Effective Practices of Updating the Subjectivity of the Mother during the Restoration of Parental Rights

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Abstract

Taking into account the special importance of the blood family for the psychological well-being of the child, the problem of preparing women who restore parental rights to the implementation of educational functions is of particular relevance. One of the most important conditions for the effectiveness of a family education is the integrative characteristic of mother’s personality — her subjectivity, which reflects an active-selective, proactive and responsible attitude to educational activities, a child and her to herself as a subject of a family education. The article describes the effective practices that make up the core of the program of psychological and pedagogical support “I am a subject of education”. The program is a phased organization of activities and events that launch psychological mechanisms of reflected subjectivity and reflection. During the implementation of the program, conditions are created that allow mothers to realize and accept responsibility for the process and result of upbringing, the mothers activate semantic foundations of educational activity, ensure the design of a positive “I am a mother” image of herself, harmonize the attitude towards the child and to herself as a subject of family education.

General Information

Keywords: a subjectivity of a mother, a subjectivity of a mother in the period of restoration of parental rights, updating a subjectivity of a mother in a period of restoration of parental rights

Journal rubric: Scientific and Methodological Support for the Professional Activities of Teacher-Psychologists

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2019160302

For citation: Vasyagina N.N., Mazurchuk E.O. Effective Practices of Updating the Subjectivity of the Mother during the Restoration of Parental Rights [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2019. Vol. 16, no. 3, pp. 58–67. DOI: 10.17759/bppe.2019160302. (In Russ., аbstr. in Engl.)

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Information About the Authors

Nataliya N. Vasyagina, Doctor of Psychology, professor, Head of the Chair of Educational Psychology, Institute of Psychology, Ural State Pedagogical University, Deputy Director, Center for Psychological, Pedagogical, Medical and Social Assistance “Lado” (GBU SO TsPPMSP “Lado”), Ekaterinburg, Russia, ORCID: https://orcid.org/0000-0003-3899-3768, e-mail: vasyagina_n@mail.ru

E. O. Mazurchuk, Senior Lecturer, Ural State Pedagogical University, Ekaterinburg, Russia, e-mail: MazurchukE@yandex.ru

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