Positive self-perspective concept in adolescents raised in foster families: development conditions

A. Drozdikova-Zaripova, N. Latypov, N. Sokolova, Roza R. Khusainova
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Abstract

Introduction. The relevance of the study of formation of self-concept of adolescents from foster families is due to the need to provide targeted assistance and support to foster children who have great difficulties in the formation of a positive self-concept as the basis for their social adaptation and harmonious personal development. In modern psycho-pedagogical science and practice the content-methodological aspects of formation of positive self-concept of adolescents brought up in foster families are insufficiently developed. The aim of the study was to substantiate through the experiment the context and conditions fostering the buildup of a positive self-perspective concept in foster teenagers. Materials and methods. As part of the psychological and pedagogical experiment, there was developed a number of psychological and pedagogical practices structured in a consistent version, aimed at the fostering an affirmative self-perspective concept of teenagers brought up in the foster families. The study applied methods for assessing the elements of the self-concept specific to adopted adolescents: diagnostics of interpersonal relations (T. Leary), the scale "I-concepts" (E. Pierce, D. Harris), diagnostics of self-esteem according to the method of Dembo-Rubinstein revised by A.M. Prikhozhan. 32 adolescents and 24 parents representing foster families partook in the study. Research results. As a result of the implementation of the developed psychological and pedagogical conditions for the formation of a positive self-concept, there were identified statistically significant self-concepts (cognitive, emotional, evaluative and behavioral) in adolescents brought up in foster families. Adopted adolescents began to demonstrate predominant desire to harmonize relations with others and establish collaborative relationships, reduce conformal attitudes and show self-confidence (“Friendly”, p≤0.05; “Altruistic”, p≤0.05 and “Authoritarian”, p≤0.05); they set more realistic goals (in most charts, the difference between the levels of self-esteem and demands is within the range between 20 to 22 points), have an optimistic vision of their capabilities (optimal high level: from 80 to 88 points); a more realistic attitude to life situations (71.9%), a sense of satisfaction with life (37.5%) and emotional well-being (50%), as well as a favorable position in the family (a shift in the average level of satisfaction from 37.5% to 62, 5% and at a high level – from 21.9% to 31.3%). Conclusion. In the present-day context the conditions for the successful development of self-awareness, selfactualization and acknowledging by a teenager of him- or herself are of particular importance in foster families. The formation of a positive self-concept is a complex and lengthy process. Positive results of the study can form the basis of psychological guidance and counseling for foster families.
寄养家庭青少年积极自我观点的发展状况
介绍。研究寄养家庭青少年自我概念形成的意义在于,需要有针对性地帮助和支持寄养儿童,因为寄养儿童在形成积极自我概念方面存在很大困难,这是其社会适应和和谐个人发展的基础。在现代心理教育科学和实践中,对寄养家庭中成长的青少年积极自我概念形成的内容-方法方面的研究还不够充分。本研究的目的是通过实验来证实促进被寄养青少年积极自我观概念形成的环境和条件。材料和方法。作为心理和教学实验的一部分,开发了一些以一致的形式构成的心理和教学实践,旨在培养在寄养家庭中长大的青少年积极的自我观点概念。本研究采用人际关系诊断法(T. Leary)、“I-concepts”量表(E. Pierce, D. Harris)、自尊诊断法(由A.M.修订的dempo - rubinstein方法)来评估被收养青少年特有的自我概念要素32名青少年和24名代表寄养家庭的父母参与了这项研究。研究的结果。由于实施了形成积极自我概念的发达的心理和教学条件,在寄养家庭中长大的青少年中发现了统计上显著的自我概念(认知、情感、评价和行为)。被收养青少年开始表现出与他人和谐关系、建立合作关系的强烈愿望,从众态度减少,表现出自信(“友好”,p≤0.05;“利他主义”,p≤0.05,“威权主义”,p≤0.05);他们设定了更现实的目标(在大多数图表中,自尊水平和需求水平之间的差异在20到22分之间),对自己的能力有乐观的看法(最佳高水平:80到88分);对生活状况持更现实的态度(71.9%),对生活感到满意(37.5%)和情绪健康(50%),以及在家庭中的有利地位(平均满意度从37.5%上升到62.5%,高满意度从21.9%上升到31.3%)。结论。在当今的背景下,青少年成功发展自我意识、自我实现和承认自己的条件在寄养家庭中尤为重要。积极自我概念的形成是一个复杂而漫长的过程。研究的积极成果可以为寄养家庭的心理指导和咨询提供依据。
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来源期刊
Perspektivy Nauki i Obrazovania
Perspektivy Nauki i Obrazovania Arts and Humanities-Philosophy
CiteScore
0.80
自引率
0.00%
发文量
162
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