ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ПРАКТИКИ ПРОФИЛАКТИКИ ДЕМЕНЦИИ В КОНТЕКСТЕ ПРЕОДОЛЕНИЯ СОЦИАЛЬНОГО ИСКЛЮЧЕНИЯ ПОЖИЛЫХ ЛЮДЕЙ

Abstract

Statement of the problem. The article discusses the new accents of social policy in relation to older citizens in different countries based on the idea of social inclusion. The author highlights the main areas of socio-psychological and socio-pedagogical support of the modern elderly in the conditions of state social services. The purpose of the article is to review psychological and pedagogical practices and the results of special foreign studies that identify problems in social interaction and characteristics of the social well-being of the elderly. The methodological basis of the study includes theoretical and empirical methods: phenomenological, comparative analysis, interpretation, comparison, documentation, psychological and pedagogical diagnostics, in particular, the Montreal Cognitive Function Assessment Scale (MOCA), socio-pedagogical experiment. Research results. The authors offer the results of their own empirical research related to the identification of difficulties in cognitive development that arise in old age, and also reveal the possible content and organization of psychological and pedagogical assistance. Conclusion. The article discusses different types of practices for overcoming the social exclusion of the elderly in the context of dementia prevention, in particular, practices of socio-ecological, communicative and resource nature. The presented results of empirical studies will supplement the data on the psychological and pedagogical support of the elderly and create prerequisites for the development of effective comprehensive measures aimed at increasing the proportion of successful aging.