SCREENING ANALYSIS OF PSYCHOSOCIAL FUNCTIONING OF PRIMARY PUPILS AT SCHOOL

Abstract

Currently, research on possible psychological and socio-psychological problems of children and adolescents during the period of their education is becoming increasingly important. Extensive use of short screening tests-questionnaires allows to identify possible deviations in the psychosocial functioning of ordinary children and adolescents, children with somatic diseases, victims of violence.

The aim of the study was to increase the effectiveness of determining psychosocial dysfunction in children of primary school age by analyzing the results of a screening study. Using «Pediatric Symptom Checklist» methodology, including child (Y-PSC) and parent (PSC) versions in Ukrainian adaptation, 263 primary schoolchildren and 228 parents were examined by filling out a paper version or an online version. Statistical processing of the data was performed using t-test and one-way analysis of variance in a licensed SPSS Statistic v.20 software suite.

With the help of adapted version of the methodology, it was determined that general average level of psychosocial functioning of primary pupils, according to Y-PSC, was exceeding the established norm, particularly during 2nd and 3rd study years; this fact can be the evidence of some stress in mechanisms of psychosocial adaptation during that period. According to the child version, critically high indicators were observed in 12.9% of cases – by attention subscale, in 33.1% – by internalization subscale, in 21.7% – by externalization subscale. According to parent version (PSC), critically high indicators were observed in 18.9% of cases – by attention subscale, in 7.9% – by internalization subscale, and in 32.9% – by externalization subscale.

By one-way analysis of variance, it has been established that psychosocial state is affected by sex, grade and method of survey. For example, attention and externalization subscale indicators were higher in online data. In girls, there was a higher level of internalization, while in boys, veraciously – of externalization, according to both parent and child versions. Indicators by attention and externalization subscale have been significantly higher in first-graders, while the level of internalization – in students of 2nd and 3rd grade.

Therefore, obtained results can be utilized as groundwork for further study of various age groups of schoolchildren and adolescents. Additionally, dynamic observation of risk group children while employing psychologists, primarily school psychologists, for support, psychological interventions, and psychoeducational programs, can produce certain reasonable activities for overcoming and deactualization of present deviations at a prenosological level.