Structure of Subjective Well-being of Primary-School-Age Orphan Children with Disabilities Living in Orphanage Institutions and of Children Deprived of Parental Care

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Abstract

The article presents the results of the study of the level and features of the structure of subjective well-being of orphans with disabilities aged 7 to 12 compared with conditionally healthy children. Within the limits of research, under the subjective well-being of the child the satisfaction (level of satisfaction) "system of the relations" to itself, others, with environment is considered. The study is based on a theoretical construct, an operational model, and a toolkit for studying subjective well-being in orphans and children without parental care, the validity of which has been proven on the basis of empirical research on this category of children. The analysis of the results showed that the structure of subjective well-being depends on the presence or absence of disabilities in orphans of primary school age, but at the same time, the presence of disabilities by itself, without taking into account the relationship with other components, is not reflected in the level of their subjective well-being.

General Information

Keywords: pupils of organizations for orphans, children conditionally healthy and with disabilities, diagnostic tools, operational model, the structure of subjective well-being

Journal rubric: Interdisciplinary Studies

DOI: https://doi.org/10.17759/psylaw.2021110315

Funding. The study was carried out within the framework of the state assignment of the Ministry of Education of the Russian Federation No. 073-00041-21-03 of 06.11.2021 "Psychological, pedagogical and socio-legal substantiation of the variability of psychodiagnostic procedures for examining candidates for foster parents, pupils and employees of organizations for orphans and children left without parental care”.

For citation: Oslon V.N., Semya G.V., Prokopyeva L.M., Kolesnikova U.V. Structure of Subjective Well-being of Primary-School-Age Orphan Children with Disabilities Living in Orphanage Institutions and of Children Deprived of Parental Care [Elektronnyi resurs]. Psikhologiya i pravo = Psychology and Law, 2021. Vol. 11, no. 3, pp. 205–221. DOI: 10.17759/psylaw.2021110315. (In Russ., аbstr. in Engl.)

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Information About the Authors

Veronika N. Oslon, PhD in Psychology, Docent, Professor, Chair of Developmental Psychology named after L.F. Obukhova, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-9625-7307, e-mail: oslonvn@mgppu.ru

Galina V. Semya, Doctor of Psychology, Professor, Professor of the Department of Developmental Psychology named after Professor L.F. Obukhova" Faculty of Educational Psychology, Moscow State University of Psychology and Education, Professor of the Department of Psychological Anthropology of the Institute of Childhood of the Moscow Pedagogical State University., Moscow, Russia, ORCID: https://orcid.org/0000-0001-9583-8698, e-mail: gvsemia@yandex.ru

Lyubov M. Prokopyeva, Head of the Professional Education Quality Monitoring Department, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-4404-9159, e-mail: prokopevalm@mgppu.ru

Ulyana V. Kolesnikova, Research Associate, Center of Applied Psychological and Pedagogical Studies, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-5328-8621, e-mail: kolesnikovauv@mgppu.ru

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