Psychological and pedagogical support for children with disabilities and their normotypic peers in a post-traumatic situation in new Russian territories

Context and relevance. The organization of psychological and pedagogical support for students and their families in the reunified Russian territories, especially in settlements located near the line of contact, is becoming a key factor in the prevention of secondary disorders and social maladaptation. It is necessary to conduct a comprehensive analysis of the current system of psychological and pedagogical support, identify specific risks to the development of children (including those with disabilities) and develop targeted measures to restore psychological well-being and socio-pedagogical integration in the new educational space. Objective. To identify the key tasks (“targets”) of psychological and pedagogical support for families living in the territories of reunified subjects (in the immediate vicinity of the line of combat contact) that prevent the risks of social maladaptation. Hypothesis. The key tasks (“targets”) of psychological and pedagogical support for families living in close proximity to the line of combat contact are not limited to overcoming the deficits of the educational environment, but have a complex structure in which specific violations of child-parent relations play a leading role, acting as hidden risk factors for social maladaptation. Methods and materials. The study involved parents (legal representatives) of children from 4 to 17 years old — 87 people, aged from 30 to 68 years (M = 43.6; SD = 8.77), 72.4% of women. A semi-structured interview and survey (author’s questionnaire) were conducted. Interpretative thematic analysis (Braun and Clarke, 2023); frequency analysis and 95% confidence intervals (Wald’s formula) were used to process the data. Results. Most parents have emotional detachment, burdened by a reduced level of awareness and understanding of their child’s needs, as well as an expressed request for various forms of parental support in the absence of their own initiative. There are complaints about pronounced educational deficits in children of all age groups, due to the inability to systematically attend educational institutions, as well as the lack or actual absence of correctional and developmental education. The thematic analysis allowed us to identify seven key “targets”; the most common was the emotional “freezing” of parents (93.1%; 95% CI: 85.4—97.2). Conclusions. Key tasks (“targets”) of psychological and pedagogical support for families living in close proximity to the line of combat contact: systemic lack of continuous educational process in children and adolescents; unavailability of remote counseling when support is requested; inability of parents to differentiate between manifestations of PTSD and antisocial behavior as a result of trauma; excessive need for teamwork (symbiotic anxiety) in children and parents with parallel emotional detachment; de facto exclusion of children with disabilities from education; emotional “freezing” of parents, preventing the provision of psychological support to the child.

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