Psycho-pedagogical Support Research Articles

VIDA UNIVERSITÁRIA E SAÚDE MENTAL: FORMAS DE ATENÇÃO E PROMOÇÃO À SAÚDE MENTAL DOS ESTUDANTES DE MEDICINA NO AMBIENTE ACADÊMICO

The transition period that young people face when they enter higher education is extremely important, as the start of academic life is marked by major challenges that involve changes, often extreme in the student’s life, such as leaving home, distance from family and the great demands that higher education imposes. This level of pressure can be a contributing factor to the development of mental disorders such as anxiety, depression and even suicidal ideation. It is important to emphasize that the university plays an important role in this transition, in welcoming and guiding these young people, both to prevent these conditions and to promote the mental health and well-being of medical students who are facing any of these disorders. This study showed that the implementation of promotion programs such as psychological and psycho-pedagogical support, the development of stress coping skills and mental health conversation circles are promising initiatives for improving these conditions and facilitating self-knowledge and self-care during the university journey.

Higher Music Teacher Education Programs in Mexico from the Professors’ Perspective. A Descriptive Study

Introduction: Despite the significant promotion and undeniable growth of music education in Mexico, three major issues have hindered its full consolidation and appropriate development: 1) There are few higher music education programs; 2) Enrollment in these programs is extremely low; 3) There is a deficit of well-trained music educators. Unfortunately, few studies in Mexico have addressed these issues, with most focusing on curriculum design. Objective. To address these concerns, this study conducted a quantitative, descriptive analysis to determine the profile of tertiary music education faculty and explore their perceptions regarding the functioning of their academic programs, their students’ profiles, and the teaching-learning conditions. Methodology. Data was collected through an ad hoc survey created by the researcher and validated through the expert-judgment validation process. The survey was sent to the 14 music education programs listed in the ANUIES Yearbook 2022-2023. Data was statistically analyzed by using the software SPSS, 2.0. Results. The findings highlighted the strengths and weaknesses perceived by professors and provided insights that may explain the current situation. Conclusions. While there are notable strengths, significant weaknesses need to be addressed, including the hiring of more well-prepared full-time professors, the implementation of effective recruitment mechanisms, adequate psycho-pedagogical support, and appropriate funding programs.

Модель психолого-педагогического сопровождения становления профессиональной идентичности у будущих педагогов профессионального образования

Realization of professional activity at a high level of efficiency requires from future teachers the formed qualita-tive filling of the position of a specialist, vision of themselves in the role of a teacher, correlation of actual train-ing and real requirements of professional-pedagogical activity and community, otherwise professional identity, as a means of formation of which is a psychological and pedagogical support. The aim of the study is to pre-sent a model of psycho-pedagogical support for the formation of professional identity in future teachers of vo-cational education. The work uses methods of qualitative theoretical analysis, comparison, classification, mod-eling. The model of psychological and pedagogical support based on systemic, activity, personality-oriented and reflexive approaches is presented. The stages of psycho-pedagogical support of students’ professional identity include the formation of: professional and pedagogical orientation of personality, creative readiness for professional activity, professional identity as a result of vocational training.

Aspects of Forming Spiritual and Moral Values in the Process of Socializing Children and Youth

This research delves into the intricate exploration of shaping spiritual and moral values during the socialization process of children and youth. The study meticulously examines the multifaceted factors influencing the development of these values, including family dynamics, educational influences, media impact, religious exposure, and societal institutions. Beyond analysis, the paper extends practical recommendations tailored for parents, educators, and community leaders, emphasizing the cultivation of spiritual and moral aspects in the context of family values, ethical upbringing, and active participation in spiritual and communal activities. The findings carry practical implications for the establishment of a harmonious and ethically conscious society. Educators and students can leverage the insights for the development and study of developmental and age psychology courses, while practical psychologists can incorporate them into programs for the psycho-pedagogical support of adolescents.

COOPERATION BETWEEN SPECIALISTS WHILE PROVIDING PSYCHO-PEDAGOGICAL SUPPORT TO CHILDREN WITH SPECIAL EDUCATION NEEDS

The planning of cooperative work in the process of providing psycho-pedagogical support to children with special educational needs, as well as the detection, study, assessment, prevention and modern professional interventions are among the important issues, which justify the importance of collaboration between psycho-pedagogical support team members while providing support in different settings to learners with different needs. The planning of cooperative work with children with special educational needs is a very responsible and important process, in this case, the cooperation of specialists considered to be a point of interest, as well as the direct connection of the specialist with the relatives and parents of the child.
 As such, there is a few literatures on collaborative work between specialists providing psycho-pedagogical support to children with special educational needs, and there is no any representing the situation in Armenia or presented in Armenian language literature as such, despite the fact that in various developmental centers, public schools and regional psycho-pedagogical support centers, they are already trying to collaborate and make the work process more structured.
 Within the frame of this study observation and literature review as research methodology are used to understand the main gaps and challenges of cooperative work between specialists while providing psycho-pedagogical support to children with special education needs.

Counseling and Tutoring, tools to reduce desertion at the TSU level

Derived from the increase in dropout rates during the year 2020-2021 at the TSU level in Information Technology, the implementation of strategies that effectively address this problem is proposed. The most frequent causes in the students who dropped out of the career were analyzed to determine the elements to consider, these being the lack of identification with the educational program and personal problems. Counseling and tutoring strategies were implemented by the teaching staff and complemented by the support of external specialists in the different areas of the curricular plan, as well as psycho-pedagogical support. The results obtained are favorable by reducing the number of dropouts from 15 to 1 in the next cycle, in addition to strengthening soft skills in students. Additionally, a projection of these strategies is displayed as part of a didactic model for the reinforcement of technical and soft skills in the university community

Caregiving and parenting practices during mandatory confinement by COVID-19 of early childhood caregivers

Introduction: During the COVID-19 infection, the population of infants and adolescents has been the most affected in aspects such as health, adequate nutrition, responsive care, protection, and safety, among others. Objective: To describe the care and upbringing practices of early childhood caregivers during compulsory confinement, from the point of view of health, nutrition, and psycho-pedagogical support.

Analysis of student and parent satisfaction with the class teacher

Introduction. In today’s reality characterised by the exacerbation of numerous social problems that are conditioned, among many factors, by the impact of negative experience of the child-parent relationship in the family, the teacher’s ability to diagnose the state of child-parent interaction is of particular importance, contributing to the harmonisation of child-parent relations. Purpose of the research: to identify the role and potential of the class teacher in the context of his/her pedagogical influence on the child-parent relationship. Materials and methods. To handle the set tasks, the authors undertook an analysis of a number of publications – those devoted to the problems of interaction between the school and the child-adult family community, along with the description of the most successful practices of combining the class teacher’s and parents’ efforts in creating a favourable educational environment. The following methods were also used: analysis of documents; questioning; observation; interviewing; processing of factual material by analysis of ideas, facts, mathematical calculation of percentage or graphic indicators; comparative analysis; generalisation, establishing certain regularities. The survey covered a total of 246 parents, 120 learners, 17 head executives of general education institutions. Of them: parents: 215 – from the Chechen Republic, 18 – from the Republic of Ingushetia, 13 – from other regions of Russia; learners: 102 – from the Chechen Republic, 14 – from the Republic of Ingushetia 4 – from other regions of Russia; head executives of educational institutions: from the Republic of Ingushetia – 14, from the Chechen Republic – 3. The survey was conducted using the authors’ methodology containing questions aimed at identifying the nature of the relationship between the class teacher and the parents. Results. The close contact between the class teacher and the family revealed during the questioning (to illustrate it, more than 90% of the parents recognised the class teacher’s involvement in solving the problems they had with their children) makes it possible to positively assess the class teacher’s role in harmonising the parent-child relationship. Modern communications allow parents and class teachers to interact more closely; for instance, almost 70% of the learners noted that telephone communication was a frequent method. Nearly 80% of the parents reported systematic communication support by the class teacher. At the same time, 40% of the head executives of general education institutions noted class teachers’ difficulties in building relationships with the learners’ parents. Conclusion. Professional assistance to the family by the class teacher is characterised by the integration of pedagogical, psychological and social tasks, which encourages the teacher to search for new forms and ways of psycho-pedagogical support of the family. The teaching community’s efforts should be aimed at the formation of “conscious parenthood” supposing self-development of a parent capable of solving problems independently through awareness of own attitudes and expectations, family values and character-building style. The most effective forms are psychological education and counselling aimed at the formation of a value-oriented attitude towards child’s upbringing by involving parents in educational, training, organisational and reflective activities. At the same time, the search for new forms of interaction with the family is of particular relevance; the efficient practices thereof should be duly interpreted with the view to generalise and disseminate successful experience.

Psycho-pedagogical recommendations for the re-education of people prone to criminality due to thermal stress (cold) and psycho-pedagogical support for potential victims

In this article are described deliquent behaviours caused by thermal stress ( the cold) and its influence upon human’s personality. The purpose of this publication is to give psychopedagogical recommendations for the specialists who teach people who are predisposed of committing acts of violence because of thermal stress and psychopedagogical support for potential victims.

Training future pre-school professionals in psycho-pedagogical support for early childhood development

The main tasks of pre-school education specialists become the formation of a favourable educational environment for children’s development, effecient organization of time and interaction with children. The training of future specialists should be focused on their personal and professional maturity in order to develop the child’s personality and improve the quality of preschool education. The aim of the article was to empirically study the approaches to preparing future specialists of preschool education for psychological and pedagogical support of early childhood development. The research methodology includes content analysis of regulatory documents and standards in the preschool education subsystem, analysis of secondary data from a survey of Ukrainian university students regarding satisfaction with the disciplines that provide training in early childhood psychological and pedagogical support. The results indicate the use of the competent approach in the training of specialists embedded in the main standards of the preschool education subsystem. The standards define the requirements for the child’s mandatory competencies and educational outcomes as well as the competencies of the child’s educator. The need for alignment and revision of the professional standard for educator as well as the standard for higher education in the context of the alignment of competencies acquired by students in the process of education has been identified. The results of the survey indicate a high level of student satisfaction with the training in the discipline “Psychological and pedagogical foundations of early childhood”.

The psychological and pedagogical aspect of the life quality of citizens with disabilities

Today, with the existing trends of society's humanization and democratization, there is a need to find ways to improve the life quality of people with disabilities for their full and harmonious development. Furthermore, in the current conditions of a challenging economic, social, and political world situation, it is crucial to effectively organize the process of psycho-pedagogical support for the social and psychological development of people, including children, with disabilities. Nowadays, state and public authorities all over the world try to direct their social policy and public activity toward the creation of a complex of legal, economic, psychological, educational, medical, rehabilitation, and other measures aimed at improvement of the quality of services, social adaptation and return to a full-quality life of people with disabilities. The article aims to reveal the main tendencies of scientific works in psychological and pedagogical support for the life quality of people with disabilities. Also, we should clarify practical aspects and perspectives of psychological and pedagogical support for this category of people, including, during extreme situations, martial law. Methodology. To write the article, we analyzed the works of scientists carrying out theoretical and practical research on the effectiveness of work with disabled persons. Also, we studied the results of a questionnaire poll of specialists in social services and disabled persons. Results. According to the research results, the tendencies of modern teachers and scientists studying the psychological and pedagogical support of the life quality of people with disabilities, as well as the results of the questionnaire survey on the factors influencing the success of psychological and pedagogical work to improve the life quality of persons with disabilities are traced and outlined promising work directions with these people.

Détresse et résilience des étudiants en médecine de Paris-Saclay lors de la première vague de la pandémie de COVID-19

ObjectivesIn France, during the first wave of the COVID-19 pandemic, all care workers have been mobilized. Despite this, the strong demand for care has put the health system under great strain. To overcome this overload of world, 86 medical students of Paris-Saclay University came to help some hospital services. They replaced caregivers, nurses or stretcher bearers under “degraded care” conditions. At the university level, the closure of the faculty due to generalized lockdown disrupted the training of these future doctors who were in second, third or fourth year of training (pre-clinical). This exploratory study proposes to collect the impact of the experience of these students during the first wave of the pandemic in order to better understand the difficulties they encountered, as well as the resources they exploited during this period. Materials and methodsUsing a mixed approach, both quantitative on the one hand and qualitative on the other hand, medical students from Paris-Saclay were interviewed through a retrospective questionnaire distributed in December 2020. The quantitative part of the questionnaire assessed their psychological distress (6-item Kessler scale) and their resilience (Brief Resilience Scale). The qualitative part of the questionnaire included various open questions concerning the motivations to participate, the difficulties encountered, the impact of the situation on their interpersonal relationships or their university course. ResultsA total of 46 responses from medical students from the University of Paris-Saclay were collected. This constitutes a response rate of 55%. Half of them were second or third year medical students. They were assigned to emergency departments, resuscitation or units dedicated to the care of patients with COVID-19. The average psychological distress score is 7.13. The average resilience score is 3.14. From these results, several categories of students were analyzed according to the elements found in their answers to the open questions. Almost all the students reported wanting to contribute to the collective effort and help hospital services. For some students, it was also a way of making themselves useful while escaping lockdown. The students were exposed to difficult working conditions, the distress of families and the deaths of numerous patients. Their involvement also had an impact on their relationships with their families: they could feel more isolated, or be afraid of infecting them. Their university work was very disrupted by their investment in the hospital: fatigue, concentration problems, lack of motivation could lead them to a form of dropping out of university. ConclusionsThe results of this study are part of the context of a particular health crisis. They show medical students exposed to significant psychosocial risks in a period of stress. It seems important to identify what leads some students to develop good resilience capacities. The COVID-19 pandemic acts as an indicator of difficulties that were already present but that it is exacerbating: the link between the faculty, the student and the hospital, mentoring, supervision, support, university workload, hospital working conditions, psycho-pedagogical support for students and support for most struggling students… These results invite us to rethink the educational engineering of medical studies so that they make it possible, even in a health crisis, to ensure the quality of training and the quality of life of medical students.

ПСИХОЭМОЦИОНАЛЬНОЕ СОСТОЯНИЕ СТУДЕНТОВ ВО ВРЕМЯ ПЕРЕХОДА НА ДИСТАНЦИОННОЕ ОБУЧЕНИЕ В ПЕРВУЮ ВОЛНУ САМОИЗОЛЯЦИИ

The paper presents an empirical study conducted among students during the first wave of self-isolation in May-June 2020. The study aims to identify specific features of a psycho-emotional state in students in the context of distance learning during self-isolation. The research objectives are to study the effect of forced self-isolation on the psycho-emotional state of an individual; determine characteristics of a psycho-emotional state of students, and establish a connection between mental states and the experience of loneliness in students. Materials and methods. Ascertaining experiment was used as the main method. The sample consisted of fifty-five students aged between 19 and 22. The study was conducted in a virtual interaction mode. The results were statistically processed using Kendall’s rank correlation coefficient and r-Pearson’s correlation coefficient. Research results. The findings indicate the features of the psycho-emotional state in students during distance learning in self-isolation; establish the presence of a direct negative relation between the experience of loneliness and the level of mental activation and interest of students, as well as a direct positive connection with anxiety, frustration, and obsessive states. Conclusion. The research results expand the scientific understanding of the psycho-emotional states of student youth; contribute to the improvement in methods of regulating the psycho-emotional states in university students; can be used to develop programs for psycho-prophylaxis, psycho-correction, and psycho-pedagogical support of students forced to self-isolate due to prolonged illness, special health opportunities, or the transition to distance education. Keyword: psycho-emotional state, mental states, students, distance learning, self-isolation, restrictive measures

Creative-digital diagnostics and reflexive development of school students in the course of studying Natural Sciences

The authors of the article raises an issue that is relevant from the perspective of modern education connected with difficulties of using the results of psychological diagnostics of students’ creative thinking carried out with the help of traditional testing techniques within the framework of the actual learning process. To address this issue, it is recommended to use the solutions suggested by the “forming” and “reflexive” approaches to this problem and conduct a synthesis of these two approaches using modern digital technologies. This way, it will provide us with an opportunity to turn developing (forming) procedures into diagnostic and turn diagnostic means into developing. Such a conceptual and technological symbiosis allowed us to create a computer networking system “CREO DATUM” enabling its users to carry out creative-digital diagnostics and psycho-pedagogical support of reflexive development of students’ creative potential at the same time based on the material of one of the natural sciences taught within the school curriculum, namely chemistry. This system includes a database of domain-specific creative tasks by solving which students demonstrate their thinking abilities; digitalization of this process in the online mode allows teachers to monitor and assess the dynamics of such parameters of their creative potential as divergence and criticality. This tool enables the teacher and student to predict the area of future development promptly and select further creative tasks on the subject via “CREO DATUM” taking into consideration the strengths and weaknesses of previous creative efforts. Experimental testing of the “CREO DATUM” system allowed us to categorize the students who took part in the research. Four groups have been identified: children with high creative potential, ones with low creative potential, divergents, and analysts. Methodological recommendations have been developed for each category of students based on the material of a natural science subject aimed at psychological and pedagogical support of their development.

Study of psychological competences of modern parents of adolescents

The article deals with the problems and experience of study of psychological competencies of modern parents of adolescents. The analysis of publications allowed the authors to update a number of ideas developed in the framework of the study of competence issues and reveal the issues of motherhood, fatherhood, child–parent relations, and parental competence. The authors substantiate the possibility of relying on the developed ideas to create a model of psychological competencies of modern parents of adolescents. The model identifies two main competencies that are implemented by applying appropriate actions, taking into account the peculiarities of psycho-pedagogical support of joint activities and communication with their own children of adolescent age by parents. The article presents empirical data of studying the level of psychological competence of parents of adolescents at secondary school No. 1 in Saransk. The diagnostic complex, including five classical methods, and the sample consisting of 108 parents of adolescents of VI and VII classes are characterized. It was found that parents with a high level of the studied competencies make up no more than 20 % of the number of surveyed parents. They reach the accounting of peculiarities of the inner world with the inclusion of an adolescent to learn the use of important motives and values, contributing to the creation and regulation of relations within the family and in public space. Parents of adolescents who have medium and low levels of psychological competences are at risk because they do not perform their parental duties effectively enough and slow down the quality of solving psychological problems that they and their growing children face, so they need targeted assistance. The authors proved the prospects of designing and implementing an online program for development of psychological competencies of parents of adolescents, which includes differentiated modules aimed at awareness of existing problems and mastering the ways to solve them successfully.

PSYCHOLOGICAL PECULIARITIES OF STUDENT’S PROFESSIONAL OEIENTATIONS FORMATION

The article focuses on the problem of formation of students’ career orientations. Studentship is seen as a social structure that is characterized by specific conditions of life, work and by the social behavior, psychological features, value orientations. Theoretical approaches to the development of career orientation and career designing problems in the student age are analyzed. Processual essence of future professional’s career is considered in three aspects: personal, social and organizational. The personal aspect provides consideration of this phenomenon from the position of the personality, reveals the peculiarities of the doer’s vision of the career. The social aspect is defined through the idea of a career from the perspective of society. Organizational aspect provides understanding of a career as a focused official and professional growth, gradual promotion by career ladder, the changing of qualification opportunities. The article considers the idea of self-realization as an indicator of formation of future specialists’ career orientations within modern conception of career development, namely lifestyle, values, freedom of choice, individual differences, flexibility in the perception of changes and setting goals, variety in achieving of them. In the article there is offered a constructive and functional structure of psycho-pedagogical support of the process of formation of a professional career in the context of the idea of self-realization. It contains the following components: familiarization with the essence and the features of a professional career; execution of psycho-pedagogical diagnostics; individual consulting of future specialists; conducting of psychological training programs aimed at the formation of knowledge, abilities and skills of professional training; identifying the real prospects of professional growth.

A formação do psicólogo perpassada pela inclusão educacional no ensino superior – relato de experiência

O presente estudo tem como objetivo descrever as atividades realizadas por três psicólogas que desenvolveram o estágio psicoeducativo no Programa de Apoio Psicopedagógico (PAP) da Universidade de Fortaleza (UNIFOR) na perspectiva da psicologia educacional, perpassada pela proposta de acessibilidade e respeito às diferenças no Ensino Superior. Trata-se de um relato de experiência de estágio em Psicologia Educacional e pesquisa documental, referente aos registros da orientadora de estágio, relatórios e transcrições de atendimento em diário de campo das três estagiárias do curso de Psicologia. O local do estudo, conhecido como PAP, é o setor responsável pela promoção da acessibilidade e da inclusão da universidade, além de se constituir campo de estágio para os estudantes de Psicologia. As estagiárias, em questão desenvolveram as suas atividades em períodos diferentes (2015-2019), de acordo com a data do ingresso na universidade e da colação de grau, de cada uma, e da oportunidade de estágio oferecida pelo programa. Adotou-se análise temática, definindo os núcleos temáticos: agente de acessibilidade e inclusão; apoio psicopedagógico; apoio psicológico; e facilitadoras de oficina de habilidades emocionais. Compreendeu-se que devido a pluralidade das atividades realizadas no estágio, ocorreu o desenvolvimento de competências e habilidades para lidar, acolher e acreditar nas pessoas com deficiência ou necessidades educacionais específicas. Conclui-se que, para as três estagiárias, essa vivência na perspectiva da Psicologia Educacional ofertada pelo PAP, contribuiu significativamente para a modificação de olhares, de conceitos, de comportamentos e de novas construções conceptivas acerca das diferenças e do respeito a elas no âmbito do Ensino Superior.

Impact of Psycho-Pedagogical Assistance in the Development of Socialization Skills for Children during Integration in Special Schools

The problem of socializing children with intellectual disabilities is revealed in the article as well as the ways of psycho-pedagogical support for their socialization at the stage of integration under the conditions of a special comprehensive school. In terms of present-day social-economic changes in our country, the problem of preparing people with special needs (various intellectual developmental disabilities) for independent living is aggravating. It demands them not only to acquire certain knowledge and skills but also the ability to solve different life problems, to adapt to new conditions determined by life and concrete circumstances, and successfully integrate to different life activity spheres. Thus the socialization support of children should become the important area of correction work at the educational, training and rehabilitation institutions. The influence occurs only under the conditions of special organization of pedagogical process. To reach the purpose and define the peculiarities of socialization among children with intellectual disabilities, empiric methods (talking, questioning, method of export evaluation, questionnairing, interviewing) are used; Study and generalization of pedagogical experience, which reveals the state and competence of teachers concerning the provision of pupils' socialization at the stage of integration at a special general education school, are also applied. The results of introducing the special correction developmental work are represented in the article. The analysis of the results shows the considerable increase of the general socialization level as well as the level of separate indicators at the stage of integration under the conditions of a special comprehensive school. The efficiency of the correction technology of socialization for children with intellectual disabilities proposed by us is emphasized.

Professional Self-Determination and Professional Identity of Students-Teachers in the Conditions of Individualisation of Education

Introduction. In the context of increasing transfessionalism of labour market and growing socio-economic uncertainty, modern students, including future teachers, should not only master the chosen specialty, but also be ready for meaningful entry into the profession. This process, which does not work according to the traditional model, but implements the principles of individualisation of education, has not been studied yet in higher education. The lack of analytical information on professional self-determination implementation, what affects it and students’ perceptions of their own professionalism do not allow psychological and pedagogical preparation for the upcoming employment to be purposefully and effectively organised.Aim.The present research is aimed at identifying the general and specific characteristics of professional self-determination of students-teachers of primary courses of undergraduate studies, while their training is organised through individual educational trajectories.Methodology and research methods. The development of the research procedure was based on the provisions of the author’s concept of semantic mechanisms of professional self-determination, according to which the basic types of activity of the subject of the professional path are the design of the professional future, its active implementation and reflective understanding of experience. The diagnostic complex combined the assessment of students' professional self-determination through objective methods with the opinions of students themselves about the process of their professional development. Processing of the results included descriptive statistics procedures and data clustering using the K-means method.Results and scientific novelty. Typological groups of students are identified taking into account different indicators of professional self-determination and professional identity. It has been established that there are at least four different variants of professional self-determination in the junior years of Bachelor’s programmes in Pedagogy (“positive pedagogical identity”, “teachers making choice”, “undecided” and “non-educators”). Detailed differences between these groups are presented. The parameters of differences include the formation of a personal professional plan, an emotional attitude to the profession, degrees of conscious activity, self-esteem “I am a professional”, subjective satisfaction with professional deve lopment based on the following interconnected aspects: accepted values of teaching profession, self-efficacy in solving pedagogical problems, opportunities for self-realisation and for choosing a direction and development methods, experiencing identity, understanding of own vocation, motivation for pedagogical activity. It is noted that positive respondents’ self-identification in the teaching profession is combined with high activity in the development of pedagogical experience from various sources. It is concluded that there is the need for differentiated psychopedagogical support of students taking into account the characteristics of their professional self-determination.Practical significance. The model, previously designed by the authors to accompany professional self-determination of teachers-students, is clarified. In accordance with the results obtained, the authors make recommendations concerning the development of content and organisation of such support in the conditions of educational process individualisation.

Children and adolescents with a chronic condition in the public school space – in search of an effective model of psychopedagogical support

Hanna Krauze-Sikorska, Children and adolescents with a chronic condition in the public school space – in search of an effective model of psy-chopedagogical support. Interdisciplinary Contexts of Special Pedagogy, no. 26, Poznań 2019. Pp. 205–318. Adam Mickiewicz University Press. ISSN 2300-391X. e-ISSN 2658-283X. DOI:https://doi.org/10.14746/ikps.2019.26.14Chronic condition may, in time, become a specific kind of „stigma” that determines the formation of a specific “conveyor belt” which determines the trajectories of the fate of children and adolescents. Analysing the functioning of children and adolescents with a chronic condition, for which the school should provide (as for other students) the conditions of learning, both in the cognitive and in the directional aspects, one may indicate not only the imperfections of educational activities, but also a myth of noble ideas inscribed in the function of school, as a place of universal development of every student. The article is a proposal of employing, within the process of educating children and adolescents with a chronic condition, an eclectic model of activities, based on their complexity and sequentiality. The model refers to models proposed by Frederick C. Thorne, or Richard James, used in situations of crisis intervention: the equilibrium model, the cognitive model, and the social change model.