SOCIAL-PSYCHOLOGICAL TECHNOLOGIES FOR THE FORMATION OF PARENTAL COMPETENCE IN CHILDREN WITH AUTISM: A STUDING OF PARENTAL CHARACTERISTICS
Abstract
Purpose. The article analyzes the system of social-psychological technologies of forming parental competence for children with autism. The aim of the article is to investigate the socio-psychological characteristics of parents of children with autism, who are involved in systematic interaction with experts in competent paternity using socio-psychological technologies of parenting competence for children with autism. Research methods: based on the results of the preliminary theoretical analysis, a simulation of the system of social-psychological technologies was carried out and psychodiagnostic study of the characteristics of parents of children and young people with autism involved in the technologies of forming parental competence was carried out.
Results. To determine the presence of statistically significant relationships and correlations between the characteristics of child-parent interaction, interaction between parent and the second parent, parent’s interaction with the social environment and the parameters of psychological well-being (quality of life) of the parent. Were used the appropriate psychodiagnostic tools: Questionnaire of parental attitude (A. Varga, V. Stolin) (OPO) – a modification for a family, raising a child with disability; Alabama Parent Questionnaire APQ (own modification); PARI (parental attitude research instrument); Adaptation Questionnaire S. Yakovenko; SF-36 (Quality of Life Test). The study involved parents of children and adolescents with autism, which have medium, high, and highest levels of parental competence. The analysis of the obtained data allows us to conclude that there are positive changes in all four areas that make up the quality of life of parents as a result of interventions on the system of technologies of formation of parental competence.
Conclusions. Analyzing the results of the study of the socio-psychological characteristics of parents of children with autism, we observe a number of different relationships and trends, which are sometimes paradoxical, require further investigation, and clearly indicate the need for professional assistance and systematic support for parenthood for children.
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