mprjМедицинская психология в РоссииMedical Psychology in Russia2219-8245федеральное государственное бюджетное образовательное учреждение высшего образования "Ярославский государственный медицинский университет"10.24884/2219-8245-2025-17-3-56-63mprj-112Research ArticleАКТУАЛЬНЫЕ ПРОБЛЕМЫ ПЕРИНАТАЛЬНОЙ ПСИХОЛОГИИCURRENT ISSUES IN PERINATAL PSYCHOLOGYВовлеченность родителей в реализацию программы раннего вмешательстваInvolvement of parents in the implementation of the early intervention programБронштейнС. С.BronsteinS. S.

Бронштейн Софья Станиславовна, клинический психолог

Санкт-Петербург

Bronstein S.S., Clinical Psychologist, St. Petersburg

sofja.psy@gmail.comhttps://orcid.org/0000-0001-8609-6936БлохМ. Е.BlokhM. E.

Блох Мария Евгеньевна, кандидат медицинских наук, психотерапевт, доцент кафедры психического здоровья и раннего сопровождения детей и родителей 

Санкт-Петербург

Blokh M. E., Candidate of Medical Sciences, Psychotherapist, Associate Professor of the Department of Mental Health and Early Support of Children and Parents

St. Petersburg

blohme@list.ruСанкт-Петербургский государственный университетРоссияSt. Petersburg State UniversityRussian Federation2025231020251735663Copyright © Бронштейн С.С., Блох М.Е., 20252025Бронштейн С.С., Блох М.Е.Bronstein S.S., Blokh M.E.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://www.mprj.ru/jour/article/view/112

В статье представлены результаты исследования взаимосвязей психологических характеристик родителей и их вовлеченности в реализацию программы раннего вмешательства. Было обследовано 37 родителей из семей, получающих раннюю помощь. Изучались особенности эмоционального состояния (Шкалы депрессии и тревоги А. Бека), отношение родителя к ребенку (Опросник родительского отношения А. Я Варги, В. В. Столина), уровень стресса (Шкала воспринимаемого стресса S. Cohen, G. Williamson), удовлетворенность социальной поддержкой (Многомерная шкала восприятия социальной поддержки G. Zimet), приверженность родителя рекомендациям (адаптированный опросник комплаентности Д. Мориски, Л. Грин), родительская вовлеченность (опросник, составленный на основе исследования Hackworth N. J. et al.), социально-демографические показатели. Результаты исследования: уровень родительской вовлеченности значимо взаимосвязан с депрессивным (r=-0,420, p≤0,05) и тревожным (r=0,334, p≤0,05) состоянием родителей, при этом, чем выше уровень депрессии, тем менее родители участвуют в практике на занятиях (r=-0,381, p≤0,05). Уровень воспринимаемого стресса отрицательно коррелирует с внедрением рекомендаций в ежедневные рутины (r=-0,642, p≤0,05); а поддержка со стороны значимых других отрицательно коррелирует с посещаемостью занятий (r=-0,432, p≤0,05). Таким образом, необходимо учитывать эмоциональное состояние родителей, уровень их стресса и особенности социальной поддержки при реализации программ ранней помощи в семейно-центрированном подходе для вовлечения в работу с детьми.

This article presents the results of a study on parental involvement in early intervention programs in relation to their psychological characteristics. Thirty-seven parents from families receiving early intervention services were surveyed. The study examined the characteristics of their emotional state (Beck Depression and Anxiety Scales), their attitude toward their child (Parental Attitude Questionnaire by A. J. Varga and V. V. Stolin), their stress level (Perceived Stress Scale by S. Cohen and G. Williamson), their satisfaction with social support (G. Zimet's Multidimensional Scale of Perceived Social Support), parental adherence to recommendations (D. Morisky and L. Green's adapted compliance questionnaire), parental involvement (a questionnaire based on research by Hackworth N. J. et al.), and socio-demographic indicators. Research results: the level of parental involvement is significantly correlated with the depressive (r=-0.420, p≤0.05) and anxiety (r=0.334, p≤0.05) in parents, with higher levels of depression associated with lower levels of parental involvement in class activities (r=-0.381, p≤0.05). The level of perceived stress negatively correlates with the implementation of recommendations in daily routines (r=-0.642, p≤0.05); and support from significant others negatively correlates with class attendance (r=-0.432, p≤0.05). Thus, the results allow us to conclude that it is necessary to take into account the emotional state of parents, their stress levels, and the characteristics of social support when implementing early intervention programs in a family-centered approach to engage with children.

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The authors declare that there are no conflicts of interest present.