ДИФФЕРЕНЦИРОВАННЫЙ ПОДХОД К ПЕДАГОГИЧЕСКОЙ РАБОТЕ С РОДИТЕЛЯМИ В УСЛОВИЯХ ДЕТСКОЙ РЕАБИЛИТАЦИИ: НАЧАЛЬНЫЙ ЭТАП ИЗУЧЕНИЯ СЕМЬИ

Abstract

Introduction. The article deals with topical issues of providing pedagogical assistance to parents (substituting persons) raising children with the consequences of neurotrauma in hospital conditions: the features of including adults close to the child in a complex of rehabilitation measures are studied; groups of parents are presented, accounting for which makes it possible to effectively build a comprehensive content of the rehabilitation process. The purpose of the study is to present the results of studying the specifics of parental attitudes towards a child with the consequences of neurotrauma. Materials and methods. 106 families were involved. Research methods: the study of psychological, medical, and pedagogical documentation; questionnaires and conversations with parents; directed observation; psychological and pedagogical examination of the child. Results. The methods of studying the parental position in a hospital are determined. The criteria of parental activity and factors that both improve and complicate the inclusion of loved ones in complex rehabilitation are described (biological, individual psychological, micro, and macrosocial). Differentiated parent groups have been identified, accounting for which allows the development of pedagogical assistance, content, and methods variably both at the early stage of rehabilitation and in the long-term recovery period of the child. Discussion and conclusion. All families raising children with the consequences of neurotrauma need comprehensive medical, psychological and pedagogical assistance throughout the rehabilitation/habilitation process. The content of pedagogical work with loved ones is built differentially, based on the levels of parental groups. The results of the study may be useful to specialists providing comprehensive care to children with severe neurotrauma, as wellas close adults.