BUILDING STRESS RESILIENCE IN CHILDREN WITH FUNCTIONAL SENSORY DIFFICULTIES (VISUAL OR AUDITORY MODALITY) IN COMPLICATED CONDITIONS

Abstract

The article theoretically substantiates, develops and experimentally tests the effectiveness of a differentiated correctional and developmental program of psychological and pedagogical support aimed at developing stress resistance in younger schoolchildren with functional sensory difficulties (visual or auditory modality) in conditions of permacrisis. The comprehensive research procedure included an analysis of scientific and theoretical sources on crisis psychology, deaf pedagogy and typhlopedagogy, as well as experimental methods.

The article highlights the development of stress resistance in younger schoolchildren through the involvement of preserved analyzer modalities to compensate for deficient perceptual channels. The author's differentiated program "Sensory Space of Safety" is proposed, built on the principles of synergy of crisis psychology and special pedagogy. The first block is aimed at unloading the deficient visual analyzer during stress, minimizing cognitive anxiety and forming stress resistance with support for the preserved auditory, tactile and proprioceptive spheres. The second block is aimed at overcoming the information vacuum, reducing the anxiety of the unknown through total visualization and stress response through kinesthetic and psychomotor channels. The third block is aimed at ecologically transferring the chaotic emotional reactions of younger schoolchildren with sensory difficulties into the channel of constructive, strictly algorithmized activity in conditions of prolonged permacrisis.

For students with visual difficulties, a block of somatosensory and auditory stabilization (acoustic anchoring techniques, relief-graphic modeling of evacuation trajectories and proprioceptive relaxation) has been introduced. For children with hearing difficulties, a block of total visualization and psychomotor drainage (pictogram systems, countdown timers, kinesiological complexes and art-therapeutic kinesthetics) was implemented. The joint cognitive-behavioral block ensured the transformation of destructive coping reactions into active adaptive strategies through microgroup inclusive interaction during security threats.

It has been experimentally confirmed that targeted correctional and developmental work, which takes into account the specifics of the child's sensory profile, allows preventing secondary decompensation of analyzers and significantly increasing the vitality of the individual. Prospects for further scientific exploration are seen in the development of models of psychological support for families raising children with sensory difficulties in crisis conditions of society.