Background. Te need for psychological and pedagogical support for families in the upbringing of hearing-impaired children makes it imperative to develop innovative methods and an efective model of interaction between the family and a special needs educational institution, to improve parental competence.
Objective. To study the psychological content of parental competence (its cognitive, value-motivational; emotional and behavioral components) and to evaluate parental competence through psychological and pedagogical support for families in the upbringing of hearing-impaired children.
Design. Eighty-seven families with hearing-impaired children from a special needs educational institution in Kursk, Russian Federation, participated in the experimental study. Te researchers took measurements at two time points, baseline and followup. At baseline, we made a diagnostic assessment of the psychological
content of parental competence. At followup, we evaluated the development of parental competence resulting from the psychological and pedagogical support for these families.
Results. Te cognitive component was characterized by predominant unanimity between the parents in the upbringing of hearing-impaired children, and a partnership relationship in communicating with them. Te emotional component was represented by the absence of difculties in understanding the causes of the children’s emotional state and an orientation towards the child’s emotional state during interactions or physical contact. Terminal values (such as health, happy family life) and instrumental values (such as responsibility, honesty) were predominant in the value-motivational component.
Te behavioral component displayed a predominance of the authoritative style in upbringing, whereby parents realized their important role in the development of a child’s personality and recognized the right of children to self-development. At
the same time, the authoritarian style was still signifcant.
Conclusion. A model for psychological and pedagogical support of families in the upbringing of hearing-impaired children was developed, tested, and found to be efective
