Psychological Support For Children Research Articles

Exploring the Psychological Impact of Childhood-Onset Psoriasis: A Systematic Review.

Childhood-onset psoriasis (COP) is often associated with various psychological challenges. While numerous studies have delved into the connection between adult-onset psoriasis and its potential to heighten a patient's susceptibility to various psychological challenges, less has been written about the influence of childhood psoriasis on psychological disorders, particularly anxiety and depression, eating disorders, and substance abuse. In this study, we delve into studies that shed light on these associated risks. A systematic literature review was conducted using PubMed, focusing on the psychological impacts of childhood-onset psoriasis. From an initial pool of 313 articles, we utilized Covidence for screening and selection, adhering to strict exclusion criteria such as psoriasis in adulthood and incorrect study designs. This process refined our focus to 12 relevant articles, which were critically analyzed to understand the psychological comorbidities associated with childhood-onset psoriasis. Our review reveals a significant link between childhood-onset psoriasis and increased instances of depression and anxiety. Notably, children with psoriasis demonstrate higher frequencies of suicidal thoughts and behaviors, as well as a marked propensity for substance abuse and addiction. The study also uncovers a strong connection between psoriasis in children and the development of eating disorders like anorexia nervosa and bulimia nervosa. COP significantly affects the psychological wellbeing of children, with heightened risks for depression, anxiety, suicidality, substance abuse, and eating disorders. These findings underscore the need for comprehensive management strategies that encompass not only the physical symptoms but also the mental health and psychological support for children with psoriasis. Early intervention and regular screenings are crucial in mitigating these risks and improving the quality of life for pediatric patients with psoriasis.

MENTORING AS A FORM OF PSYCHOLOGICAL SUPPORT FOR CHILDREN LEFT WITHOUT PARENTAL CARE

Relevance. The loss of parental care like nothing else affects the psychological well-being of the child and can have detrimental consequences for their further social adaptation and self-realization in adulthood. The emergence of effective mechanisms for child's social adaptation is the result of its productive interaction with a human social environment and an indispensable condition for successful socialization in society. The purpose of this study is to identify the influence of mentoring on the social and psychological adaptation of children left without parental care. Methodology. By means of theoretical analysis using the methodology of the systemic and cultural-historical approach, the article analyzes in detail the history of mentoring, its types and functions in working with children. Results. The paper proves that a child left without parental care faces a number of problems ( compensation for the level of mental deprivation, formation of basic trust in the world and gender-role identification, understanding ethical norms, and formation of relevant values), which negatively affect their ability to social adaptation. To solve them, she needs competent psychological support from adults. Mentoring is considered as an effective form of psychological support and guidance for children, which, by transforming and enriching itself in the processes of formation, has found due recognition in modern society and is widely used as a tool for the personal development of a person as a subject of activity. It is concluded that the psychological and pedagogical potential of mentoring should be used in the psychological support of children who were left without parental care due to military operations on the territory of Ukraine.

Quality of Life of Children with Short Bowel Syndrome from Patients' and Parents' Points of View.

Despite limited research, existing studies using generic quality of life (QOL) tools indicate decreased physical health and compromised emotional functioning in children with IF. This study investigates QOL in children with short bowel syndrome (SBS) and its determinants. The study included 57 pediatric patients with SBS treated at Mannheim's University Hospital between 1998 and 2014. To evaluate QOL, the KINDL questionnaire was used. Three age-specific questionnaire variants were employed, and parental proxy reports were collected. Most patients underwent intestinal lengthening procedures, with varying primary diagnoses. A comparison with healthy children from the patient's perspective revealed no difference but from the parent's perspective showed lower QOL in SBS patients, especially regarding physical and mental well-being. QOL varied with age, with 7-10-year-olds reporting the lowest scores. Several factors, including independence from parenteral nutrition and the presence of a complete colon, positively influenced QOL. The independence of parenteral nutrition and the presence of a complete colon positively influenced QOL. The Bianchi technique for intestinal lengthening has also shown promise but needs further research. The observation sample in this study is too small to generalize about the whole population of SBS patients. However, this study shows that many health and treatment factors affect QOL, and a large multicenter study is necessary. Our findings underline the importance of appropriate psychological support for children with SBS and their families.

Healthcare professionals' views on psychological support for children and families affected by skin conditions in the UK: A qualitative study.

Skin conditions can have a psychological impact on a child and their caregivers, however, support is not equally distributed between geographical regions in the United Kingdom (UK). This study aimed to investigate the experience of National Health Service (NHS) healthcare professionals (HCPs) of addressing the psychological needs of children with skin conditions and their families, and gain expert opinion as to how services need to further develop. HCPs were recruited to a qualitative study with an advert posted on social media. Fifteen HCPs took part in interviews, including dermatologists (n=4), dermatology nurse consultants/specialists (n=4), clinical psychologists (n=4), liaison psychiatrists (n=2), and a children's psychological well-being practitioner (n=1). Thematic analysis revealed children often presented with anxiety, depression, self-harm and suicidal ideation. The impact on caregivers was equally profound. There were differences in service provision across the UK and all HCPs recognised the urgent need for psychological support to be integrated into standard care. Participants described how a range of interventions are typically required including cognitive behavioural therapy (CBT), and systemic approaches, as well as mindfulness/third-wave approaches. Barriers to the delivery of psychological services were associated with a lack of funding and training opportunities for core and specialist staff alike. However, in some instances, participants had overcome these challenges to be able to deliver unique services. There exist several barriers to providing paediatric psychological interventions, and many locations across the UK remain vulnerable as a result of continuing lack of national guidelines for the provision of psychological services.

Anxiety in hospitalised families: lessons from the early phase of the COVID-19 pandemic.

In the early phase of the coronavirus disease 2019 (COVID-19) pandemic, children with COVID-19 in Singapore required hospital isolation. We aimed to explore the psychological experiences of children and their caregivers isolated in a tertiary university hospital due to COVID-19. A prospective mixed-methods design was used to evaluate the psychological status of hospitalised family units with one or more children aged <18 years who had severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) infection. Patient medical records were reviewed for demographic and clinical information. Parents and children ≥7 years of age underwent a psychologist-administered telephone-based interview. Self-reported, age-appropriate instruments, Short Mood and Feelings Questionnaire, and Screen for Adult/Child Anxiety-Related Disorders, were used to assess anxiety and depression, respectively. Participants were also interviewed qualitatively. Fifteen family units were hospitalised between March 2020 and May 2020. Of these, 13 (73%) family units were recruited. The median age of the children and median hospitalisation duration were 57 months and 21 days, respectively. Median number of COVID-19 polymerase chain reaction swabs performed for each child was eight. All children had asymptomatic to mild SARS-CoV-2 disease. The criteria indicative of anxiety disorder were met by 40% of adults and 80% of children, while the criteria indicative of separation anxiety were met by 60% of parents and 100% of children. One child met the criteria indicative of depression. Uncertainty, separation, prolonged hospitalisation and frequent swabs caused significant reported anxiety. Families, especially children, had heightened anxiety while in hospital isolation. Therefore, home-based recovery from COVID-19 and psychological support for children and their families, with focus on early recognition of anxiety disorders, are recommended. We support review of paediatric isolation policy as the pandemic evolves.

The classification of consequences and complications of spinal cord injury in children

BACKGROUND: Consequences and complications of spinal cord injury in children which appear at all recovery stages significantly affect outcomes. The Classification proposed in 1994 does not provide a clear distinction between terms "consequences" and "complications" and currently, in our opinion, is outdated and was outdated long ago, since it raises more questions than it contains answers.&#x0D; AIM: to propose a new classification of spinal cord injury consequences and complications in children covering all periods of the injury course.&#x0D; MATERIAL AND METHODS: Children with severe spinal and spinal cord injury who have been admitted to the Clinical and Research Institute of Emergency Pediatric Surgery and Trauma in Moscow since 2014 were taken into the study. To diagnose their current state, the following diagnostic tools were used: clinical examination, trophological status, neurological assessment by ASIA scale, locomotor pattern, laboratory and instrumental testings; in addition, psychological examination so as to identify child's post-traumatic disadaptation and psychopathological state.&#x0D; RESULTS: Three years after the injury, spinal cord injury consequences were detected in 96% of injured children; spinal cord injury complications ― in 56% of children who were treated at Clinical and Research Institute of Emergency Pediatric Surgery and Trauma in 20142020. The authors have developed a new classification of spinal cord injury consequences and complications in children.&#x0D; CONCLUSION: The early start of rehabilitation measures and subsequent long-term medical and psychological support of children with spinal cord injury delays the onset of spinal cord injury consequences, prevents complications, as well as encourages the child and his/her parents to comply with the recommendations of the rehabilitation team. Underestimation of the severity of child's condition can lead not only to the deprivation of motor restoration, but also to the deterioration in the quality of family life and to the problem of integrating children with spinal cord injury into the society.&#x0D; The newly developed classification is an important instrument to improve injury outcomes, child's growthand development as well his/her integration into the social environment.

PEDAGOGICAL CONDITIONS OF PROVIDING HEALTH-PRESERVING ENVIRONMENT OF EDUCATIONAL INSTITUTIONS

The purpose of the article is to substantiate the pedagogical conditions for ensuring the health-preserving environment of an educational institution. Research methods used: bibliometric method, observation, system analysis and synthesis, modeling method, analogy, systematization and generalization, assessment of identified trends in retrospective and prospective terms. The following pedagogical conditions for ensuring a health-preserving environment of an educational institution are substantiated: the formation of health-preserving value orientations, which is not an one-line process. The formation of health-preserving value orientations should include both the updating of knowledge in the field of health care and the organization of experience in developing a healthy lifestyle; organization of the child's life in such a way that the student is comfortable, that he studies with interest and achieves optimal results without harming health; development of a complex program of actions, which includes such meaningful blocks as medical and psychological support for children; a complex of health-saving educational technologies; methods of training teachers to use health-preserving technologies and others; comprehensive self-analysis by the teacher of educational activities, which is carried out by the teacher on the topic and lessons before the start of study or conduct. The preservation of health as one of the main directions in the work of the school gives good results only when all factors and conditions for managing the quality of the educational process as a whole are taken into account. The work should be built systematically, cover all components of the educational process, meet the health-preserving needs and requests of its subjects, be versatile in terms of content, forms and means of implementation.

Psychological Support for Children with Intellectual Disorders in War Conditions

The article reveals the problems of psychological support for children with intellectual disabilities in wartime. As children with intellectual disabilities are one of the most difficult categories of children with special educational needs due to their difficulties in communication, behavior, sensorimotor functioning, environmental orientation, social adaptation and socialization, they become the most vulnerable and need maximum assistance in crisis situations. The empirical research was carried out using the following methods: a conversation was conducted with parents / guardians of children with intellectual disabilities to determine the traumatic events that children experienced during the war, then used a questionnaire "General reactions of children after the war / war events" and the diagnosis of stress disorders in children was carried out with the help of Luscher's abbreviated method of color choices, as well as the projective drawing technique "What scary dreams I have and what I am afraid of during the day". The study involved 26 parents (legal representatives) and 26 children aged 7 to 15 years with intellectual disabilities. Respondents included both local families and internally displaced persons. According to the results of the parents' survey, it was established that virtually all respondent children witnessed and participated in certain traumatic events related to hostilities in our country: children remained in shelters for a long time during air alarms and shelling, experienced severe hunger and cold. , felt the fear of their own death, etc. According to the parents, they noted in their children problems with memory, thinking, concentration, social services, frequent mood swings. In fact, the diagnosis of children with intellectual disabilities also revealed high levels of stress disorders and unfavorable emotional states. The article also offers recommendations and areas of psychological support and assistance to children with intellectual disabilities in wartime.

Psychological support for children with special educational needs in an inclusive education

The rate of disabled individuals is quite high in Kazakhstan. It is a fact that people with disabilities also have problems related to education and work, as well as the problems they face in social life. With the psychological support to be provided in the fields of education, the problems of the disabled individuals can be minimized, the deficiencies can be eliminated, and the fact that they know that they receive education with other individuals with equal opportunities can provide a sense of trust in disabled individuals. This study aims to determine the importance of psychological support for disabled children who continue their education. The qualitative research method was used in the research. Open-ended questions prepared by the researcher were asked. The study group of the research consists of 28 counselor teachers working in a state school with mainstreaming students in Kazakhstan. Results reveal that disabled individuals need psychological support in their education. It turned out that the psychological support provided was insufficient. Keywords: Disabled person; Inclusive Education; psychological support.

MENTAL HEALTH AND QUALITY OF LIFE OF PATIENTS WITH CHILDHOOD CANCER. (REVIEW OF FOREIGN LITERATURE)

Abstract: The need to analyze foreign literature in order to study information about the quality of life of patients who underwent cancer in childhood or adolescence is dictated by the high prevalence of mental disorders in the long-term period and insufficient knowledge of the possibility of their compensation. Purpose: to analyze foreign literature for studying the quality of life of adult patients who underwent cancer in childhood or adolescence, the social adaptation of these patients. General information. In pediatric patients, the fear of re-illness, difficulty in returning to school and in a group of emotionally significant peers, and dependence on significant adults are mentioned. Adolescence introduces additional difficulties in studying the problem. Quality of life after lymphoblastic leukemia. Programs to support cancer patients of childhood and adolescents can significantly reduce the number of complications associated with the psychological and social aspects of the illness. Quality of life for children with cancer and their families. The use of psychotherapeutic trainings for all family, the opportunity to share their experiences in psychotherapeutic groups showed the effectiveness of these measures in the form of reducing the level of anxiety and other psychological consequences. Symptoms of PTSD in children who have had cancer and in children who have experienced other severe stressful events. The level of PTSD symptoms in children who have undergone cancer is higher than in the comparison groups. Fertility and Oncology. Problems with reproductive function after oncological disease significantly affect self-perception, socialization of an adult, and can cause the formation of various depressive and anxious states. Features of adolescent response. Psychological assistance should include teaching constructive strategies for coping with stress, and help restore cognitive functions. Conclusion. There is a need for psychological support of children, adolescents and their families in a difficult period of life, adaptation to the consequences of cancer.

Overcoming traps and challenges in child and adolescent psychiatry

Appropriate healthcare and psychological support for children and adolescents is essential for the successful development and good mental health. Unfortunately, this is often a neglected element in the healthcare systems around the world. It is known that approximately half of all adult psychiatric disorders start under the age of 14 and that the prevalence of child and adolescent-onset psychiatric conditions is increasing. The real reason for this increase remains unclear, but it demands our attention as does the care of affected children, adolescents, and their families. Transitions between different age groups need to be made easily navigable for the patients and their families. Many challenges in child and adolescent psychiatry are present, especially in developing countries such as Serbia. A possible solution for overcoming these challenges is uniting the child and adolescent professional societies from all over the world. These societies should work together to develop unified strategies for diagnosis, treatment and support of children affected by psychiatric conditions. By working closely with pediatricians, family physicians, psychologists, nurses, and other professionals, child and adolescent psychiatry can use knowledge and skills to support practice while teaching other professionals how to optimize the utilization of child and adolescent psychiatry services.

Quality of Life Using General Population Validated Questionnaires in Children With Cleft Lip and/or Palate in New Zealand.

To determine the level of quality of life (QoL) in children with cleft lip and/or palate (CL/P) and whether this differs by cleft phenotype. A cohort of children with CL/P born in New Zealand. A nationwide study of children born with CL/P and having primary surgery in New Zealand. Children with CL/P and their families (n = 397) who attended a cleft clinic between October 1, 2014, and September 30, 2017, and agreed to complete questionnaires on QoL. Primary outcomes were QoL from the PedsQL 4.0 core generic questionnaires and the PedsQL 2.0 Family impact scale. Children with CL/P in New Zealand generally have a high QoL as assessed by the PedsQL. The impact of cleft phenotype had limited effects on the child, however there were significant impacts on parents and families. We found that the family impact scale differed by cleft phenotype with those with CL having the highest QoL and those with cleft palate the lowest, and this was consistent across QoL subscales. Quality of life improved as a whole by age, particularly in physical and cognitive functioning, as well as in the ability to undertake family activities. Children with CL/P have generally good levels of QoL in New Zealand, however cleft phenotype impacts on the level, with the lowest levels in those with cleft palate. Psychological support of children with cleft and their families should be an integral part of cleft care.

A Literature Review of Music Intervention Studies on Psychological Support for Children and Adolescents from Multicultural Families

A Literature Review of Music Intervention Studies on Psychological Support for Children and Adolescents from Multicultural Families

The psychological support for children and parents in Fukushima after the Great East Japan Earthquake

The psychological support for children and parents in Fukushima after the Great East Japan Earthquake

Социальная адаптация детей с онкологическими заболеваниями после продолжительного лечения

The article is an overview of foreign studies on the socialization of children with cancer in medical history. Studies show that the presence of cancer diagnosis is the strongest stress factor for the child, as well as his long-term hospitalization, painful medical procedures, asthenization, emotional deprivation, separation from the usual lifestyle and close relatives. All this negatively affects the psychological state of the child and his reintegration into society after a long-term treatment. Particular attention is paid to publications about the difficulties a child faces when returning to society. They show that children with cancer (cured or in the state of remission) have difficulties in social interaction, learning problems, cognitive difficulties, which can lead to emotional disorders. The studies aimed at assessing the family situation of children with cancer have been analyzed. The article also describes potential strategies aimed at preventing and correcting social maladjustment of children as well as at psychological support of children with cancer and their families.

Coronavirus-2019 Disease (COVID-19) in Children.

COVID-19 disease affects all ages, but severe cases of the disease and mortality are very rarely seen among children. In most cases, they acquire the virus from their parents or from an another infected person. The exact reasons why the disease has a milder course in children is unknown but high numbers of Angiotensin Converting Enzyme-2 (ACE2) receptors, underdeveloped immune responses, cross-reaction with other viruses, protective effect of fetal hemoglobin and fewer outdoor activities as well as journeys, and nonexposure to air pollution, and smoking. Although many cases are asymptomatic, they can still shed the virus. Materno-fetal vertical transmission has not been shown so far. In symptomatic cases, clinical findings include fever and respiratory symptoms, followed by diarrhea and vomiting. There are signs indicating a possible association between Kawasaki disease and COVID-19. Clinical findings and diagnostic procedures in newborns, and older children are similar. Supportive therapy is essential and antiviral agents are not required in most cases. During cytokine storm, anti-inflammatory treatments may be tried. There is no evidence for transmission through breastmilk; therefore infected mothers should breastfeed their infants by taking all precautions. Routine immunizations of children should not be deferred during COVID-19 outbreak period. Psychological support for children who need to stay at home and for healthcare personnel should be provided.

CLINICAL AND PSYCHOLOGICAL SUPPORT FOR PRESCHOOL CHILDREN WITH CEREBRAL PALSY

Relevance. Timely comprehensive diagnostics of psycho-social factors involved in the formation of cerebral palsy in children, their influence on the formation of child-parent relationships is relevant and practically significant. Inharmonious upbringing, emotional disorders and personal characteristics of the parent can affect the child’s mental development, contribute to violations of psycho-social adaptation. Objective of the study: to reveal the psychological characteristics of children with cerebral palsy and those of their mothers, to determine the characteristics of upbringing and parent-child relationships, to conduct clinical and psychological support of children with this disabling disease and their parents with elements of cognitive-behavioral correction of the identified disorders. Methods of research. Clinical conversation and experimental psychological method including: “Assembling Figures” method according to the 4th Wechsler subtest; method of drawing associations by S. Rosenzweig (children’s version) modified by N.V. Tarabrina(1978); René Gilles method, 1950; test “SMOL” ( V.P. Zaitsev, 1981); “PARI” method by E.S. Schaefer and R.K. Bell, adapted by T. V. Neshcheret (1984). Methods of statistical analysis were used as well. The sample consisted of: Group1 (n1) — 37 pre-school children with cerebral palsy aged 5–6 years (17 girls and 20 boys) and their mothers in the MCU of Samara RC “Zhuravushka”; Group 2 (n2) — 37 conditionally healthy children of the same age and gender in the SBU SAMARA city children’s polyclinic No. 9. Research results. It was found that in children with cerebral palsy, emotional response in a situation of frustration is accompanied by high self-accusatory reactions, low socio-psychological adaptation and low self-esteem. Child-parent relationships are in the suboptimal emotional range. An effective program of clinical and psychological cognitive-behavioral psychological correction of emotional and behavioral cerebral palsy disorders in the parent-child group was carried out. Conclusions. Psychosocial factors affecting the adaptation processes of preschool children with cerebral palsy were identified. Families with children with chronic disabling diseases such as cerebral palsy, need to organize training and education, including psycho-corrective and correction-developmental classes.

ПСИХОЛОГІЧНИЙ СУПРОВІД ТРАНСФОРМАЦІЙНИХ ПРОЦЕСІВ В УКРАЇНСЬКОМУ СУСПІЛЬСТВІ ТА ОСВІТІ

Представлено основні положення доповіді, проголошеної автором на загальних зборах НАПН України 17 грудня 2019 р. Дані положення розкривають результати фундаментальних і прикладних досліджень з означеної проблеми, які здійснюються співробітниками наукових установ, що входять до Відділення психології, вікової фізіології та дефектології НАПН України. Проаналізовано такі актуальні питання: сутність трансформаційних процесів в українському суспільстві та освіті і роль психологічного супроводу в їх забезпеченні; проблеми психічного розвитку особистості та психологічного супроводу освітніх процесів; проблеми психологічного супроводу учасників бойових дій, сімей загиблих, тимчасово переміщених осіб та їхніх дітей; психологічний супровід суспільних змін; психологічний супровід дітей з особливими освітніми потребами, запровадження інклюзії у закладах освіти. Розкрито завдання та результати наукових та освітніх проєктів, основні публікації, тренінгові та консультативні практики, різноманітні напрями та форми взаємодії з представниками освітніх, державних установ, міжнародних організацій тощо.

Psychological Support of Children’s Privacy Development in Preschool Age

The goal of the article is to present the theoretical and empirical research as for development of preschoolers’ personal privacy and to determine their parents’ contribution to this process. Research methodology: In order to find out ways of preschoolers’ privacy development and parental attitudes towards it, the sample of adults was divided into two groups for comparison: 84 parents (42 parents of 4-year old children and 42 parents of 6-year old children). To this end, the following diagnostic techniques were used: the questionnaire “Sovereignty of a psychological space” (Nartova-Bochaver S.K.), the method “Actors and typical causes of conflicts at each age stage” (Venkova N.A.). Two groups of children of 4 (n=26) and 6 (n=28) years were examined with the method “My house” to study characteristics of preschoolers’ psychological boundaries, their dynamic features and methods of protection, (Silina O.V.). Methods of mathematical statistics were used to estimate empirical data. Research results: The empirical research of 84 parents (Ukraine) having children in preschool age show that preschoolers’ personal privacy is mainly developed due to expansion of such components of their psychological space as personal territory, habits and values. The closest social environment, in particular parents, is only partly ready to support children’s pursuit for the sovereignty of their psychological space. Discussion: The psychological support of preschoolers’ privacy development is possible only with psychological work with their parents as leading agents of their socialization. This work should be aimed at harmonization of parents’ attitudes towards children's claims to have a personal space. Such support should include psychological enlightenment, active social psychological trainings, counselling and psychotherapy, specially organized for all actors influencing children's psychological space development. Keywords: personal autonomy, privacy, sovereignty of a psychological space, socialization.

ОСОБЛИВОСТІ ПСИХОДІАГНОСТИКИ ПОВЕДІНКОВИХ РОЗЛАДІВ ДОШКІЛЬНИКІВ З ПОРУШЕННЯМ ІНТЕЛЕКТУАЛЬНОГО РОЗВИТКУ

Дослідження поведінкових розладів дошкільників з порушеннями інтелектуального розвитку розглянуто як невід’ємну складову психологічного супроводу дітей, а отримані діагностичні дані – як основу для здійснення подальшої ефективної психокорекційної роботи. Обґрунтовано необхідність створення комплексного та ґрунтовного підходу до діагностики особливостей поведінкових розладів старших дошкільників з інтелектуальними порушеннями. Проаналізовано сучасні наукові дослідження і визначено, що поведінкові розлади дітей з порушеннями інтелектуального розвитку досліджуються з погляду біологічного, соціального та психолого-педагогічного підходу. У статті феномен поведінкових розладів розглянуто в межах психолого-педагогічного підходу, зазначено його переваги. Визначено, що найбільш поширеним видом поведінкових розладів серед дітей дошкільного віку з порушеннями інтелектуального розвитку є агресивна поведінка. Виділено основні критерії для діагностики агресивної поведінки дошкільників з порушеннями інтелектуального розвитку, а саме: рівень самоконтролю, тип локусу контролю, рівень дисципліни, риси особистості, особливості емоційної сфери та взаємин дошкільників. До кожного критерію підібрано психодіагностичні методики з урахуванням особливостей дітей дошкільного віку з порушеннями інтелектуального розвитку. Представлено результати діагностики за кожним критерієм. На основі отриманих даних визначено рівні сформованості агресивної поведінки у дітей старшого дошкільного віку з порушеннями інтелектуального розвитку. Наведено характеристики дітей старшого дошкільного віку з порушеннями інтелектуального розвитку з високим, середнім і низьким рівнем сформованості агресивної поведінки.&#x0D;