PROBLEM OF THE EFFECTIVENESS OF PARENTAL ASSISTANCE TO CHILDREN IN SITUATIONS OF EDUCATIONAL DIFFICULTIES FROM THE PERSPECTIVES OF THE REFLECTION-ACTIVITY APPROACH AND COGNITIVE-BEHAVIORAL THERAPY

The article considers the subject of effectiveness of parental assistance to children in challenging situations from the practical and theoretical perspectives. The conditions and criteria of psychological assistance effectiveness represent a link between these perspectives. Proceeding from the fact...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	VICTOR K. ZARETSKY, ANTONINA A. AGEEVA
Formato:	article
Lenguaje:	RU
Publicado:	Moscow State University of Psychology and Education 2021
Materias:	cultural-historical psychology zone of proximal development multidimentional model of the zone of proximal development reflection-activity approach educational difficulties psychological assistance subjectness position reflection parental help conditions of effective assistance cognitive-behavioral therapy Psychology BF1-990
Acceso en línea:	https://doaj.org/article/58392d183cb74827a36088f8f8e7d731
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:58392d183cb74827a36088f8f8e7d731
record_format	dspace
spelling	oai:doaj.org-article:58392d183cb74827a36088f8f8e7d7312021-11-10T16:33:21ZPROBLEM OF THE EFFECTIVENESS OF PARENTAL ASSISTANCE TO CHILDREN IN SITUATIONS OF EDUCATIONAL DIFFICULTIES FROM THE PERSPECTIVES OF THE REFLECTION-ACTIVITY APPROACH AND COGNITIVE-BEHAVIORAL THERAPY10.17759/cpp.20212903102075-34702311-9446https://doaj.org/article/58392d183cb74827a36088f8f8e7d7312021-11-01T00:00:00Zhttps://psyjournals.ru/files/124394/cpp_2021_n3_Zaretsky_Ageeva.pdfhttps://doaj.org/toc/2075-3470https://doaj.org/toc/2311-9446The article considers the subject of effectiveness of parental assistance to children in challenging situations from the practical and theoretical perspectives. The conditions and criteria of psychological assistance effectiveness represent a link between these perspectives. Proceeding from the fact that development is the child’s main life context, the subject of assistance effectiveness is viewed through the lens of its relation to development. The authors word and provide the rationale for an assumption that effective assistance implies facilitation of development. Due to a conceptual closeness of cultural-historical psychology (as a developmental theory) and cognitive-behavioral psychotherapy (CBT) as a practice of promoting cognitive development, the criteria for the effectiveness of assistance contributing to the child’s development are singled out and compared. A taxonomy of modes in which parents provide assistance to their children in challenging situations in terms of their effectiveness is viewed from the perspective of the reflection-activity approach (RAA) and CBT. The article presents the results of an empirical study of the parental assistance modes in the context of helping their children overcome learning difficulties in a sample of 100 parents of primary school students. The study relied on unique methodology. The results showed that, according to the effectiveness criteria developed, the overwhelming majority of the parents (94.5%) presented with assistance modes that did not contribute to the children’s development, i.e. these modes were ineffective. The issue of specific culture of rendering assistance with learning difficulties is discussed and it is inferred that there is a need to engage parents in practical psychological work to restructure their assistance modes by means of RAA and CBT.VICTOR K. ZARETSKY ANTONINA A. AGEEVAMoscow State University of Psychology and Educationarticlecultural-historical psychologyzone of proximal developmentmultidimentional model of the zone of proximal developmentreflection-activity approacheducational difficultiespsychological assistancesubjectness positionreflectionparental helpconditions of effective assistancecognitive-behavioral therapyPsychologyBF1-990RUКонсультативная психология и психотерапия, Vol 29, Iss 3, Pp 159-179 (2021)
institution	DOAJ
collection	DOAJ
language	RU
topic	cultural-historical psychology zone of proximal development multidimentional model of the zone of proximal development reflection-activity approach educational difficulties psychological assistance subjectness position reflection parental help conditions of effective assistance cognitive-behavioral therapy Psychology BF1-990
spellingShingle	cultural-historical psychology zone of proximal development multidimentional model of the zone of proximal development reflection-activity approach educational difficulties psychological assistance subjectness position reflection parental help conditions of effective assistance cognitive-behavioral therapy Psychology BF1-990 VICTOR K. ZARETSKY ANTONINA A. AGEEVA PROBLEM OF THE EFFECTIVENESS OF PARENTAL ASSISTANCE TO CHILDREN IN SITUATIONS OF EDUCATIONAL DIFFICULTIES FROM THE PERSPECTIVES OF THE REFLECTION-ACTIVITY APPROACH AND COGNITIVE-BEHAVIORAL THERAPY
description	The article considers the subject of effectiveness of parental assistance to children in challenging situations from the practical and theoretical perspectives. The conditions and criteria of psychological assistance effectiveness represent a link between these perspectives. Proceeding from the fact that development is the child’s main life context, the subject of assistance effectiveness is viewed through the lens of its relation to development. The authors word and provide the rationale for an assumption that effective assistance implies facilitation of development. Due to a conceptual closeness of cultural-historical psychology (as a developmental theory) and cognitive-behavioral psychotherapy (CBT) as a practice of promoting cognitive development, the criteria for the effectiveness of assistance contributing to the child’s development are singled out and compared. A taxonomy of modes in which parents provide assistance to their children in challenging situations in terms of their effectiveness is viewed from the perspective of the reflection-activity approach (RAA) and CBT. The article presents the results of an empirical study of the parental assistance modes in the context of helping their children overcome learning difficulties in a sample of 100 parents of primary school students. The study relied on unique methodology. The results showed that, according to the effectiveness criteria developed, the overwhelming majority of the parents (94.5%) presented with assistance modes that did not contribute to the children’s development, i.e. these modes were ineffective. The issue of specific culture of rendering assistance with learning difficulties is discussed and it is inferred that there is a need to engage parents in practical psychological work to restructure their assistance modes by means of RAA and CBT.
format	article
author	VICTOR K. ZARETSKY ANTONINA A. AGEEVA
author_facet	VICTOR K. ZARETSKY ANTONINA A. AGEEVA
author_sort	VICTOR K. ZARETSKY
title	PROBLEM OF THE EFFECTIVENESS OF PARENTAL ASSISTANCE TO CHILDREN IN SITUATIONS OF EDUCATIONAL DIFFICULTIES FROM THE PERSPECTIVES OF THE REFLECTION-ACTIVITY APPROACH AND COGNITIVE-BEHAVIORAL THERAPY
title_short	PROBLEM OF THE EFFECTIVENESS OF PARENTAL ASSISTANCE TO CHILDREN IN SITUATIONS OF EDUCATIONAL DIFFICULTIES FROM THE PERSPECTIVES OF THE REFLECTION-ACTIVITY APPROACH AND COGNITIVE-BEHAVIORAL THERAPY
title_full	PROBLEM OF THE EFFECTIVENESS OF PARENTAL ASSISTANCE TO CHILDREN IN SITUATIONS OF EDUCATIONAL DIFFICULTIES FROM THE PERSPECTIVES OF THE REFLECTION-ACTIVITY APPROACH AND COGNITIVE-BEHAVIORAL THERAPY
title_fullStr	PROBLEM OF THE EFFECTIVENESS OF PARENTAL ASSISTANCE TO CHILDREN IN SITUATIONS OF EDUCATIONAL DIFFICULTIES FROM THE PERSPECTIVES OF THE REFLECTION-ACTIVITY APPROACH AND COGNITIVE-BEHAVIORAL THERAPY
title_full_unstemmed	PROBLEM OF THE EFFECTIVENESS OF PARENTAL ASSISTANCE TO CHILDREN IN SITUATIONS OF EDUCATIONAL DIFFICULTIES FROM THE PERSPECTIVES OF THE REFLECTION-ACTIVITY APPROACH AND COGNITIVE-BEHAVIORAL THERAPY
title_sort	problem of the effectiveness of parental assistance to children in situations of educational difficulties from the perspectives of the reflection-activity approach and cognitive-behavioral therapy
publisher	Moscow State University of Psychology and Education
publishDate	2021
url	https://doaj.org/article/58392d183cb74827a36088f8f8e7d731
work_keys_str_mv	AT victorkzaretsky problemoftheeffectivenessofparentalassistancetochildreninsituationsofeducationaldifficultiesfromtheperspectivesofthereflectionactivityapproachandcognitivebehavioraltherapy AT antoninaaageeva problemoftheeffectivenessofparentalassistancetochildreninsituationsofeducationaldifficultiesfromtheperspectivesofthereflectionactivityapproachandcognitivebehavioraltherapy
_version_	1718439867002650624

PROBLEM OF THE EFFECTIVENESS OF PARENTAL ASSISTANCE TO CHILDREN IN SITUATIONS OF EDUCATIONAL DIFFICULTIES FROM THE PERSPECTIVES OF THE REFLECTION-ACTIVITY APPROACH AND COGNITIVE-BEHAVIORAL THERAPY

Ejemplares similares