Izotova M.Kh., Galieva G.I.
TARGETS OF PSYCHOLOGICAL CORRECTION OF PARENT-CHILD RELATIONSHIPS ^{[№ 1 ' 2019]}
The purpose of this scientific article is to analyze current research and identify a number of mental phenomena that may be the subject of psychocorrectional effects.
The object of study — parent-child relationship.
We assume that the psychological correction of parent-child relationships includes a consistent effect on mental phenomena with varying degrees of plasticity.
The study of parent-child relationships in modern psychological science is a current direction. This is due to their special significance for the formation of the child’s personality and the well-being of the family as a whole. In recent years, the need for psychological and pedagogical assistance to parents in raising their children has increased.
There are a large number of terms for describing parent-child relationships. Researchers have developed many classifications of parental attitudes and positions, parental representations and relationships (O. Conner, A.A. Chekalina, T.V. Bragina, E.A. Savina and E.O. Smirnova, R.V. Ovcharova). Typologies of family education styles are presented in the works of D. Baumrind, E.G. Eidemiller and A.E. Lichko, V.I. Garbuzov, E.T. Sokolova.
According to R.V. Ovcharova а developed form of parenthood includes the following components: family values, parental attitudes and expectations, feelings, parental responsibility, and family education style. All elements are interconnected with each other, and on their basis the parent implements the leading style of family education. Parenting style is most accessible for external observation. It plays an important role in the development of the child’s personality.
Thus, the analysis of domestic and foreign literature on the problems of psychological correction of parent-child relationships allowed us to identify several mental phenomena with different degrees of plasticity. According to foreign researchers R. Mills, K. Rubin, A. Sameroff and L. Fiese, parental attitudes are most resistant to psychological effects. And from the point of view of domestic authors, A.S. Spivakovskaya, R.V. Ovcharova and others — parental settings, as well as the style of family education have flexibility. We concluded that parental attitudes and the style of family education are amenable to correction in varying degrees. Parental settings are more static in comparison with the style of family education.
Summarizing the approaches of domestic and foreign psychologists, we also found that the psychocorrectional program is the main tool for correcting parental attitudes and styles of family education. The programs offered in the periodical literature integrate the achievements of various scientific approaches and psychological schools. Further development of psychocorrectional programs and their improvement seems to us to be an actual direction.