The dependence of the type of interaction between parents and children with disabilities on the level of parental competence
The article presents the results of a study of the features of child-parent relations in a family raising a child with disabilities. The features of emotional interaction, the interaction of children and parents in joint activities and parental competence were used as indicators of child-parent relations. The study involved 20 dyads-mothers of primary school-age children with disabilities. Empirical data were obtained using the following methods: the questionnaire "Features of child-parent emotional interaction" (E.I. Zakharova), a test for joint activity (S.A. Terekhina), the method of unfinished situations for assessing parental competence (N.D. Mikheeva). Based on the results obtained, the problem areas in the psychological content of the components of the interaction of a mother and a child with primary school age disabilities were identified: a deficient level of some indicators of emotional interaction between a mother and a child, unconstructive ways of interaction between a mother and a child in joint activities and a low level of parental competence in most parents. The types of interaction between a parent and a child with HIA in joint activities are determined by the level of parental competence. Parents with an average level of parental competence often demonstrate a sufficient level of emotional interaction with the child, and are also able to organize joint activities with the child based on the use of constructive ways of interaction that characterize passive-symbiotic and harmonious types of interaction. Parents with a low level of parental competence are more likely to demonstrate a deficient level of emotional interaction with the child, as well as non - constructive ways of interacting with the child in the process of joint activity-formal-distant, dominant-critical and dominant-chaotic types of interaction.