Diagnostics of child personality development within the framework of implementing a model of upbringing activity of a hospital school teacher

Context and relevance. In our country, much attention is paid to ensuring conditions for quality education for children undergoing long-term treatment. Alongside achieving learning objectives, an important area of activity for hospital schools is participation, together with local educational institutions, in the implementation of upbringing programs for children who, due to illness, are isolated from their usual environment for extended periods. The study of the upbringing activity of a hospital school teacher is grounded in the ideas of the scientific school of L.I. Novikova and N.L. Selivanova. Understanding upbringing as the careful management of child personality development through the creation of favorable conditions underlies teachers' activities in this area and is generally an important component in designing the educational environment of a hospital school. Objective. To examine the dynamics of personality development indicators in students requiring long-term medical treatment in the context of the developed model of upbringing activity of a hospital school teacher. Hypothesis. The effectiveness of a hospital school teacher's upbringing activity is associated with changes in the personality characteristics of children undergoing long-term medical treatment. Methods and materials. The study involved 26 students undergoing long-term medical treatment (grades 5–9, aged 11–16, 42,3% female). For the purpose of assessing personality development, the following tools were used: the Dembo–Rubinstein Self-Esteem Assessment, as modified by A.M. Prikhozhan, and the Method for Assessing Mental Activation, Interest, Emotional Tone, Tension, and Comfort by L.A. Kurgansky and T.A. Nemchin, which is a modified version of the SAN (Well-being, Activity, Mood) questionnaire. Results. The results of the study showed that the favorable personality development of students undergoing long-term medical treatment, as reflected in the dynamics of the indicators, is observed in the context of the specifically organized upbringing activity of a hospital school teacher. Using the Wilcoxon signed-rank test, statistically significant differences between the first and second diagnostic stages were found for the self-esteem scale (Z = –2,735, p = 0,006). No statistically significant changes were found for the other indicators (aspiration level, mental activation, interest, emotional tone, tension, comfort), although positive dynamics in mean values were observed. A qualitative analysis of individual cases allows us to trace the mechanisms of personal transformation. Conclusions. Long-term hospitalization and restrictions on quality of life while battling the illness create risks for the favorable development and socialization of the child. Achieving upbringing objectives in the hospital school setting requires a special approach, implemented through the developed model of a teacher's upbringing activity. The results demonstrate statistically significant changes in self-esteem (p = 0,006, r = –0,536), indicating an association between the implementation of the model and improved self-perception in student-patients. No statistically significant changes were found for the other indicators, which may be due to the limited sample size and high within-group variability. These findings should be considered preliminary and require confirmation in studies with quasi-experimental designs and larger samples.

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