Parental Attitude in Families with a Special Child

Abstract

The methodological foundations of the polysubject approach to the consideration of the parental position in the family with a special child are presented. Adaptation mechanisms of such families are considered in the context of the concept of "reflected subjectivity". It is shown that the identity of parents raising children with developmental disabilities and their relationship to the child are influenced under the influence of the reflected subject (special child and professional) and the reflected object (the diagnosis of the child).The results of two empirical studies devoted to the study of the parental position depending on the parent's acceptance of the child, the relationship of the parent with the professionals and the parent's perception of the diagnosis of the child are presented. There are four types of parental position, including "partnership" and "failure" and a tool is proposed that measures the severity of each type. The results of psychometric verification of the technique, which indicate its reliability, are described. The proposed methodology will be useful in developing intervention programs for families with special children.

Full text

102
Психологическая наука и образование Psychological Science and Education
2018. Т. 23. № 4. C. 102—111
2018. Vol. 23, no. 4, pp. 102—111
doi: 10.17759/ pse.2018230410
doi: 10.17759/ pse.2018230410
ISSN: 1814-2052 ISSN: 1814-2052
ISSN: 2311-7273 (online) I SSN: 2311-7273 (online)
© 2018 ФГБОУ ВО МГППУ © 2018 Moscow State University of Psychology & Education
Parental Attitude in Families
with a Special Child
Galasyuk I.N.*,
Moscow State University of Psychology &
Education, Moscow, Russia,
igalas64@gmail.com
Mitina O.V.**,
Lomonosov Moscow State University, Moscow,
Russia,
omitina@inbox.ru
The methodological foundations of the polysubject approach to the consider-
ation of the parental position in the family with a special child are presented.
Adaptation mechanisms of such families are considered in the context of the
concept of "reflected subjectivity". It is shown that the identity of parents raising
children with developmental disabilities and their relationship to the child are
influenced under the influence of the reflected subject (special child and profes-
sional) and the reflected object (the diagnosis of the child). The results of two
empirical studies devoted to the study of the parental position depending on the
parent's acceptance of the child, the relationship of the parent with the profes-
sionals and the parent's perception of the diagnosis of the child are presented.
There are four types of parental position, including "partnership" and "failure"
and a tool is proposed that measures the severity of each type. The results
of psychometric verification of the technique, which indicate its reliability, are
described. The proposed methodology will be useful in developing intervention
programs for families with special children.
Keywords: family, mental retardation, destructive, adaptive, transcendent
activity, reflected subjectivity, parental attitude towards the child, attitude with
professionals, attitude towards the diagnosis.
* Galasyuk Irina Nikolaevna, PhD (Psychology), Associate Professor, Department of neuro-and pathopsychol-
ogy, Moscow State University of Psychology & Education, Moscow, Russia. E-mail: igalas64@gmail.com
** Mitina Olga Valentinovna, PhD (Psychology), Leading scientific fellow, Department of psychology, Lo-
monosov Moscow State University, Moscow, Russia. E-mail: omitina@inbox.ru
For citation:
Galasyuk I.N., Mitina O.V. Multisubject Parental Attitude in Families with a Special Child.
Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2018. Vol. 23, no. 4,
pp. 102—111. doi: 10.17759/ pse.2018230410 (In Russ., аbstr. in Engl.).
Current research on families with special
children considers such families as rehabilitation
institutions, which ensures the most comfortable
environments for the raising and development
of children. Assistance to the family members is
aimed at teaching them, especially the mother,
how to communicate with the disabled child
in a way that will help to develop certain social
skills [6; 8; 12]. It is important to emphasize that
the parents should not only be familiar with the
methods of pedagogical and psychological sup-
port, but also have the determination to put such

103103
Galasyuk I.N., Mitina O.V.
Multisubject Parental Attitude in Families with a Special Child.
Psychological Science and Education. 2018. Vol. 23, no. 4
knowledge into practice. Often, specialists face
the situation where they are ready to teach the
parents how to deal with a special child to achieve
better results but the parents are unwilling to as-
similate the experience.
We see the result of this tendency in the con-
centration on the pedagogical component of the
intervention and the lack of interest of research-
ers and specialists in the psychological condition
of the parents and their adaptation to having a
special child in the family. It is becoming evident
that psychological assistance and support should
focus not only on the child, but also on the adap-
tation of the family to the current situation at each
stage of the family’s life cycle [13; 14].
Intervention research has shown that without
the active involvement of parents in the interven-
tion process it is impossible to achieve adequate
results in the development and education of a
special child though there is availability of a wide
range pedagogical methods and psychological
assistance. Therefore, it is extremely important to
identify theoretical and methodological concepts
that consider the family as a system [8; 12]. Un-
derstanding of existing fundamental theories, as
well as results of applied psychological research,
have produced a number of ideas with significant
scientific potential for the analysis of challenges
that exist when providing psychological support to
families having a child with an intellectual disability.
In this light, Petrovsky’s [9] theory of multi-
subject personality, based on the works of Vy-
gotsky [1], Rubinstein [10] and Leontiev [7], is
of special interest. “Reflected subjectivity” is the
key concept of the theory, which assumes ideal
representation of an individual in the life situ-
ation of another one. The reflected subject is a
significant person for the individual, in whom
the individual finds his/her own reflection, which
acts as the source of new meaning of life, and
is capable of changing the individual’s behav-
ior and consciousness. Research in the field of
personality psychology, based on the reflected
subjectivity method, confirms the changes in in-
terests, values and methods of settling conflicts
of the participants. The dynamics of self-image
under the influence of the other individual have
also been demonstrated. Petrovsky points out
the result of the interaction of individual influence
and of influence connected with the content of the
situation (situational factor) [9]. In this context the
situational factor is represented by the event of
the appearance in the family of a special child,
particularly a child with intellectual disability.
Considering the phenomenon of reflected
subjectivity with regard to the special child’s
parents allows us to conclude that the person-
ality of a parent of a special child is strongly in-
fluenced by reflected subjects (the special child
and professionals) and reflected object (child’s
diagnosis), which transform the attitudes, motiva-
tion, intensity and direction of parents’ activity.
“Reflected subjectivity” and “reflected disability”
lead to specific types of parental activity. The dy-
namics depend on the quality of the interaction in
the “professional-parent” dyad, on acceptance of
the child’s personality and diagnosis, the result
of which is the formation of constructive parental
attitude [9; 14].
Harmony in parent-child relations resulting
from parental attitude is most effective, because
of the high level of consciousness characterising
the parental attitude. Its cognitive element leads
parents to the better understanding of a child with
intellectual disability. Adequate parental attitude
allows improvement in the relationship between
the parent and the child and other family mem-
bers, based on universal values. It also helps to
analyze the parents’ behavior, to be aware of the
parents’ motives and the consequences of their
interactions with their child. Some researchers
define optimal and non-optimal parental attitude.
Sharing Spivakovskaya’s views, we consider the
optimal parental attitude by using the criteria of
adequacy, flexibility and prognostic value [11].
According to concepts of “reflected subjectivity”
and “reflected objectivity” we reconsider those
criteria in relation to the child’s personality and
diagnosis, as well as in relation to interaction in
the “professional-parent” dyad.
Adequacy of the parental attitude can be
defined as the competence to recognize and to
understand the individuality of the child and to
notice changes in his/her internal world. In the
case of a special child this criterion includes the
parents’ acceptance of the child’s diagnosis and
the adequacy of expectations of interaction with
professionals. Flexibility of the parental attitude

104104
Галасюк И.Н., Митина О.В.
Родительское отношение в семьях, воспитывающих детей со специальными нуждами.
Психологическая наука и образование. 2018. Т. 23. № 4
can be represented as the ability to transform the
parent’s influence on the child as he/she grows
and as life conditions change. It is important to
consider parents’ ability to be flexible when inter-
acting with a special child, taking into account his/
her diagnosis, as well as with professionals, when
searching for a way to solve a problem. Prognos-
tic value means that parents’ behavior should
anticipate the appearance of new psychological
and personality features in children. At the same
time, considering the diagnostic outcomes of the
development and socialization of a child, this cri-
terion should also include the parents’ awareness
of life prospects for a special child, and the quality
of interactions between parents and profession-
als when planning strategies for the child’s future.
Using these criteria, we have described four
types of parental attitude towards a special child:
partnership, teaching, domination and rejection.
We can conclude that such factors as mobiliza-
tion of adaptation energy in response to the
stress experienced by the special child’s parents,
reflected subjectivity (the child and the profes-
sionals) and reflected disability specify certain
types of parents’ activity and parental attitude.
According to our theoretical approach [2; 3; 4],
personalities of parents who raise a special child
are strongly influenced by reflected subjects (the
special child and professionals) and a reflected
object (child’s diagnosis). So, we started our re-
search by getting empirical data about parents’
attitudes toward following actors: the child, the
diagnosis and the professional.
Study 1. Empirical study of parental attitudes
in a family with a special child
The goal of Study 1 was to investigate pa-
rental attitudes regarding acceptance of special
child, position towards child’s illness and interac-
tions with professionals.
Our study included 137 parents and grand-
parents, aged 25 to 62 years who are raising chil-
dren with mental disorders, who are attached to
specialized centres and orphanages in Moscow.
In total, 18 questionnaires were used for the
survey [4], covering personality and family rela-
tions, which we assume are the most important
determinants of different types and levels of re-
flexivity (“reflected subjectivity” and “reflected ob-
jectivity”) and parental attitudes toward the actors
mentioned above. Because the questionnaires
were very time-consuming, only highly motivated
parents took part in our study.
The child’s acceptance by his or her parents
Speaking about parental attitudes toward the
child, we consider that the most important deter-
minant of those attitudes is the child’s acceptance
by his or her parents. To study that acceptance,
our modification of Varga — Stolin scale (Ques-
tionnaire of parents attitudes) was used [2].
The level of acceptance was high enough and
it did not differ significantly between mothers and
fathers. Most of the parents who participated in
this research try to cooperate with specialists and
their children live at home or stay in the institu-
tion but parents bring them home every weekend.
Taking into consideration that the subjects were
from special samples in which the participants of
our research were very motivated, this result was
expected. It should be mentioned, however, that
there are significant differences between fathers
and mothers in correlations according to Family
and Personal characteristics. In the table 1, we
give several examples of correlations that differed
significantly among two subsamples (p-values
<0.05). By bold font significant correlations in
each subsample are presented (p-values <0.05).
Complete results of this research are presented
in the paper “Comprehensive studies of human:
Psychology: proceedings of the VII Siberian psy-
chological forum” [4].
The results very clearly demonstrate that
all correlations are higher (on absolute value)
among fathers. This suggests that for mothers,
acceptance is more instinctual and not based on
other determinants, but for fathers it depends on
their personality and family relations.
Parent’s position towards child’s illness
Attitudes towards child’s illness were studied
using the data, which were obtained by Kagan,
Zhuravleva questionnaire [5]. In table 2 descrip-
tive statistics of answers on 5 scales of the ques-
tionnaire is presented.
In all scales the range of possible scores is
from 1 to 6. But in the scale “Internalization” the
answers mostly shifted to the right of the range,

105105
Galasyuk I.N., Mitina O.V.
Multisubject Parental Attitude in Families with a Special Child.
Psychological Science and Education. 2018. Vol. 23, no. 4
indicating that respondents believe that the
causes of the disease do not depend on them.
A shift to the left on the scale “Activity control”
means that respondents do not put limits on
their children in activity. In all other scales the
answers are normally distributed, and we can
conclude that parents of these children in their
attitude toward illness are similar to the ordinary
parents.
Social-demographic parameters can give dif-
ferences in levels of each scale in subsamples
analysed according to this or that parameter. For
example, we analysed the difference in “Nosog-
nosia” among parents whose children live at
home and those whose children live in a special
institution. It was unexpected for us that it turned
out that parents whose children live in special in-
stitutions have significantly lower levels of nosog-
Table 1
Characteristic which give significant differences in correlation in fathers’
and mothers’ subsamples
Subsamples
mother father
Family characteristics
Cohesion 0,137 0,585
Frustration -0,615 -0,656
Self-accusation -0,318 -0,598
Alienation -0,564 -0,715
Personal characteristics
Perfectionism -0,182 -0,555
Involvement 0,365 0,626
Positive Relations 0,292 0,508
Action orientation 0,311 0,408
Control 0,375 0,449
Risk acceptance 0,247 0,395
Table 2
Descriptive statistics of scores on all scales
Min Max Mean Std. Dev. Skewness Kurtosis
Internalization 2,00 6,00 4,57 1,02 -0,64 -0,19
Anxiety 1,40 4,60 2,94 0,71 0,26 -0,55
Nosognosia 1,17 5,67 3,23 0,91 0,13 -0,29
Activity control 1,00 5,75 2,65 0,95 0,57 0,30
General tension 1,65 4,96 3,06 0,62 0,22 0,51
Standard error 0,207 0,411
Notes: Internalization. High scores on this scale indicate that parents believe that the causes of the disease do not
depend on them and they cannot control it. Low scores indicate that parents perceive themselves to be responsible
for the child’s illness.
Anxiety describes anxious reactions to a child’s illness. The extreme degree of denial of anxiety is at odds with the
conventional stereotypes of attitudes toward children and indicates most often the repression of anxiety.
Nosognosia. High rates testify to parents’ exaggeration of the severity of a child’s illness, and low ones testify to
understatement.
Activity control. High indicators describe the tendency of the parents to set the maximum limits of the child’s
activity for the duration of the illness. Low rates reflect the tendency to underestimate the observance of neces-
sary activity limits.
General tension. Total score. High rates characterize a tense attitude towards the disease.

106106
Галасюк И.Н., Митина О.В.
Родительское отношение в семьях, воспитывающих детей со специальными нуждами.
Психологическая наука и образование. 2018. Т. 23. № 4
nosia. Probably because they rely on profession-
als who accompany them at all times.
One of the questions we asked our respon-
dents was: “What do you think about your child’s
disorder?” And several variants of answers were
offered for choice. These variants were selected
from our preliminary qualitative studies. Distribu-
tion of answers is presented in Table 3.
We can see that among our respondents
more than half have active position solving prob-
lems. People who deny the problem completely
(closed eyes) — are only 4%.
Parent’s interactions with professionals
The third aspect — attitudes towards profes-
sionals — was studied by us on the basis of the
answer to the direct questions. Each question has
4 grades for answers (from disagreement (=1) to
agreement (=4)).
Results are presented in Table 4.
We can see that respondents “believe” in
partnership with professionals and trust their rec-
ommendations.
Concluding from the first study, we can say
that our respondents mostly accept their own chil-
dren even though they have special needs and
differences from children whose development is
ordinary. But for fathers this feeling needs to be
supported by family relations and personal posi-
tive orientation compared with mothers, for whom
own child acceptance is more general and less
dependent on family and even personal determi-
nants.
These results show us average tendencies
and according our theoretical analysis there
could be significant differences depending on la-
tent attitudes: partnership, teaching, dominance,
rejection.
Study 2. Measuring parent’s attitude
for special child
The goal of Study 2 was to develop a ques-
tionnaire that can measure parental attitudes to-
ward a child with special needs.
For each of the three actors of the parental
interaction: the child, the professional and the di-
agnosis, and the three criteria for the relationship:
prognostic value, flexibility, adequacy, four situa-
tions were compiled: two of which described the
behavioural level and two cognitive ones. Thus,
the questionnaire includes 36 (3 × 3 × 4) items
(the beginning of the sentences) with the variants
of answers (endings of these sentences) corre-
sponding to each of the four types of the parent
Table 3
Distribution of answers about attitudes toward own child disorder in our sample
Variants of answers %
I still do not believe in what happened, I think that the diagnosis is wrong 4
I hope for a "miracle" that will heal my child 11
The Illness of the child is punishment, "God's punishment" 10
I am ready to actively solve the problems of the child 52
I am positive about the future 23
Table 4
Answers distribution on items about attitudes toward professionals
Likert scores (1 — disagree ↔ 4 — agree)
1 2 3 4
I trust specialists' recommendations 2 18 82 35
I think that the specialist does not spend enough time and
attention to my child
0 25 73 39
I think that only the specialist should care for my child (not me) 14 48 38 37
Only partnership between parents and specialist can give
effective results in child's development
2 9 40 86
I am an expert in my child's development 5 47 53 32

107107
Galasyuk I.N., Mitina O.V.
Multisubject Parental Attitude in Families with a Special Child.
Psychological Science and Education. 2018. Vol. 23, no. 4
attitude (partnership, teaching, dominance, rejec-
tion). Answering, a respondent should choose
only one end of the sentence, the one, which
most reflects his/her point of view. Table 5 pres-
ents all the items of the questionnaire with their
distribution according to the criteria of parental
attitudes (actors of interaction and levels of mani-
festation). Variants of the endings of sentences
with their corresponding types of parental attitude
can be got from us by request.
To check psychometric characteristics of
the questionnaire a second empirical study was
Table 5
The questions of the questionnaire “Parents attitudes” according the actors,
the criteria and the level
Actors
Criteria
Adequacy Flexibility Prognostic value
Child
Cognitive level (thinking)
1. My child often makes me think
…
2. If the child doesn’t fulfill my
requirements, I often think …
3. Thinking about the future of my
child I …
4. Requirements for special
children should …
5. When I encounter a problem in
the child’s behavior, I believe that …
6. I believe the future of a special
child depends on …
Behavioral level (activity)
7. When I’m invited to visit friends
or relatives, the question whether
or not to take the child with me
depends on …
8. If the child does something
wrong or not the way it should be
done I often …
9. For the development of the
child’s social and domestic skills
I …
10. To play with a special child … 11. Controlling my child I … 12. Future life of a special child …
Diagnosis
Cognitive level (thinking)
13. The child’s diagnosis … 14. If my child behaves badly … 15. The knowledge about the
diagnosis helps me to …
16. My goal is to find out more
about the diagnosis…
17. The parent should react to the
diagnosis of the child …
18. I consider attending educational
activities for the parents …
Behavioral level (activity)
19. Due to my child being
diagnosed I try to …
20. Understanding the limitations
of this diagnosis I …
21. In order to learn about the
prognosis of the condition I …
22. When solving the child’s
problems related to the diagnosis
I …
23. Violating the treatment
and recommendations of the
specialists …
24. To minimize the effects of the
diagnosis on the life of the child in
the future I …
Professional
Cognitive level (thinking)
25. When I am invited to a
conversation with the specialist
working with my child I catch
myself thinking that …
26. Problems in the interactions
with the professionals …
27. I think that interacting with the
professionals in the future when
my child has gotten older …
28. I consider the interaction with
the specialists as …
29. The new ideas on raising and
educating a special child that I usually
get from the professionals I usually …
30. In the future when my child
has grown up I think that his or her
interaction with the professionals …
Behavioral level (activity)
31. Interacting with the professionals
regarding the care, raising and
education of the child I …
32. If I have doubts regarding the
child’s treatment I usually …
33. Participating in the building of
my child’s future in conjunction
with the professionals I …
34. After the meetings with the
specialists I usually …
35. When I don’t get on well with a
particular professional …
36. I believe the responsibility for
the child’s future lies on …

108108
Галасюк И.Н., Митина О.В.
Родительское отношение в семьях, воспитывающих детей со специальными нуждами.
Психологическая наука и образование. 2018. Т. 23. № 4
conducted with 85 parents of children who are
patients of Centre for the Promotion of Family Ed-
ucation in Moscow. Psychometric verification of
the method was carried out based on the results
of a survey of 81 people (fathers and mothers)
having children with special needs.
Psychometric verification
of the questionnaire
The results of the descriptive statistics of
the distribution of answers on the scales of the
questionnaire “Parental attitude” are presented in
Table 6.
We should note the very high reliability of
the scales of partnership and rejection, high on
teaching and satisfactory in terms of dominance.
These indicators tell that the four selected con-
structs (partnership, teaching, dominance, rejec-
tion) have their adherents. Respondents choose
the appropriate response options not randomly,
but in accordance with their attitudes that are
steadily manifested throughout the survey. These
settings correspond to the orientations of one or
another attitude.
More statistical indices are presented in
our previous research [3]. In samples used for
Study 1 and Study 2 most of the respondents had
partnership attitude. The second place belongs
to teaching attitude. As the samples of these two
studies are from the same general population,
the results should be similar. The fact that among
subjects of the second study mostly should be
parents supporting, accepting their children,
would like to make their life more interesting and
colorful and would like their children be as more
independent in their life as possible was except-
ed. At the same time, a tangible presence even in
such a sample of answers reflecting the attitude
of the dominant and rejecting parent, allow one to
conclude, firstly, that there is no social desirability
or, on the contrary, undesirability in the proposed
formulations, and secondly that they are not mar-
ginal and represent points of view, behind which
stand both people and attitude.
Conclusion
Thus, we can say that there are four types
of parental attitudes and they determine how
parents interact with their own children and with
professionals and how they deal with the child’s
illness. We have to emphasize that the pure types
exist only in theory. In reality each person follows
this or that attitude, but each attitude can deter-
mine a person’s reaction in different strength.
The developed practical and research method
is proposed for use in the work of specialists ac-
companying the family of a special child, as well
as in academic studies as a tool that measures
the integral quality of the parent-child relationship
with the characteristics of development.
Table 6
Descriptive statistics answers’ distributions on scales of the questionnaire “Parental attitude”
Mean Skewness Kurtosis α Cronbach
Partnership 0,444 0,132 -0,470 0,827
Teaching 0,314 0,354 0,425 0,734
Dominance 0,121 1,803 4,863 0,633
Rejection 0,120 2,431 8,947 0,883
Standard error 0,267 0,529
References
1. Vygotsky L.S. Sobranie sochinenij: v 6 t. T. 4.
Detskaya psihologiya [Collected works: in 6 vol.
Vol. 4. Child psychology]. Elkonin D.B. (ed.). Moscow:
Pedagogika, 1984. 432 р.
2. Galasyuk I.N., Mitina O.V. Modifikatsiya
Oprosnika roditel’skogo otnosheniya (A.Ya. Vargi,
V.V. Stolina) dlya sem’i, vospityvayushchei osobogo
rebenka [The Modification of the Parental Attitudes
Questionnaire (A.Y. Varga, V.V. Stolin) for the
Family with the Special Child]. Klinicheskaya i
spetsial’naya psikhologiya [Clinical Psychology and
Special Education], 2017. Vol. 6 (2), pp. 109—129.
doi:10.17759/cpse.201706020
3. Galasyuk I.N., Mitina O.V. Razrabotka i aprobatsiya
oprosnika «Roditel’skaya pozitsiya v sem’e s osobym
rebenkom» [development and approbation of the
questionnaire “Parental position in the family with a

109109
Galasyuk I.N., Mitina O.V.
Multisubject Parental Attitude in Families with a Special Child.
Psychological Science and Education. 2018. Vol. 23, no. 4
special child]. Vestnik RGGU. Psikhologiya. Pedagogika.
Obrazovanie [Bulletin of the Russian State University for
the Humanities. Psychology. Pedagogics. Education],
2017, no 4, pp. 155—178.
4. Galasyuk I.N., Mitina O.V. Vliyanie lichnostnykh
i semeĭnykh kharakteristik na prinyatie roditelyami
osobogo rebenka [The influence of personal and
family characteristics on the adoption of a special
child by the parents]. Kompleksnye issledovaniya
cheloveka: psikhologiya: Materialy VII sibirskogo
psikhologicheskogo foruma [Comprehensive studies
of human: Psychology: proceedings of the VII Siberian
psychological forum]. Krasnoryadtsevа O.M. (ed.).
Tomsk: Tomski gosudarstvennyĭ universitet, chast’ 2.
Zdorov’e cheloveka na puti k postinformatsionnomu
obshchestvu, 2017, pp. 43—49.
5. Kagan V.E., Zhuravleva I.P. Metodika
diagnostiki otnosheniya k bolezni rebenka (DOBR).
Psikhodiagnosticheskie metody v pediatrii i detskoi
psikhonevrologii [Methods of diagnosing attitudes
towards the child’s illness. Psychodiagnostic methods in
pediatrics and child psychoneurology]. Metodicheskoe
posobie. Isaev D.N. and Kagan V.E. (eds.). Saint
Petersburg: 1991, pp. 30—34.
6. Levchenko I.Yu., Tkacheva V.V. Psikhologicheskaya
pomoshch’ sem’e, vospityvayushchei rebenka s
otkloneniyami v razvitii [Psychological support of a
family, raising a child with developmental impairments.]
Metodicheskoe posobie. Moscow: Prosveshchenie,
2008. 239 p.
7. Leontev A.N. Deyatel’nost’, soznanie, lichnost’.
[Activity, consciousness, personality]. Moscow: Publ.
Politizdat, 1975. 304 p.
8. Mastukova E.M. Moskovkina A.G. Semeinoe
vospitanie detei s otkloneniyami v razvitii:
Uchebnoe posobie dlya studentov vysshikh
uchebnykh zavedenii [Family raising of children with
developmental impairments. Tutorial for high school
students]. In Seliverstova V.I. (ed.). Moscow: Vlados,
2003, 408 p.
9. Petrovskii V.A. Psikhologiya neadaptivnoi aktivnosti
[Psychology of non-adaptive activity]. Moscow: TOO
Gorbunok. 1992. 224 p.
10. Rubinshtein S.L. Bytie i soznanie. O meste
psikhicheskogo vo vseobshchei vzaimosvyazi yavlenii
material’nogo mira [Existence and consciousness.
The place of psychological sphere in universal
interconnection of material world phenomena]. Moscow:
Publ. AN SSSR, 1957. 330 p.
11. Spivakovskaya A.S. Psikhoterapiya: igra, detstvo,
sem’ya. T. 2. [Psychotherapy: game, childhood, family.
Vol. 2]. Moscow: OOO Aprel Press, ZAO Exmo-Press,
2000. 464 p.
12. Blacher J.E., Baker B.L. Families and mental
retardation: A collection of Notable AMR Journal articles
across the 20th century. Washington, DC. American
Association on Mental Retardation, 2002. 382 p.
13. Bostro P.K., Broberg M., Bodin L. Child’s positive
and negative impacts on parents — A person-oriented
approach to understanding temperament in preschool
children with intellectual disabilities. Research in
Developmental Disabilities, 2011. Vol. 32, pp. 1860—
1871.
14. Dempsey I. et al. Parent stress, parenting
competence and family-centered support to young
children with an intellectual or developmental
disability. Research in Developmental Disabilities,
2009. Vol. 30 (3), pp. 558—566. doi: 10.1016/j.
ridd.2008.08.005

110110
Галасюк И.Н., Митина О.В.
Родительское отношение в семьях, воспитывающих детей со специальными нуждами.
Психологическая наука и образование. 2018. Т. 23. № 4
Литература
1. Выготский Л.С. Собрание сочинений: в 6 тт.
Т. 4. Детская психология / Под ред. Д.В. Эльконина.
М.: Педагогика, 1984. 432 с.
2. Галасюк И.Н., Митина О.В. Модификация
Опросника родительского отношения (А.Я. Варги,
В.В. Столина) для семьи, воспитывающей особого
ребенка [Электронный ресурс] // Клиническая и
специальная психология. 2017. № 2. С. 109—129.
doi:10.17759/cpse.201706020
3. Галасюк И.Н., Митина О.В. Разработка и
апробация опросника «Родительская позиция
в семье с особым ребенком» // Вестник РГГУ.
Психология. Педагогика. Образование. 2017. № 4
С. 155—178.
4. Галасюк И.Н., Митина О.В. Влияние
личностных и семейных характеристик на принятие
родителями особого ребенка // Комплексные
исследования человека: психология: Материалы
VII Сибирского психологического форума / под
ред. О.М. Краснорядцевой. — Томск: Томский
государственный университет, 2017. Часть 2.
Здоровье человека на пути к постинформационному
обществу. C. 43—49.
Родительское отношение в семьях, воспитывающих
детей со специальными нуждами
Галасюк И.Н.*,
ФГБОУ ВО МГППУ, Москва, Россия,
igalas64@gmail.com
Митина О.В.**,
Московский государственный университет имени М.В. Ломоносова, Москва, Россия,
omitina@inbox.ru
Представлены методологические основания полисубъектного подхода к
рассмотрению родительской позиции в семьях с особым ребенком. Адап-
тационные механизмы таких семей рассматриваются в контексте понятия
«отраженная субъектность». Показано, что на личность родителей, вос-
питывающих детей с нарушениями в развитии, и их отношение к ребен-
ку оказывают влияние отраженные субъекты (особый ребенок и профес-
сионал) и отраженный объект (диагноз ребенка). Приводятся результаты
двух эмпирических исследований, посвященных изучению родительской
позиции в зависимости от принятия родителем ребенка, взаимоотношений
родителя с профессионалами и восприятия родителем диагноза ребенка.
Выделены четыре типа родительской позиции, включая «партнерство» и
«отказ», и предложен инструмент, измеряющий выраженность каждого
типа. Описаны результаты психометрической проверки методики, которые
свидетельствуют о ее надежности. Предложенная методика будет полезна
при разработке программ вмешательства для семей с особыми детьми.
Ключевые слова: семья, умственная отсталость, деструктивная, адаптивная,
трансцендентная активность, отраженная субъектность, родительское отно-
шение к ребенку, отношение с профессионалами, отношение к диагнозу.
* Галасюк Ирина Николаевна, кандидат психологических наук, доцент, Московский государственный
психолого-педагогический университет (МГППУ), Москва, Россия. E-mail: igalas64@gmail.com
** Митина Ольга Валентиновна, кандидат психологических наук, доцент, ведущий научный сотрудник
лаборатории психологии общения и психосемантики, факультет психологии, Московский государ-
ственный университет имени М.В. Ломоносова, Москва, Россия. E-mail: omitina@inbox.ru
Для цитаты:
Галасюк И.Н., Митина О.В. Родительское отношение в семьях, воспитывающих детей со
специальными нуждами // Психологическая наука и образование. 2018. Т. 23. № 4. C. 102—111.
doi: 10.17759/pse.2018230410

111111
Galasyuk I.N., Mitina O.V.
Multisubject Parental Attitude in Families with a Special Child.
Psychological Science and Education. 2018. Vol. 23, no. 4
5. Каган В.Е., Журавлева И.П. Методика
диагностики отношения к болезни ребенка (ДОБР) //
Психодиагностические методы в педиатрии и
детской психоневрологии. Методическое пособие /
Под ред. Д.Н. Исаев, В.Е. Каган. СПб, 1991. С. 30—
34.
6. Левченко И.Ю., Ткачева В.В. Психологическая
помощь семье, воспитывающей ребенка с
отклонениями в развитии: Методическое пособие.
М.: Просвещение, 2008. 239 с.
7. Леонтьев А.Н. Деятельность, сознание,
личность. М.: Политиздат, 1975. 304 с.
8. Мастюкова Е.М. Московкина А.Г. Семейное
воспитание детей с отклонениями в развитии: учеб.
пособ. для студентов высших учебных заведений /
Под ред. В.И. Селиверствой. М.: Владос, 2003. 408 с.
9. Петровский В.А. Психология неадаптивной
активности. М.: ТОО «Горбунок», 1992. 224 с.
10. Рубинштейн С.Л. Бытие и сознание. О месте
психического во всеобщей взаимосвязи явлений
материального мира. М.: Изд-во АН СССР, 1957.
330 с.
11. Спиваковская А.С. Психотерапия: игра, детство,
семья: в 2 тт. Т. 2. М.: ООО Апрель-пресс; ЗАО Изд-
во Эксмо-Пресс, 2000. 464 с.
12. Blacher J.E., Baker B.L. Families and mental
retardation: A collection of Notable AMR Journal articles
across the 20th century. Washington, DC. American
Association on Mental Retardation, 2002. 382 p.
13. Bostro P.K., Broberg M., Bodin L. Child’s positive
and negative impacts on parents — A person-oriented
approach to understanding temperament in preschool
children with intellectual disabilities. Research in
Developmental Disabilities, 2011. Vol. 32, pp. 1860—1871.
14. Dempsey I. et al. Parent stress, parenting
competence and family-centered support to young
children with an intellectual or developmental
disability. Research in Developmental Disabilities,
2009. Vol. 30 (3), pp. 558—566. doi: 10.1016/j.
ridd.2008.08.005