The role of the teacher in the process of changing the psychotrauma of migrate children

Julia KUSHNIR; Viktoriya OVERCHUK

doi:10.38014/ehs-ss.2023.4.08

Julia KUSHNIR Vasyl` Stus Donetsk National University, Vinnytsya, Ukraine
Viktoriya OVERCHUK Vasyl` Stus Donetsk National University, Vinnytsya, Ukraine

DOI: https://doi.org/10.38014/ehs-ss.2023.4.08

Ключевые слова: trauma, psycho-trauma, internally displaced persons

Аннотация

This article is considered a «psychotrauma» meaning and as a consequence of a traumatic situation in children - post-traumatic stress disorder. The psychological peculiarities of migrant children who were forced to leave are analyzed. Immigrant children are characterized by special psychological and psychological problems on the part of behavior, emotional and cognitive spheres of the person. It was emphasized that the main problem of children of internally displaced persons is social readaptation to new conditions of studying and living, to a new circle of communication. The role of the teacher in creating the conditions for effective psychological adaptation is indicated in the children's team and in the process of learning. In connection with this, the necessity of additional knowledge and skills necessary for pedagogical workers concerning crisis conditions of the child is analyzed.

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