Conceptual Model for Diagnosing Parent-Child Relationships in Psychological Science
DOI:
https://doi.org/10.32626/2227-6246.2025-65.31-50Keywords:
parents, children, upbringing, educational influence, parent-child relationships, psychodiagnostic tools, research methodsAbstract
The purpose of the article is to analyze psychodiagnostic methods for assessing parent-child relationships and develop a model for empirically studying parent-child relationships in the context of scientific research.
Methods of the research: theoretical monitoring of scientific research on the problem, analysis of psychodiagnostic tools, comparison of the conceptual foundations of domestic and foreign psychodiagnostics, and modeling.
The results of the research. In the context of the presented scientific research, the main directions of the problem are analyzed. Based on the outlined directions, the components of parent-child relationships are characterized, among which cognitive, motivational, individually oriented, communicative, emotional-evaluative, problem-oriented are distinguished. Within each component, the tasks of a psychodiagnostic examination are formulated and psychodiagnostic methods are selected taking into account the research tasks. New approaches to assessing parent-child relationships, developed in the modern scientific paradigm, are analyzed. Tests, projective techniques, questionnaires, which are widely used in the work of a psychologist to study various aspects of the interaction of parents and children in the process of upbringing, are thoroughly described. Based on the conducted research, a model for assessing parent-child relationships is developed.
Conclusion. The analysis of psychodiagnostic and scientific research tools made it possible to determine the main components, indicators, and structural scheme of studying parent-child relationships, which made it possible to develop a model of scientific research, which is presented as the basis for psychological diagnostics of parental educational influence. The components of the empirical study were identified as cognitive, motivational, individually oriented, communicative, emotional-evaluative, problem-oriented spheres. The criteria were parental competence, parental attitude, upbringing style, communicative tactics of parents, humane relationships, psychological climate of the family and conflict interaction.
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