Socio-psychological status: integration of children with a migration history in the educational environment

Context and relevance. The integration of children with a migration history is one of the important areas of work of a school psychologist. The article suggests the author’s technology for accompanying children of this category. Objective. To propose a technology for working with children with a migration history through their socio-psychological status. Methods and materials. The methodological basis was the idea of L.S. Vygotsky’s cultural and historical approach to the social and cultural nature of the development of the human psyche. Theoretical methods were used: analysis, synthesis, induction, abstraction, generalization, classification, modeling. These methods made it possible to propose a modified version of the socio-psychological status of children with a migration history, which is one of the tools used by a practical psychologist in the framework of child support. Results. The proposed technology systematizes well-known facts about children with a migration history, commensurate with the experience and goals of a working psychologist. Socio-psychological status is a characteristic of the migrant’s personality, covers those problem areas, without which it is impossible to create favorable conditions for the full development of personality in a foreign cultural environment, and consists of three conditional blocks: the social context of education, upbringing and socialization of children with a migration history; features of the emotional and personal sphere; features of behavioral strategies. Conclusions. It is shown that the socio-psychological status of children with a migration history is a guideline for building social, psychological and pedagogical work: what needs to be paid attention to when working with such children, what is important to remember when accompanying them in the context of their educational activities, in which areas to look for the most likely causes of problems.

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