THE INFLUENCE OF SOCIO-PSYCHOLOGICAL ASPECTS OF PARENT-CHILD RELATIONSHIPS ON THE FORMATION OF THE PERSONALITY OF A CHILD WITH DISABILITIES IN THE CONTEXT OF WAR

Abstract

Introduction. The topic of family interaction has always remained relevant and has gained particular significance in the extraordinary circumstances of war. Crisis situations intensify stress factors and create new challenges that affect both parents and children, altering the dynamics of their relationships. Understanding the socio-psychological aspects of the influence of parent-child relationships on the formation of a child with disabilities in the context of war is extremely important for predicting the development of such children, as they face complex situations that significantly impact their psychological state and social adaptation. In such circumstances, the process of personality formation in a child takes place under much more challenging conditions. For children, changes in their environment, the lack of stability and security, and constant psychological pressure can deteriorate not only their physical but also their mental health. Uncertainty, changes in the usual way of life, and the inability to meet basic needs contribute to dissatisfaction, despair, sadness, anger, hostility, anxiety, fear, and other negative emotions. In this context, the role of parents is extremely important, as they can provide the necessary support, stability, and offer behavioral models that will help the child navigate this difficult period not only with minimal harm to their mental health but also foster the child’s psychological and social development, even in the conditions of war. Purpose and Objectives of the Article. The purpose of this article is to analyze the relationships between parents and children with disabilities and to determine their impact on the psychosocial development of children in this category in the context of war. The article examines specific socio-psychological factors arising in crisis situations that can either positively or negatively affect the formation of the personality of a child with disabilities. The following tasks were addressed to achieve the stated goal: 1. Study of the impact of war on the emotional and mental health of family members, particularly children with disabilities. 2. Analysis of the peculiarities of parent-child relationships in the context of war. 3. Assessment of the importance of parental support and the creation of a stable emotional environment for the development of children with disabilities. Results. The changes that occur in the relationships between parents and children with disabilities during military conflicts have been analyzed. The socio-psychological difficulties faced by families of children with disabilities in crisis conditions, such as stress, depression, and anxiety, have been outlined. The impact of stress on the emotional state of both parents and children has been examined, leading to additional challenges in their relationships. An evaluation of the significance of emotional, moral, and social support from parents in the context of war has been conducted, focusing on its role in the formation of the personality of children with disabilities. All these aspects contribute to providing a comprehensive understanding of how socio-psychological factors interact with parental relationships and how they can influence the formation of the personality of children with disabilities in the context of military conflict.