How to help foster teens form a positive self-concept in sports and exercise activities

Abstract

Purpose of the study: The purpose of the study is to develop and experimentally verify the psychological and pedagogical conditions for the formation of a positive self-concept for adolescents from a foster family as the foundation for their effective social adaptation and harmonious personal development. Methodology: Pedagogical experiment (stating, forming and control stages of the experiment) was chosen as the leading method of the study. It allowed to implement a set of developed psychological and pedagogical measures. The study featured 26 adolescents and 18 parents. Results: As part of the efforts invested, there was experimentally verified the effectiveness of the developed psychological and pedagogical conditions for the formation of a positive self-concept of adolescents from a foster family. There were also defined statistically significant positive changes in the indicators of self-concept components (cognitive, emotional-evaluative, and behavioural). Teenagers began to set more realistic goals, to adequately relate to their personal qualities, to their status among peers and in the family. There has been a positive tendency to accepting oneself as a holistic and consistent self-image, aligned with the ideal-self modality. Applications of this study: The results of the study can become an additional source for specifying modern theories of the formation of a positive self-concept, the developed programs can be used in the practice of social educators, educatorspsychologists working with foster children. Novelty/Originality of this study: The development of a methodological basis and effective psychological and pedagogical measures to form a positive self-concept for adolescents brought up in foster families is the scientific novelty of the study.

Психоемоційні Особливості Я-Концепції Та Ризики Алекситимії Дітей У Період Адаптації До Прийомних Родин

“…Діти ж, відповідно, переживають негативні емоції та почуття, пов'язані з влаштуванням у фостерній сім'ї, через втрату базової довіри до оточення, що посилюється небажанням батьків долучати їх до процесу прийняття сімейних рішень, життєвих виборів та організації дозвілля. Посилює негативний ефект такої позиції втрата суттєвих можливостей адаптивності та боротьби зі стресом, які забезпечує активне дозвілля (Drozdikova-Zaripova, Biktagirova, & Latypov, 2021).…”