november 20, 2024

RU/EN

Headings of Vestnik

February 2019, № 1 (219), pages 88-95

doi: 10.25198/1814-6457-219-88

Izotova M.Kh., Galieva G.I. TARGETS OF PSYCHOLOGICAL CORRECTION OF PARENT-CHILD RELATIONSHIPSThe 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.Key words: parent-child relationships, parental attitudes, family education style, parenthood, psychological correction of parent-child relationships.

Download

References:

1. Ovcharova R.V. Roditel’stvo kak psihologicheskij fenomen: uchebnoe posobie [Parenthood as a psychological phenomenon: study guide]. Moscow, Moskovskij psihologo-social’nyj institut, 2006, 496 p.

2. Savina E.A., Smirnova. E.O. Roditeli i deti: Psihologiya vzaimootnoshenij [Parents and children: Relationship Psychology]. Moscow, Kogito-Centr, 2003, 230 p.

3. ZHigalin S.S. Formation of adequate parental positions as a way to correct the educational practice of the family of a teenager. Extended abstract of candidate’s thesis. Ekaterinburg, 2004, 27 p.

4. Ovcharova R.V. Psihologicheskoe soprovozhdenie roditel’stva [Psychological support of parenting]. Moscow, Izd-vo Instituta Psihoterapii, 2003, 319 p.

5. Zaharova G.I. Psihologiya semejnyh otnoshenij: uchebnoe posobie [Psychology of family relations: study guide]. Chelyabinsk, Izd-vo YUurGU, 2009, 63 p.

6. Miniyarov V.M. Psihologiya semejnogo vospitaniya (diagnostiko-korrekcionnyj aspekt) [Psychology of family education (diagnostic and correctional aspect)]. Moscow, Moskovskij psihologo-social’nyj institut; Voronezh, Izdatel’stvo NPO “MODEHK”, 2000, 256 p.

7. Fomina L.K. The concept and types of parent-child relationships. Molodoj uchenyj [Young scientist], 2014, no. №2, pp. 704-707. Available at: https://moluch.ru/archive/61/9043/. (Accessed 07.12.2018).

8. EHjdemiller EH.G., YUstickis V. Psihologiya i psihoterapiya sem’i. 4-e izd. [Family psychology and psychotherapy]. Saint Petersburg, Piter, 2008, 672 p.

9. Kiseleva E.YU. Influence of family relationship styles on the individual psychological characteristics of a teenager’s personality. Omskij nauchnyj vestnik [Omsk Scientific Herald], 2008, no. 5 (72), pp. 154-158.

10. Zabrodina L.A. Psychological support of parents in relationships with children. Izvestiya Samarskogo nauchnogo centra Rossijskoj akademii nauk [News of the Samara Scientific Center of the Russian Academy of Sciences], 2009, vol. 11, no. 4. pp. 103-108.

11. Manyapova E.V. Characteristics of the main ways and methods of correction of aggressive behavior of adolescents. Pedagogicheskoe obrazovanie v Rossii [Pedagogical education in Russia], 2010, no. 2. pp. 160-167.

12. Sobkin V.S., Halutina YU.A. Parent-attitudes of parents for the upbringing of children of senior preschool age and their connection with parenting styles. Sovremennoe doshkol’noe obrazovanie. Teoriya i praktika [Modern early childhood education. Theory and practice], 2017, no. № 7(79), pp. 4-17.

13. Boldyreva T.A., YAvkina O.S. Psychosemantic space he relationship of parents to children with intellectual disabilities. Vestnik Pyatigorskogo gosudarstvennogo lingvisticheskogo universiteta [Bulletin of the Pyatigorsk State Linguistic University], 2009, no. 2, pp. 429-431.

14. Boldyreva T.A., Thorzhevskaya L.V. Semantic differential in psychocorrectional work. Aktual’nye problemy psihologii i pedagogiki v sovremennom mire: sbornik nauchnyh trudov uchastnikov II Mezhdunarodnoj nauchno-prakticheskoj konferencii RUDN [Actual problems of psychology and pedagogy in the modern world. Proceedings of the 2th International Scientific and Practical Conference of the RUDN University]. Moscow, 2015, pp. 140-146.

15. SHCHerbinina O.A., Ignatova T.N. The role of maternal attitudes towards adolescents in the structure of their loneliness. Psiholog [Psychologist], 2016, no. 4. pp. 115-125.

16. Nazarenko E.V., Kirienko A.A. To the problem of psychological support of the family as the prevention of child abandonment. Vestnik Orenburgskogo gosudarstvennogo universiteta [Bulletin of the Orenburg State University], 2014, no. 3 (164), pp. 114-117.

17. Zubova L.V. Psychological aspects of self-realization of an asocial personality from the point of view of an institutional approach. Vestnik Orenburgskogo gosudarstvennogo universiteta [Bulletin of the Orenburg State University], 2011, no. 2 (121), pp. 45-50.

18. Belousova N.S. Psychological and pedagogical technologies of correction of parent-child relationships. Pedagogicheskoe obrazovanie v Rossii [Pedagogical education in Russia], 2013, no.5, pp. 103-107.

19. Tihonova D.V. Psychological and pedagogical correction of parent-child relationships. Nauchno-metodicheskij ehlektronnyj zhurnal “Koncept” [Scientific and methodical electronic journal “Concept”], 2015, vol. 10, pp. 41–45. Available at: http://e-koncept.ru/2015/95052.htm.

20. Nishchakova E.V. Training work with parents as a method of correction of parent-child relationships and prevention of child suicide. Sovremennye tendencii razvitiya nauki i tekhnologij [Modern trends in the development of science and technology], 2015, no. 4-6, pp. 71-74.

21. Preobrazhenskaya A.O. Cognitive-behavioral approach in the correction of parent-child relationships. Aktual’nye voprosy sovremennoj nauki [Actual issues of modern science], 2011, no. 20, pp. 152-160.

22. Baumrind D., R. M. Lerner, A. C. Petersen, J. BrooksGunn (Eds.) Parenting styles and adolescent development. Encyclopedia of adolescence, New York, 1991, Vol. 2, pp. 746–758.

23. Mills R. S. L., Rubin K. H. Parental belifes about social behaviors in early childhood. Child Development, 1990, no. 61, p. 138–151.

24. Sameroff A., Fiese L. A., I. E. Sigel, A. V. McGillicuddy, De Lisi, J. J. Goodnow (Eds.) Family representations of development. Parental beliefs systems. The psychological consequences for children. Hillsdale, NJ: Lawrence Erlbaum Associates, 1992.

About this article

Authors: Izotova M.H., Galieva G.I.

Year: 2019

doi: 10.25198/1814-6457-219-88

Editor-in-chief

Sergey Aleksandrovich
MIROSHNIKOV

© Электронное периодическое издание: ВЕСТНИК ОГУ on-line (VESTNIK OSU on-line), ISSN on-line 1814-6465
Зарегистрировано в Федеральной службе по надзору в сфере связи, информационных технологий и массовых коммуникаций
Свидетельство о регистрации СМИ: Эл № ФС77-37678 от 29 сентября 2009 г.
Учредитель: Оренбургский государственный университет (ОГУ)
Главный редактор: С.А. Мирошников
Адрес редакции: 460018, г. Оренбург, проспект Победы, д. 13, к. 2335
Тел./факс: (3532)37-27-78 E-mail: vestnik@mail.osu.ru