STYLISTIC FEATURES OF EDUCATION AND PARENTAL RELATION OF MOTHERS OF HYPERACTIVE CHILDREN

Psychological and pedagogical support of a hyperactive child’s family aimed at optimizing of intra-family relations should be based on understanding of the mother-to-child attitude and the style of family education. Purpose: to study the style features of education of mothers of hyperactive children of primary school age and their relationship with the characteristics of the mother’s attitude to the child. Methodology. The article discusses the hyperactive children’s mothers’ educational attitudes obtained by the test “Analysis of family relationships” (E.G. Eidemiller, V.V. Justickis), and the characteristics of their maternal attitude to the child identified by the survey methodology “ORO” (A.Y. Varga, V.V. Stolin) in comparison with similar parameters in mothers of children with normative behavior. Results. The article deals with the educational attitudes of mothers of hyperactive children and peculiarities of their mother’s attitude to the child in comparison with similar parameters of mothers of children with normative behavior. It is shown that dominant hyperprotection and emotional rejection prevailed in the group of mothers of hyperactive children, however, the case with a combination of hypoprotection with minimal sanctions and penalties was also identified. Significant differences between the studied groups of mothers on the parameters of authoritarian control and the attitude to failures of the child were established. A significant relationship between control indicators and excessive requirements and prohibitions was marked. Thus, mothers of children with signs of hyperactivity, compared with mothers of children with normative behavior, behave authoritatively towards the child, impose excessive demands on him, use excessive prohibitions and sanctions. Practical implications. The results of the study can be used in psychological and pedagogical support of families with hyperactive children