MANIFESTATIONS OF PSYCHOTRAUMA IN CHILDREN WITH SPECIAL EDUCATIONAL NEEDS: DIAGNOSTIC METHODS FOR ASSESSING MENTAL STATES

Abstract

The aim of the article is to theoretically substantiate the features of the manifestation and consequences of psych trauma in children with special educational needs, as well as to determine the criteria and approaches to their diagnosis and psychological support, considering the specifics of the development of this category of children. The study used a theoretical analysis of scientific sources in clinical psychology, neuropsychology and special pedagogy, a comparative-generalizing approach, as well as the method of structural-functional interpretation of the manifestations of psych trauma in children with special educational needs. It was found that the specifics of psychophysical development, limited communicative experience, difficulties in self-expression and low stress resistance increase the sensitivity of this group of children to digestive influences. It was determined that psych traumatic reactions in children with special educational needs often take atypical, muted or behaviorally oriented forms, which complicates their timely recognition without the use of adapted psychodiagnostics techniques. The relationship between the type of developmental disorder and the nature of the traumatic experience is theoretically substantiated. Four key areas of psych traumatic changes are identified - emotional, cognitive, behavioral and social, which are most vulnerable to the influence of stressful events. The importance of an interdisciplinary approach to the diagnosis of psych trauma, which integrates knowledge of clinical psychology, neuropsychology and special pedagogy, as well as the importance of the educational environment as a space of safety and support, is substantiated. The feasibility of using generalized criteria for assessing psych traumatic consequences without reference to specific nosology’s is proven, which makes it possible to avoid stigmatization and ensure an individualized approach in psych correctional work. The conclusion is made about the need for a systemic and individual approach in the process of overcoming the consequences of psych trauma in children with OOP, which involves supporting their emotional, cognitive, behavioral and social functioning.