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Psychological Science and Education

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1814-2052

ISSN (online): 2311-7273

DOI: http://dx.doi.org/10.17759/pse

License: CC BY-NC 4.0

Started in 1996

Published 6 times a year

Free of fees
Open Access Journal

 

Personal Resources of a Parent, Whose Child Attends an Inclusive Group in Kindergarten

Khorosheva E.V., PhD Student, Chair of Pre-School Psychology and Pedagogy, Department of Psychology of Education; Researcher, Laboratory of the Anomalous Development, Moscow State University of Psychology and Education, Moscow, Russia, katekhorosheva@mail.ru
Abstract
This article presents the results of empirical research on existential accomplishment and resilience of parents raising a child with disabilities. The aim of the study was to identify and examine factors helping family members to hold out permanent stress and cope with current problems of upbringing and socialization of a child with developmental disorders. The hypothesis proposed that the parents’ personal resources impact the family's quality of life and helps its members to successfully cope with stress. The study was conducted in the Moscow psychological center and pre-school educational institutions with inclusive groups. 50 families raising children with disabilities participated in the study. Analysis of factors that prevent stress from the point of view of different theoretical paradigms is presented. Personal resources of parents, such as risk taking and personal openness are revealed.

Keywords: personal resources; a child with disabilities; existential accomplishment, resilience; coping strategies; stress.

Column: Perspectives of inclusive education

For Reference

References
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  3. Ljengle A. Dotjanut'sja do zhizni… Ekzistencial'nyj razvitiem // Psihologicheskaja nauka i obrazovanie. analiz depressii. M., 2010 2010. № 5.
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