This study fully investigated modern approach to psychological assistance for the parents of the young kids with learning disabilities (family-centered, humanist, phenomenological, personality-oriented, system) which illustrate the problem as multi-component formation with fundamental positions, conditions, peculiarities.
The thesis establishes a comprehensive structural-functional model of psychological assistance for theparents of the young kids with learning disabilitiesgiven family upbringing and defined the essence its contents.
It identified the contents of theoretical construct ‘psychological assistance for the parents of the young kids with learning disabilities’ nondirectivecomprehensive integrative technology which through a lengthy process creates psychological grounds for deeper learning of one’s own personality, improvement of one’s psychological skills and culture, restoration of family functioning ability, development and self-development of each parent.
The research argues and exhibits the efficiency of psychological assistance for the parents of the young kids with learning disabilities program, develops modern, comprehensive, integrative psychologicaltraining course designed to optimizing parent-child relationship, emotional family environment.
Thereunder, psychological assistance for theparents who are raising young kids with learning disabilities implies providing multi-faced aid, namely: diagnostic procedures for the kids in order to identify strong and weak signs of personality development, identification and solution of any issues arising while socializing and integration, besides, informing parents regarding the development of their special needs kid and the effect of those needs onto his/her further development; psychological family assistance and psychological correction of family disfunctions of a family system which could be performed on both a kindred and parental level.
The thesis shows all necessary conditions to that end: complex, purposive arrangement of the psychological assistance; subject-subject, personality-focused on specific case of a child development; knowledge incorporation of age-related psychological development together with specifics of parents’ mental condition; practical focus of correction-development process; cohesion, continuance, phasing of diagnosing, education, correction-development, monitoring; system approach and respective competence of the staff.
The research gives considerable grounds for clear positive dynamics by all the afore-mentioned indexes that substantially describe the structure of family types who raise young kids with learning disabilities after having gone through the program of the psychological assistance.
The identified psychological consistent patterns could be made into strategy development of improving family psychological culture, educational process, while performing psychological intervention, development and implementation of psychological programs and projects.
