Роль семейных взаимосвязей в формировании жизнеспособной и благополучной личности студента с инвалидностью и / или ограниченными возможностями здоровья

Abstract

<p style="text-align: justify;"><strong>Objective</strong><strong>.</strong> To analyze the role of family relationships in the formation of a prosperous and viable personality of a student with disabilities. <br><strong>Background. </strong>Moral responsibility, mutual support and care, teaching principles, norms and values remain at all times a historically significant function of the family. The appearance of a person with a disability in the family becomes a source of uncertainty, which is a threat on the one hand, and a chal­lenge on the other. Creating conditions for the effective and harmonious development of the family will make it possible to raise a prosperous and resilient citizen, through the support of not just a family, but the institution of a family resiliencе. <br><strong>Study design. </strong>The paper examines the features of the formation a well-being and resilient person­ality of students with disabilities, depending on the degree of family support and the presence of close family ties. The interrelation of family relations with psychological well-being, resilience, and assess­ment of the quality of life of students with disabilities is determined. <br><strong>Participants. </strong>The study involved students with disabilities (n = 98; 37,7% of boys, 62,3% of girls; average age 21,13 ± 2,68) from different faculties of FSUE IVO RSU Sotstech and conditionally healthy students (n = 116; 51,7% of the sample; 31,4% of boys, 68,6% of girls; average age 21,5 ± 2,9). <br><strong>Measurements. </strong>The research is based on the following methods: questionnaire “Psychological well-being” by C. Riff in adaptation by T.D. Shevelenkova, P.P. Fesenko; questionnaire SF — 36 “Assessment of quality of life”; test “Human resilience” by A.V. Makhnach; questionnaire “Human resilience” by E.A. Rylskaya; questionnaire allowing to establish the socio-psychological characteristics of students (gender, age, faculty, disability). The results were analyzed using the IBM SPSS 23.0 package. The presence of significant differences was revealed using the nonparametric Mann-Whitney U-test for two independent groups and the Kruskal-Wallis analysis for k-independent groups. The relationship of family relationships with the assessment of living standards, parameters of psychological well-being and resilience was established on the basis of Spearman’s p-criterion. The results were considered significant at p < 0,05. <br><strong>Results. </strong>Students with disabilities have a correlation relationship between family relationships and indicators of psychological well-being and resilience. The level of resilience of students in families with high support corresponds to a high level, in groups with weak family ties — to an average level. In families with high family support, girls and boys are statistically more capable of self-regulation and self-development. The state of psychological well-being is statistically significantly higher among students with disabilities in the group with close family relationships. The analysis of the assessment of the quality of life significantly differs in the parameter of vital activity among respondents with disabilities. <br><strong>Conclusions. </strong>As a result of the study, it was found that a family with close emotional ties creates conditions for the effective use of available opportunities, self-regulation and self-development. Stu­dents with disabilities with high family support show higher life activity and adaptation in society. The results of the study serve as the basis for the development of a targeted trajectory of psychological and pedagogical support for students with disabilities and/or disabilities to maintain psychological well-being and resilience, improve the assessment of quality of life.</p>