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DOI: https://doi.org/10.34069/AI/2022.59.11.9
How to Cite:
Kostenko, T., Dovhopola, K., Nabochenko, O., Kurinna, V., & Mykhaylyuk, V. (2022). Psychological well-being of children with
special educational needs under martial law. Amazonia Investiga, 11(59), 98-107. https://doi.org/10.34069/AI/2022.59.11.9
Psychological well-being of children with special educational needs
under martial law
Психологічне благополуччя дітей з особливими освітніми потребами в умовах
воєнного стану
Received: December 1, 2022 Accepted: December 30, 2022
Written by:
Tetiana Kostenko25
https://orcid.org/0000-0002-4976-1236
Kateryna Dovhopola26
https://orcid.org/0000-0002-5306-4505
Olha Nabochenko27
https://orcid.org/0000-0002-9347-3864
Vladyslava Kurinna28
https://orcid.org/0000-0002-6257-6596
Vitalii Mykhaylyuk29
https://orcid.org/0000-0002-8458-0617
Abstract
Purpose is to examine psychological features of
the impact of military actions on the emotional-
volitional sphere of children with special
educational needs; obtain scientific facts which
will allow developing a system of support for
parents and professionals working with such
children. Two significant correlations were
established: psychological well-being (PWB)
with emotional state and mood (ES&M) (rs=-
.289; р≤.01) and with the measurement
“unchangeable” (U) (rs=.084; р≤.05). The study
explains that significant differences in the
emotional-volitional sphere have a negative
effect on children’s psychological well-being.
The second correlation signalizes the protection
of children with special educational needs from
psychological traumatic experience and creation
of a favorable inclusive space. The research
substantiates that psychological aid for sufferers
of the war aggression is a permanent resource
support, that can be provided for a long time. It
25
Candidate of Psychological Sciences, Head of the Department of Education of Children with Visual Impairments, Mykola
Yarmachenko Institute of Special Pedagogy and Psychology, National Academy of Pedagogical Sciences of Ukraine, Kyiv, Ukraine.
26
Candidate of Psychological Sciences, Senior Research Fellow of Department of Education of Children with Visual Impairments,
Mykola Yarmachenko Institute of Special Pedagogy and Psychology, National Academy of Pedagogical Sciences of Ukraine, Kyiv,
Ukraine.
27
Candidate of Pedagogical Sciences, Deputy Director and head of the educational and methodological center State institution
“Superheroes school” Kyiv, Ukraine.
28
Research Assistant of Department of Education of Children with Visual Impairments, Mykola Yarmachenko Institute of Special
Pedagogy and Psychology, National Academy of Pedagogical Sciences of Ukraine, Kyiv, Ukraine.
29
Doctor of Historical Sciences, Professor, Head of the Department of History and Archeology, East Ukrainian National University
named after Volodymyr Dahl, Kiev, Ukraine.
Kostenko, T., Dovhopola, K., Nabochenko, O., Kurinna, V., Mykhaylyuk, V. / Volume 11 - Issue 59: 98-107 / November, 2022
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has its favorable period and is capable of
preventing serious complications.
Key words: autism, attention deficit
hyperactivity disorder, inclusive space,
emotional-volitional state, special educational
institution.
Introduction
War is the biggest disaster ever experienced by
people. War makes children and adults victims
and witnesses of different horrible events
damaging psyche. They can see long-lasting war
events such as air, artillery and mortar attacks,
destruction of their native settlements, homes,
locations and terrains precious for them. It can
cause such consequences as intrusion,
flashbacks, post-traumatic stress disorders etc.
Injured or dead people, tortures and murders,
large-scale death of people seen by children can
stay in memories to the end of life. Eventually,
children can be wounded or experience different
psychological traumas which are able to damage
their psyche.
Children with special educational needs
continuously experience indefiniteness under
martial law. Permanent sounds of air raid alerts
and explosions, continuous displacement and
search of safe locations and unfamiliar space in
case of evacuation – all these cause fear,
bewilderment and excessive anxiety. Since
children with special educational needs have
limited abilities to react quickly and process
information from the surrounding, it makes the
situation more difficult, sometimes causes
despair in children and adults accompanying
them.
Hypothesis. The research results will be of
scientific interest and they should be
operationalized into recommendations on
psychological aid for children with special
educational needs, their families and for people
working with them.
Research purpose. To examine psychological
features of the impact of military actions on the
emotional-volitional sphere of children with
special educational needs which will allow
developing a system of support for parents and
professionals working with such children.
Literature Review
Researchers have been paying more and more
attention to solving problems of psychological
well-being of children with special educational
needs under martial law taking into consideration
their educational needs (Griban et al., 2022;
Hnoievska et al., 2022).
The problem of vital activity of children with
special educational needs is considered in the
research (Аfuzova et al., 2022; Dovgopola,
2022). There are also scientific studies
examining the impact of stress on personality of
a child with special educational needs. The
scientists state that under conditions of
developmental disorders there are problems with
processing and perceiving the content of
information materials by children, therefore
organization of educational process requires
additional special equipment and digitalization
(Sosnich et al., 2022).
Psychological support under martial law is based
on a complex of theoretical and methodological
foundations about development and education of
children with special needs. Application of
information technologies under conditions of
special and inclusive education is discussed in
the studies by A. Hudimova (2021),
A. Hudimova et al., (2021); possibilities to
increase efficiency of teaching children with
special educational needs using electronic game
resources at a primary school are examined in
another study (Kobylchenko et al., 2022);
specificity of classification of the objects of
information field by children with developmental
delay is also analyzed (Prokhorenko & Kostenko,
2020; Romanenko, 2020).
Retrospective analysis allows making a
conclusion that the emotional-volitional sphere is
damaged in children with special educational
needs. A prevailing share of the differentiated
forms of intellectual delay is inherited
genetically. Feelings and emotions develop
slowly, with a great number of specificities and
defects. This nuclear symptom affects all mental
development. The things immediately perceived
by healthy children are perceived gradually by
children with intellectual disabilities. The cannot
see connections and relationships between
objects, they can hardly recognize facial
expressions on pictures, do not perceive light and
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shade, perspective. They find it very difficult to
recognize subjects specifically. Children with
special educational needs have problems with
perception of space and time that prevents them
from orienting themselves in the surrounding.
Children with intellectual disabilities start to
differentiate between colors and hues much later
than normal children. Activeness in perception
manifests itself in the lack of attempts to look at,
figure out the details and characteristics of
pictures, toys or other objects (Bazyma et al.,
2022; Prokhorenko, 2022).
Imagination of children with special educational
needs is superficial, inaccurate and schematic. A
decline in concentration characteristic of children
with intellectual disabilities causes a reduction in
its stability, making cognitive activity more
difficult. Scientists prove that checking texts on
their own children work slowly and do not notice
mistakes (Kostenko et al., 2022).
Children with intellectual disabilities usually
have speech disorders. Intellectual disabilities
are accompanied by delays in speech
development caused by weakness of functions of
brain cortex, slow creation of differentiated
conditional connections in all the sensory
receptors, disruptions in the dynamics of neural
processes which make it difficult to restore
connections between sensory receptors and
formation of stereotypes. The speech of children
with intellectual disabilities is characterized by
phonetical distortions, limited vocabulary and
insufficient understanding of lexical meanings.
Active vocabulary is overloaded with clichés,
grammatical constructions are irregular, phrases
are poor, with few words. Mental activity of a
child with special educational needs can be
corrected to a certain extent but it is necessary to
work systematically with professionals.
Psychologists emphasize the necessity of
correcting disorders from an early age,
supporting and maintaining a child’s abilities,
paying special attention to the development of
their higher mental functions (Оmelchenko &
Kobylchenko, 2022; Romanenko, 2020).
We can summarize that, despite different
approaches to examination of this issue,
scientists agree that currently psychological
support for children with special educational
needs and also for their parents is one of the
important tasks of our educational and
psychological systems. There are few scientific
studies examining the issue of psychological
well-being of children with special educational
needs under martial law.
In this context it is the research on psychological
well-being of children with special educational
needs under martial law that will allow further
development of a system of support for their
parents and professionals working with them.
Materials and methods
Methodological foundation of the study on
psychological well-being of children with special
educational needs under martial law are
principles, fundamental concepts and modern
empirical-theoretical statements. Children with
special educational needs are an extremely
vulnerable category of people requiring
protection and appropriate psychological-
pedagogical conditions in order not to provoke
secondary deviations resulting from traumas
caused by military actions in their country. In
order to create an empirical picture of the
research and search for relevant psycho-
diagnostic instruments meeting the requirements
and allowing us to determine reliability of the
obtained data, we considered the modern
approaches to empirical psychological-
pedagogical research. The approaches to
empirical research used to develop our verifying
strategy with application of expert evaluation,
questionnaire and survey are as follows: the
research on respondents’ psychological well-
being (Hudimova et al., 2021; Semenov et al.,
2021); psychophysiological regularities of
research participants with special educational
needs (Milevska et al., 2022; Prokhorenko &
Kostenko, 2020); regularities of taking into
consideration the aspect of age in empirical
research (Kononenko et al., 2020; Popovych et
al., 2021a); the research on a psycho-emotional
resource, value-meaningful component and
stress resistance (Halian et al., 2021; Hulias &
Karpenko, 2022; Popovych et al., 2020b; 2021c);
adaptive potential of personality (Blynova et al.,
2020a; Nosov et al., 2020a; 2020b; Plokhikh et
al., 2021; Popovych et al., 2021b; 2020c);
specificity of creation of inclusive, distant,
mixed, innovative and safe educational spaces
(Blynova et al., 2020b; Halian et al., 2020a;
2020b; Popovych et al., 2020a; Tsiuniak et al.,
2020).
Organization of research and participants. The
research on psychological well-being of children
with special educational needs under martial law
was organized and conducted using a verifying
strategy. The verifying cross-section was
organized in April–May, 2022. The respondents
were in Ukraine and abroad, in the temporarily
occupied territories, the territories controlled by
Ukraine and deoccupied territories. A
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considerable share of the research participants
had a status of internally displaced people.
Procedures and instruments. The following
psycho-diagnostic instruments were used for the
empirical research: analytical-statistical analysis,
the method “Expert evaluation of the emotional-
volitional sphere of children with special
educational needs” (Prokhorenko & Kostenko,
2020), the questionnaire “The scales of
psychological well-being” (Ryff, 1989);
purposeful observation with using standard
forms of observation reports; survey of the
subjects of educational space: teachers, parents,
individuals with special educational needs and
those who accompanied them. Google-Forms
were created for the parents to respond
anonymously about the development, education
and available psychological support under
conditions of war. The total number of all the
participants’ responses recorded in forms, reports
and Google-Forms was 338. Gender distribution
of the research participants was the following:
the boys (n=220; 65.09%) and the girls (n=118;
34.91%). The main aim was to find out
specificity of psychological state of children with
special educational needs and their families; to
identify the most urgent problems in order to
provide effective psychological aid for them,
taking into consideration the modern approaches
and current needs. The research was agreed by
the ethics committees and administrations of
special educational institutions and all the
subjects of educational process.
Statistical analysis. Mathematical-statistical
processing of the empirical data was performed
by means of standard Google-instruments, the
statistical programs “SPSS” v. 24.0 and MS
“Excel”; Spearman’s correlation coefficient (rs).
Results and discussion
The results of analytical-statistical examination
were given in combination with other psycho-
diagnostic instruments. The reaction of a child
with special educational needs to a traumatic
event depends on a number of factors: age,
character, the degree of seriousness and nearness
of a child to a traumatic event and also the level
of support provided by their family and friends.
Most children with special educational needs
may not recover on their own after a traumatic
event. In this case they require professional aid
of psychologists. Children with special
educational needs differ in perceiving crisis
situations from children with normal
development (Kononenko et al., 2020). Children
with special educational needs are more
susceptible to negative consequences due to their
individual psychophysiological features
(Prokhorenko, 2022).
We found out that 242 special educational
institutions started educational process at the
beginning of 2022/2023 academic year. 33 173
pupils continue their education at special schools
and centers for education and rehabilitation. 36
institutions of special and sanatorium education
and orphanages have been damaged and
destroyed to a different level as a result of
military actions since the beginning of Russia’s
military aggression. These institutions are
located in the following regions of Ukraine:
Donetsk (n=10), Zaporizhzhia (n=3), Luhansk
(n=5), Mykolaiv (n=4), Odesa (n=1), Kharkiv
(n=6) regions and in Kyiv (n=7). Therefore,
children with special educational needs are the
most unprotected and vulnerable part of
population and entirely depend on adults, require
systematic psychological support under martial
law from their parents and people who replace
them or accompany. Tabl. 1 contains an age
component of the research problem.
Table 1.
An age component of children with special educational needs (n=338)
Age, years
Number
%
M
SD
0 – 3
10
2.96
2.22
.37
4 – 6
101
29.88
5.12
.85
7 – 10
135
39.94
8.78
1.46
11 – 14
70
20.71
12.96
2.16
15 – 17
20
5.91
16.01
2.67
17 – 18
1
.30
17.43
2.91
*
18
1
.30
18.12
3.04
Source: Personal elaboration, 2022.
Note: * – a child of 18 years old, but the level of development corresponds to children of primary school
age (6 – 10 years); M – arithmetic mean; SD – mean-square deviation.
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Tabl. 2 presents the sphere of manifestation of special educational needs of the research sample.
Table 2.
Descriptive frequency characteristics of children with special educational needs by the spheres of
manifestation (n=338)
Sphere of manifestation
Number
%
M
SD
Vision disorders
11
3.25
14.12
2.32
Hearing disorders
9
2.66
15.68
2.49
Locomotor disorders
23
6.80
13.67
2.29
Speech disorders
93
27.52
14.22
2.45
Intellectual disabilities
42
12.43
17.22
2.72
Social adaptive problems
(autism, attention deficit
hyperactivity disorder)
79
23.37
17.39
2.89
Social adaptive problems (a )child with a foreign language
6
1.78
17.44
2.92
Combined disorders
75
22.19
16.89
2.56
Source: Personal elaboration, 2022.
Note: M – arithmetic mean of the value of manifestation; SD – mean-square deviation of the value of
manifestation.
It was found out that many of them are regularly
examined at the inclusive-resource center (IRC).
The share of those who are examined equals
n=286 (84.62%). Respectively, the rest of the
research participants (n=52; 15.38%) ignore it or
have no possibility to receive assistance from the
IRC regularly. Such institutions provide
psychological support that is differentiated by the
levels of support. Tabl. 3 contains percentage
distribution of the research participants by the
levels of support received from the IRC.
Table 3.
Distribution of the research participants by the levels of support received from the IRC (n=338)
Level of support
Number
%
First
11
3.25
Second
30
8.88
Third
46
13.61
Fourth
45
13.31
Fifth
9
2.66
Do not remember
119
35.21
establishedNot
78
23.08
Source: Personal elaboration, 2022.
The percentage of individuals who do not
remember the level of support received from the
IRC (n=119; 35.21%) and those whose level was
not established (n=78; 23.08%) is impressive. It
can be caused by irresponsibility of the parents
and people who accompany children with special
educational needs since the level of the IRC and
awareness of their differences are the basics of
effective psychological aid which can contribute
to efficient adaptation in socio-cultural space.
The respondents have the following place of
residence according the percentage distribution:
at home (n=230; 68.05%); at home but in the
temporarily occupied territory (n=3; .89%);
temporarily stay in other regions of Ukraine
(n=50; 14.79%); abroad (n=55; 16.27%).
The percentage distribution according to the
responses of the questionnaire concerning the
time spent in the zone of military actions or in the
temporarily occupied territory: did not stay
(n=236; 69.82%); 1–7 days (n=37; 10.95%);
from a week to a month (n=45; 13.31%); more
than a month (n=20; 5.92%). Changes in
behavior and general state since the beginning of
war were registered in 60.65% (n=205) out of all
the research participants and no changes were
registered in 39.35% (n=133). Tabl. 4 contains
the sphere in which there were changes in
behavior and general state of children with
special educational needs of the research sample.
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Table 4.
Descriptive frequency characteristics of changes in behavior and general state of children with special
educational needs (n=338)
Sphere of manifestation
Number
%
M
SD
Behavior
52
15.39
13.44
2.29
Emotional state and mood
147
43.49
14.89
2.38
Changes in communication
24
7.10
14.21
2.32
Changes in the cognitive sphere
36
10.65
13.11
2.17
Unchanged
79
23.37
18.02
3.23
Source: Personal elaboration, 2022.
Note: M – arithmetic mean of the value of manifestation; SD – mean-square deviation of the value of
manifestation.
Most respondents have changes in their
emotional state and mood (n=147; 43.49%). It
indicates that the emotional-volitional sphere is
very sensitive to the current events and can have
the greatest impact on psychological well-being
of the research participants, but it must be
proved. There are studies which substantiate
theoretically and prove empirically that there is a
significant correlation of the emotional-
volitional sphere of a child with special
educational needs with their parents or a person
who spends much time with such a child
(Оmelchenko & Kobylchenko, 2022;
Prokhorenko & Kostenko, 2020). Psycho-
emotional state of an adult can be transmitted to
a child (Popovych et al., 2022). Tabl. 5 contains
emotional states of adults communicating with
children. The measurements were obtained
during a month before the verifying cross-
section.
Table 5.
Descriptive frequency characteristics of emotional states of adults (n=338)
Emotional state
Кількість
%
M
SD
Shocked
10
2.96
13.44
2.29
Frightened
21
6.21
14.89
2.38
Worried
87
25.73
15.21
2.32
Calm
36
10.64
13.03
2.17
Underemotional
18
5.32
18.02
3.83
Angry
20
5.92
15.09
2.98
Lively
13
3.85
13.21
2.31
Troubled
47
13.90
14.92
2.42
Tired
54
15.97
16.68
2.48
Tearful
20
5.91
13.27
2.59
Changeable
2
.59
15.22
2.48
Usual
1
.30
17.20
2.22
Everything is good
1
.30
17.49
2.69
Mixture of different emotions
1
.30
18.44
3.94
Normal
1
.30
14.72
2.32
Indifferent
1
.30
15.38
2.49
Integration of all states
1
.30
13.67
2.79
Anxious
1
.30
14.92
2.45
Overly emotional
1
.30
16.22
2.92
Hyperactive
1
.30
17.11
3.29
Latent
1
.30
18.00
3.92
Source: Personal elaboration, 2022.
Note: M – arithmetic mean of the value of manifestation; SD – mean-square deviation of the value of
manifestation.
The following answers were given to the
question what problem concerning psychological
state of their children worries them most of all:
fear, isolation, fright, aggression, irritation,
nervousness, worriedness, speech disorders, poor
communication, loss of contact, anxiety,
excitation, impatience, developmental delay,
unwillingness to communicate, emotional-
psychological overload bordering on insanity,
hysterics, psycho-emotional disorders,
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aggression and worse essential life skills,
tension, biting nails, panic, stress, willingness to
leave Ukraine because of permanent sirens (air
raid alerts), psychological state, capriciousness,
annoyance, unclear speech, frequent changes in
mood, anxiety caused by air raid alerts,
emotional-psychological state, permanent stress,
strong reactions to loud sounds, fear of the dark,
nervousness, increased nervousness, crying.
Using Spearman’s correlation coefficient (rs) we
should establish significant correlations of the
parameter “psychological well-being” (PWB) by
the questionnaire “The scales of psychological
well-being” (Ryff, 1989) with changes in the
spheres of manifestations in behavior and in
general state of children with special educational
needs (Tabl. 6).
Table 6.
Matrix of correlations of psychological well-being with changes in the spheres of manifestations in
behavior and general state (n=338)
Sphere of manifestation
Psychological well-being
Behavior
-.063
Emotional state and mood
**
.289-
Changes in communication
-.044
Changes in the cognitive sphere
.023
Unchanged
*
.084
Source: Personal elaboration, 2022.
Note: * – р < .05 – significant correlation; ** – р < .01 – significant correlation.
The correlation pleiade visualizes the correlations of psychological well-being with the research parameters
(Fig. 1).
Figure 1. Pleiade of the correlations under study
Source: Personal elaboration, 2022.
Note: negative correlations with p≤.01; positive correlations with p≤.05; PWB
– psychological well-being; B – behavior; ES&M – emotional state and mood; CC – changes in
communication; CCS – changes in the cognitive sphere; U – unchanged.
We established two significant correlations (see
Tabl. 6 and Fig. 1) in the correlation of
psychological well-being with emotional state
and mood (ES&M) (rs=-.289; р≤.01) and in the
measurement “unchanged” (U), which showed
that no changes occurred and there is a
significant positive correlation (rs=-.084; р≤.05).
In the first measurement there is a negative
correlation, caused by significant differences in
the emotional-volitional sphere which had a
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negative impact on the research participants’
psychological well-being. The second
correlation is considered to be positive and
indicates that the adults managed to prevent the
children with special educational needs from
psychological traumas, creating a favorable
inclusive space. We think that efficient work of
the IRC also contributed to it. Therefore, it is
very important for parents and people who
replace them and accompany children with
special educational needs to be aware of the
activity and the levels of support provided by the
IRC.
We can summarize that it is also important to
understand the specificity of traumatic
experience of each child and examine this
experience thoroughly to provide effective
psychological aid. Some researchers state that an
individual, who experiences a certain mental
state voluntarily or involuntarily for a long time,
is able to maintain, transform or develop
characteristics of this mental state. It is known
that characteristics, mental states and mental
processes make the content of a traumatic
psychological phenomenon (Popovych et al.,
2022). These characteristics can be either
positive or extremely negative. Psychological aid
for war sufferers is a permanent resource support
which can be provided for a long time. It has its
favorable period and is capable of preventing
serious complications.
Conclusions
The study substantiates that the research on
psychological well-being of children with special
educational needs under martial law will allow
developing a system of support for their parents
and professionals working with them.
Two significant correlations were established:
psychological well-being (PWB) with emotional
state and mood (ES&M) (rs=-.289; р≤.01) and in
the measurement “unchanged” (U) (rs=.084;
р≤.05). We explained that significant
correlations in the emotional-volitional sphere
have a negative impact on children’s
psychological well-being. Availability of the
second correlation is considered to be positive,
since it signalizes that the adults managed to
prevent the children with special educational
needs from psychological traumas, creating a
favorable inclusive space.
We emphasize that it is important for parents and
people who replace them and accompany
children with special educational needs to be
aware of the activity and the levels of support
provided by the IRC.
We substantiated that psychological aid for war
sufferers is a permanent resource support which
can be provided for a long time. It has its
favorable period and is capable of preventing
serious complications.
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