Implementation of an Interdisciplinary Approach in Psychological and Educational Support of Children in Need of Long-Term Treatment in Medical Hospitals

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Abstract

This article is aimed at updating the specifics of implementing an interdisciplinary approach in psychological and pedagogical support for children in need of long-term treatment in medical hospitals. The publication describes the importance and possibilities of team interaction between specialists of helping professions in providing psychological and pedagogical support for children in need of long-term treatment with chronic somatic diseases. To implement an interdisciplinary approach, it was found that it is important to take into account the special needs of children in need of long-term treatment, their psychological and social characteristics. An approach to determining the current emotional state, higher mental functions, and personal characteristics of young patients studying in hospital schools is presented. Based on identified current needs, a comprehensive system of pedagogical rehabilitation and psychological and pedagogical support in a hospital school was formed, and the specifics of correctional and developmental, educational, advisory and preventive work of employees of the psychological and pedagogical support service were determined.

General Information

Keywords: interdisciplinary approach, psychological and pedagogical support, long-term treatment, children

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

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2024210104

Received: 01.03.2024

Accepted:

For citation: Zorina E.S., Brilliantova A.A. Implementation of an Interdisciplinary Approach in Psychological and Educational Support of Children in Need of Long-Term Treatment in Medical Hospitals [Elektronnyi resurs]. Vestnik prakticheskoi psikhologii obrazovaniya = Bulletin of Psychological Practice in Education, 2024. Vol. 21, no. 1, pp. 50–59. DOI: 10.17759/bppe.2024210104. (In Russ., аbstr. in Engl.)

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Information About the Authors

Ekaterina S. Zorina, PhD in Psychology, Associate Professor, Department of the Special Psychology and Rehabilitation, Faculty of Clinical and Special Psychology, Teacher-Psychologist, Head of the Psychological and Educational Support Service of Flagship Site, Moscow State University of psychology and education (MSUPE), Senior Researcher, Laboratory of Interdisciplinary Research in Hospital Pedagogy, Institute of Child Development, Health and Adaptation; Head of Research Programs of the Psychological And Educational Support, Specialized Structural Unit “Hospital School “UchimZnaem / WeTeachTheyLearn”, School No. 109, Moscow, Russia, ORCID: https://orcid.org/0000-0002-0745-4027, e-mail: zorina.es@uchimznaem.ru

Anastasiya A. Brilliantova, MA in Psychology, Psychologist, School WeTeachTheyLearn”, Postgraduate Student, Department of the Special Psychology and Rehabilitation, Faculty of Clinical and Special Psychology Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-1791-846X, e-mail: rovnova.anastasiya@yandex.ru

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