Psychosocial support in education that is provided during emergencies frequently aims to support children's resilience, but strong, contextual measures of resilience are in short supply in Eastern Europe. In this article, our aim is to describe the development and psychometric properties of the first measure of resilience for war-affected adolescents in Eastern Ukraine. We used qualitative methods to identify the main cultural characteristics of resiliency and then used these constructs to develop the measure. We used exploratory structural equation modeling to extract five factors that showed high internal consistency: family support (ω=0.89), optimism (ω=0.87), persistence (ω=0.87), health (ω=0.86), and social networking (ω=0.87). Confirmatory factor analysis suggested that a concise model of resiliency fit the data almost as well as the exploratory structural equation modeling model. The measure demonstrated good test-retest reliability. In this article, we also discuss the importance of development, validation, and the use of culturally relevant measures of resilience for strengthening psychosocial support programs in schools, particularly in Ukraine.
Настоящая статья посвящена исследованию психолого-педагогических возможностей использования сказочного материала в развитии эмоционального интеллекта детей дошкольного возраста. На современном этапе расширение интересов детей дошкольного возраста является социальным заказом общества для системы дошкольного образования. Одной из важных задач современного дошкольного образования является развитие различных форм личностной активности детей, включая развитие эмоционального интеллекта. Современная педагогика сталкивается с множеством проблем психологического характера. Одна из наиболее актуальных-низкий уровень развития эмоционального интеллекта. В педагогической практике отмечаются определенные трудности взаимодействия с дошкольниками в эмоционально-волевой сфере: непонимание собственных эмоций и чувств; несформированность сочувствия и сопереживания; отрицательное отношение к воспитательным мерам взрослого; повышенная конфликтность, вспыльчивость, необоснованное чувство страха, тревожность, агрессивное отношение к событиям и людям. По результатам исследования разработан и апробирован комплекс психолого-педагогических мероприятий «Сказочные эмоции», а также консультативный материал «Эмоциональный интеллект вашего ребенка», направленные на повышение психолого-педагогической подготовленности родителей детей дошкольного возраста. Определены новые формы образовательной деятельности и компоненты учебного процесса с возможным их представлением. Ключевые слова: дошкольная образовательная организация, эмоциональный интеллект, сказочный материал, сказка, эмпатия, сказкотерапевтические технологии, эмоциональная устойчивость
The article provides a brief overview of resilience research and presents the main issues and problems in this field of science. Particular attention is paid to the issues of determining resilience by various researcher and the analysis of debatable issues in understanding this phenomenon. A more detailed analysis is provided regarding the views of authors who interpret resilience in the context of socio-ecological approach. There is a large body of empirical research on the resilience of children and adults, as well as social groups, in the context of the impact of various risk factors, stress and trauma, which allowed researchers to form insights into protective factors and assets that are powerful adaptation resources in difficult situations. The formation of the field of psychology aimed at the development of resilience as a holistic direction requires the definition of common theoretical and methodological foundations for its determination and construction of empirical procedures for its study in the context of different challenges and different cultures. Systemic and socio-environmental approaches can be distinguished among modern approaches to the definition and understanding of resilience. In the context of these approaches, resilience appears as a phenomenon and the process of interaction of internal and external factors, which is carried out under the determining influence of environmental factors. The environment contains the resources needed by people and groups, forms an idea of the effects of positive development and coping through the discourses it creates, and also regulates people’s access to these resources. The resilience considered in this way is not so much the property and the result of individual’s efforts (although this factor is important) as a manifestation of the ability of the social environment and social support networks to provide resources whose importance is recognized by culture.
The article addresses a brief historical overview of resilience research over decades, provides different approaches for resilience definition, focuses on psychological factors connected to resilience and possible recommendations for resilience building. In this article we consider resilience of the individual in the frame of well-being, despite the adversities; rapid recovery from injury; ability to constructively reflect complex situations; competent functioning in conditions of stress and troubles; positive adaptation, despite the experience of being in stressful situations; ability to overcome difficulties. The following attributes were distinguished to define resilience concept: self-esteem, self-reliance and social responsiveness. In Ukraine the study of resilience in many cases is considered in terms of the consequences of military conflict. The terms hardiness, invulnerability, viability and stress resistance are used by Ukrainian scientists along with resilience to denote the resources to overcome emergencies and stressful situations, psychological consequences of traumatic stress, loss and other adversities. It is recommend to consider the following components in order to increase the capacity for resilience: accept changes, learn from the past, maintain a hopeful outlook, keep things in perspective, practice mindfulness, move toward the goals, keep physical activity, prioritize relationships, join a group, help others, look for opportunities for self-discovery.
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