Interrelation between Assessments of Child-Parental Interaction and Coping Strategies of “Most at Risk” Adolescents

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Abstract

The article presents a theoretical and an empirical research of problems of coping behavior among most at risk adolescents; it describes the interrelation between assessments of child-parental interaction and coping strategies of most at risk adolescents. The 41 teenagers from the “risk group” aged from 12 to 16, studying in 7-10 classes of different educational organizations in Irkutsk took part in this research. The “Method of primary diagnosis and identification of children from the “risk group” (M.I. Rozhkov, M.A. Kovalchuk), the questionnaire “Coping Strategies” (R. Lazarus) and the questionnaire “Parent-Child Interaction” (I.M. Markovskaya) were used in our research. The authors identified that most at risk adolescents show the coping strategies of emotional distancing from the problem situation; they rarely seek for support and understanding from parents. Ineffective child-parental interaction appears in the lack of self-control in adolescents. The obtained results made a conclusion that it is necessary to carry out the psychoeducational correctional work in order to harmonize the child-parental interrelation between most at risk adolescents and their parents, and to make constructive coping strategies and self-discipline. The article is intended for teachers-psychologists and psychologists-consultants.

General Information

Keywords: coping behavior, coping strategies, constructive strategies, non-constructive strategies, child-parental interaction, adolescence, “most at risk” adolescents, psychological features, accentuation of the character

Journal rubric: Legal Psychology of Childhood

Article type: scientific article

DOI: https://doi.org/10.17759/psylaw.2022120310

Received: 13.08.2021

Accepted:

For citation: Matafonova S.I., Rerke V., Krotova T. Interrelation between Assessments of Child-Parental Interaction and Coping Strategies of “Most at Risk” Adolescents [Elektronnyi resurs]. Psikhologiya i pravo = Psychology and Law, 2022. Vol. 12, no. 3, pp. 109–123. DOI: 10.17759/psylaw.2022120310. (In Russ., аbstr. in Engl.)

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Information About the Authors

Svetlana I. Matafonova, PhD in Psychology, Associate Professor, Department of Social Pedagogy and Psychology, Irkutsk State University, Irkutsk, Russia, ORCID: https://orcid.org/0000-0002-0940-8307, e-mail: matafonowa.svetlana@yandex.ru

Victoria Rerke, PhD in Psychology, Associate Professor, Department of Social Pedagogy and Psychology, Irkutsk State University, Irkutsk, Russia, ORCID: https://orcid.org/0000-0002-7722-8287, e-mail: rerkew@mail.ru

Tatiyana Krotova, Teacher, Department of Foreign Languages and Linguodidactics, Pedagogical Institute, Irkutsk State University, Irkutsk, Russia, ORCID: https://orcid.org/0000-0002-2480-9969, e-mail: tanyazver@mail.ru

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