Comparative Study of Hardiness Referring to Adolescents with Musculoskeletal Disorders and Adolescents with Normal Development

The article presents the results of the research into hardiness of adolescents with musculoskeletal disorders (MSDs) and those with normal development. The choice of subjects with MSDs was made due to their presence in the general public, in fact, the incidence of inborn and acquired MSDs is about 5-7% in children (N.М. Nazarova, 2002). 25 adolescents with MSDs studying at schools which have adaptive standards of education took part in the research, and 50 adolescents with normal development studying at general education schools. The research used the following methods: modified Maddi’s Hardiness Survey (adapted by D.A. Leontiev, E.I. Rasskazova); H. Eysenck Personality Questionnaire (EPI); Dembo-Rubinstein Method of Self-esteem Measurement (modified by A.M. Prikhozhan); questionnaire ’Ways of Coping Checklist’ (WCC) of R. Lazarus and S. Folkman (adapted by L.I. Wasserman). Such psychological correlates of hardiness as self-esteem, claims, and extroversion - neuroticism, ways of coping, are used to clarify the specificity of hardiness manifestation in test subjects. As the result of the study, the hypothesis that the presence of MSDs will have an influence on the level of hardiness of adolescence was confirmed, as hardiness components are higher in children with MSDs than in those with normal development, 95,5 and 77,6 respectively. Also, the hypothesis that children with MSDs have a high level of neuroticism was confirmed. However, adolescents without MSDs studying at 8th grade have an even higher level of neuroticism, the study finds. Keywords: hardiness, adolescents with MSDs, adolescents with normal development, ways of coping, self esteem, claims, extraversion, neuroticism

Physical and Augmented Reality As Elements of Visual Culture: Proportions in Educational Products for Persons with ASD

This article raises the question of the impossibility of standardized use of augmented reality technologies in the educational process. This approach changes the status of augmented reality and transforms it into a phenomenon of visual culture. The authors represent a hypothetical ratio of physical and augmented realities in educational products for people with autism spectrum disorders (ASD), considering their needs, behavioral patterns and states. The proportion is based on the authors’ advanced research. Keywords: augmented reality, visual culture, education, educational product, needs, autism spectrum disorders

Influence of Parent–Child Interaction on Socio-emotional Development of Children With Perinatal Risks

The article is devoted to the study of the influence of peculiarities of child–parent interaction on the early socio-emotional development of children with perinatal risks. This is a relevant area since, first of all, there is an increasing number of children with such risks (especially, with the risk of autism spectrum disorders (ASD) andattention deficit hyperactivity disorder (ADHD)). Moreover, it is parents who can be most instrumental in the successful development, adaptation and socialization of children. The article examines Russian and foreign approaches to the definition of socio-emotional development, stages, and levels of its development. It also analyses the data obtained in the course of research of peculiarities of parent–child interaction with the help of video observation (PCI) that was conducted using the coding scales (SocialinteractionratingScale). In order to assess cognitive, speech, socio-emotional development, and adaptive behavior, «Bayley Scales of Infant Development Third Edition» were used. The data of eight children of the control group (average age 5–8months) and eight children of the experimental group with family risk of atypical development (older sibling or parent have a confirmed diagnosis of ASD and/or ADHD) (average age 2–66 months) were analyzed. Two-way analysis of variance showed that nondirective behavior of parents can lead to a more successful developmentof socio-emotional skills of children with the family risk of ASD and ADHD, namely, the skill ‘social setting’. The study is a pilot but demonstrates a potential for further research in this area. Keywords: child–parent interaction, video observation, young children, family risk, socio-emotional developmen

Visual perception specifics of children with asd as a determinant for educational environment outlinetimes

The idea of inclusive education raises the question of security of children with autism spectrum disorders (ASD). It is the imperative of the time to create teaching materials that promote the effective implementation of educational curriculum. However, we have to stress the fact that most of the evaluable nowadays teaching materials have been created spontaneously, without any reliable criteria. Our primary hypothesis is that children with ASD have specific features of visual perception that do not depend on the state of their intelligence, which is confirmed by empirical data obtained by the authors. Our secondary hypothesis, specified in the process of research, stipulates that children with ASD will differently perceive different graphic images executed in different styles. These findings are further confirmed by empirical data collected by the authors in the study of perception and understanding of different graphic images by children with ASD and mental retardation. On the basis of theoretical and empirical data we specified the criteria for graphic design products which play a pivotal role in the formation of school educational environment. In this respect we focus on the criteria for design materials (including design criteria provisions, formulated by Norman, which he addressed to practicing designers)

Visual perception specifics of children with ASD as a determinant for educational environment outlinetimes

The idea of inclusive education raises the question of security of children with autism spectrum disorders (ASD). It is the imperative of the time to create teaching materials that promote the effective implementation of educational curriculum. However, we have to stress the fact that most of the evaluable nowadays teaching materials have been created spontaneously, without any reliable criteria. Our primary hypothesis is that children with ASD have specific features of visual perception that do not depend on the state of their intelligence, which is confirmed by empirical data obtained by the authors. Our secondary hypothesis, specified in the process of research, stipulates that children with ASD will differently perceive different graphic images executed in different styles. These findings are further confirmed by empirical data collected by the authors in the study of perception and understanding of different graphic images by children with ASD and mental retardation. On the basis of theoretical and empirical data we specified the criteria for graphic design products which play a pivotal role in the formation of school educational environment. In this respect we focus on the criteria for design materials (including design criteria provisions, formulated by Norman, which he addressed to practicing designers). © 2017 IJCRSEE. All Right Reserved

The issues of psychological support for HIV positive teenagers

The relevance of the article is determined not only by a growing number of HIV-positive children and adolescents, but also at failure provided them and their families psychological help. The article outlines the main support of adolescents with a diagnosis of «HIV», describes the peculiarities of work in each direction.Актуальность статьи определяется не только все возрастающим количеством ВИЧ-позитивных детей и подростков, но и крайней недостаточностью оказываемой им и их семьям психологической помощи. В статье определяются основные направления сопровождения подростков с диагнозом «ВИЧ-инфекция», раскрываются особенности работы по каждому направлению

Optimum virtual environment for solving cognitive tasks by individuals with autism spectrum disorders: The questions and methods of design

The number of people with autism spectrum disorders (ASDs) is growing in Russia and the world at large. It is important to find ways to diagnose and correct the work with such individuals. There is much evidence that children with ASDs often exhibit pronounced communicative difficulties, problems in establishing visual contact etc. Specialists working with this category of patients face serious difficulties in trying to find effective ways to interact with them. The use of virtual reality environments that have the necessary parameters, determined theoretically, experimentally, and practically, can mitigate these difficulties. The study has shown that, at present, there is much experience in the field of virtual reality application while working with children who have ASDs. Nevertheless, there are several unspecified issues. First, as far as the perception of virtual reality by people with ASDs are concerned, it is especially important to study them. Of much importance are the peculiarities of their states associated with virtual reality, while solving cognitive tasks during diagnostic and corrective work stage, as well as in obtaining education. It is necessary to choose the right methods of visualization and interaction in a virtual environment. The focal point of the article is to justify the project of creating a virtual reality for the diagnosis and socialization of individuals with ASDs, i.e., its structure, stages and methods. In addition, the work is of interest in connection with the research of the phenomenon of presence in virtual reality. © 2019 IJCRSEE. All rights reserved.The work was supported by act 211 Government of the Russian Federation, contract № 02.A03.21.0006. The work was supported by RFBR

Neuro-accessible educational environment: Adapting to the needs of people with disabilities

Introduction. Currently, researchers and practitioners are increasingly focusing on creating conditions for the socialization and integration of people with disabilities. A large number of people, and above all, children with mental, emotional, and other disorders, need to organize an environment designed for inclusive interaction. Materials and research methods. The work used the method of analysis of scientific approaches to designing the environment. The main tools used were scientific data obtained by psychologists, architects, designers of the XX - XXI centuries, studying the optimal parameters of objects and spaces that affect the well-being and mental state of people of various categories. Processing of the data was carried out as part of a humanitarian approach; the method of content analysis was used. The results of the study. The work summarizes and systematizes the results of humanitarian studies for their subsequent, conceptual, and responsible use in technological projects to create a neuro-accessible educational environment, taking into account the needs of people with disabilities. The concept of a "neural accessible medium" is introduced, i.e., environment adapted for finding and activity of people with various mental disorders. Discussion. The concept of the educational environment includes not only the relationship of a child with disabilities with other people but, first of all, the spatial and material structures that organize the educational process. The search for ideas and technologies should be based on proposals for the maximum correspondence not only of the external shell but also of the structure of subject forms to the physical structure of a person as a natural being; about the integrity of the environment; about the need for "following nature". Creating forms should include taking into account the needs of all users. Besides, designing a neural-accessible environment should use virtual and augmented reality. Conclusion. The need for a neurally accessible educational environment, taking into account the needs of people with disabilities, the complexity of its design requires the use of an interdisciplinary approach and the use of data from different disciplines and projects that currently exist autonomously from each other. In general, the described ideas can be useful not only in the educational environment but also in the working and urban environment. © 2019 LLC Ecological Help. All rights reserved

Features of human papillomavirus infection frequency in different regions of the Russian Federation (literature review)

Numerous studies have shown the role of human papillomavirus (HPV) in the generation of cervical cancer. The review presents Russian researching data aboutfrequency of the HPV in different regions of the Russian Federation. The regional feature in the frequency of the HPV is observed. The average population frequency of the HPV varies from 13 to 63 % in different region. The frequency of the HPV reaches 82 % in groups of patients with dysplasia of the 3rd degree and cervical cancer. The most oncogenic type 16 the HPV is the most common virus among other papillomavirus in the most Russian regions that corresponds to the global data. This type of virus is the most common in both groups of women and men. Type 16 of HPV with high frequency is detected in different age groups, and among clinically healthy patients and in groups of patients with various gynecological pathologies. Modern methods of molecular diagnostics, in particular, the PCR method, allow to detect and genotype the HPV with high sensitivity and specificity, and to determine the viral load. The PCR method in screening programs can identify risk groups of the urogenital pathology in examined women

The research of Subjective Sense of Happiness in Senior Preschoolers

AbstractThe purpose of the study was to examine the perceptions of happiness and to identify the level of subjective happiness among children of senior preschool age. These parameters were studied in their connection with such personal characteristics, as manifestation of extraversion/introversion, anxiety level, willingness to cooperate and the feeling of subjective happiness in mothers of preschoolers. The study found that comparing with children who sometimes feel unhappy, happy children demonstrate a lower anxiety level and a higher degree of extraversion manifestation. Mothers of happy children feel happier than those of children who sometimes feel unhappy