “Rules”, “Rules for successful communication”, “How to overcome anxiety”, “Conflict prevention (how to get rid of aggression)”. The paper presents the full description of the designed technique with examples of exercises. The effectiveness of the suggested technique has been experimentally proved, thus it can be used to promote the socialization of the mentioned category of students.

socialization, children with intellectual disorders, stage of adaptation, correctional and educational technology.

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(2018) Science and education, 5-6, 118-122. Odessa.

Hanna Sokolova,
PhD (Candidate of Psychological Sciences), senior lecturer,
South Ukrainian National Pedagogical University named after K. D. Ushynsky,
4, Fontanska Doroha Str., Odesa, Ukraine

PECULIARITIES OF EMOTIONAL BURNOUT SYNDROME
OF PARENTS UPBRINGING CHILDREN WITH DOWN SYNDROME

The paper aims to analyze the results of an empirical study of the features of emotional burnout of parents upbringing children with Down syndrome. The study of the peculiarities of emotional burnout syndrome in parents having children with Down syndrome is a topical issue of modern special psychology. Despite the important role of parents in shaping the personality of a child with Down syndrome, the problem of theoretical and empirical research of this context in science is understudied. Despite the psychosocial significance of the issue, in psychological science, mostly the emotional burnout of representatives of caring professions has been studied. In the context of the study, the examination of the emotional burnout of parents is of particular importance, since the parentage of children with Down syndrome involves constant communication with deep immersion in the problem. The impossibility of explaining the nature of the burnout by medical categories prompted scientists to turn to psychological factors: conflicts at work, financial problems, increased workload, and for women – also homework. The most common symptoms of emotional burnout involve a feeling of emotional exhaustion, the inability to work with the full force, dehumanization as a tendency to cynicism and negativism with respect to dependent persons (patient, client, subordinate, student), negative self-perception. Emotional burnout is manifested in the form of increased activity at the beginning of work, fatigability, the search for guilty, depression or aggression and all sorts of psychosomatic reactions, despair. It has been found that the most relevant problems for parents of children with Down syndrome is the desire to restrict their professional duties and incomplete adequacy of emotional response. If these symptoms manifest together, parents seek to limit their professional activities, minimize other work and to focus on the upbringing of their children. The resistance phase is formed in parents to a greater extent than other components of emotional burnout. Inside this phase, inadequate emotional response and reduction of responsibilities, which are likely to reinforce each other, are predominant.

 personality, emotional burnout, psychological state, symptom.

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