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Psychological-Educational Studies
2020. Vol. 12, no. 3, 45–60
doi:10.17759/psyedu.2020120303
ISSN: 2587-6139 (online)

Psychological Support for Children Undergoing Long-Term Treatment in Isolation

716

Yu.E. Kurtanova, A.M. Shcherbakova, A.Y. Khokhlova, O.V. Belozerskaya, A.P. Shcherbakov, E.A. Vasileva, K.L. Mamina

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Abstract

The article presents the experience of specialists working with children who are on long-term treatment in hospitals. Due to the pandemic, children in hospitals were placed in “double” isolation. Not only have they become separated from their usual lifestyle due to their stay in the hospital, but their contacts inside the hospital in quarantine conditions have become significantly limited. Psychologists, teachers, and speech pathologists of hospital schools were forced to switch to a remote format of work. The article analyzes the features, limitations and advantages of this format of work with children in stationary conditions.

General Information

Keywords: psychological support, children with chronic diseases, long-term treatment, hospital pedagogy, remote forms of interaction

Journal rubric: Psychology of Education

Article type: scientific article

DOI: https://doi.org/10.17759/psyedu.2020120303

For citation: Kurtanova Yu.E., Shcherbakova A.M., Khokhlova A.Y., Belozerskaya O.V., Shcherbakov A.P., Vasileva E.A., Mamina K.L. Psychological Support for Children Undergoing Long-Term Treatment in Isolation [Elektronnyi resurs]. Psychological-Educational Studies, 2020. Vol. 12, no. 3, pp. 45–60. DOI: 10.17759/psyedu.2020120303. (In Russ., аbstr. in Engl.)

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Information About the Authors

Yulia E. Kurtanova, PhD in Psychology, Head of the Department of Special Psychology and Rehabilitation, Moscow State University of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-8283-4874, e-mail: ulia.kurtanova@yandex.ru

Anna M. Shcherbakova, PhD in Education, Senior Researcher, Leading Researcher, Professor, Chair of Special Psychology and Rehabilitation, Department of Clinical and Special Psychology, Moscow State Univerity of Psychology and Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-8932-4102, e-mail: shcherbakova.a.m@yandex.ru

Alina Y. Khokhlova, PhD in Psychology, Associate Professor, Moscow State University of Psychology and Education, Psychologist, the Resource Center Supporting Deafblind and their Family Members “Yaseneva Polyana”, Moscow, Russia, ORCID: https://orcid.org/0000-0001-8495-2823, e-mail: ehalina2@yahoo.com

Olga V. Belozerskaya, Assistant Professor of Chair of Special Psychology and Rehabilitation, Department of Clinical and Special Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-1052-1489, e-mail: belozerskaya@mail.ru

Alexey P. Shcherbakov, Assistant Professor of Chair of Special Psychology and Rehabilitation, Department of Clinical and Special Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-7638-3288, e-mail: felexel@gmail.com

Elena A. Vasileva, Teacher of Chair of Special Psychology and Rehabilitation, Department of Clinical and Special Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-9950-5372, e-mail: vasilevaea@mgppu.ru

Ksenia L. Mamina, Teacher of Chair of Special Psychology and Rehabilitation, Department of Clinical and Special Psychology, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0003-3005-757X, e-mail: murzax@gmail.com

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