Yangi O'zbekiston taraqqiyotida tadqiqotlarni o'rni va rivojlanish omillari
19-to’plam 1-son May 2025
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STUDYING THE FAMILY PSYCHOLOGICAL ENVIRONMENT IN
SINGLE-PARENT FAMILIES
Master's Student International Nordic University
Babajanova Feruza Aminboyevna
Academic Supervisor: Ph.D. in Psychology Associate Professor
N. Lutfullayeva
Annotation: This article explores the factors influencing the personal
development of students raised in single-parent families. The concept of a single-
parent family, its types, and causes are analyzed. It also examines the factors
affecting students' psychological state, social adaptation, academic achievement,
and personal qualities, including the absence of a parent, financial difficulties, lack
of social support, and other factors. In conclusion, the article provides practical
recommendations for supporting the personal development of students from single-
parent families.
Keywords: single-parent
family,
students,
personal
development,
psychological state, social adaptation, academic achievement, parental absence,
financial difficulties, social support.
Аннотация: В данной статье исследуются факторы, влияющие на
личностное развитие учащихся, воспитывающихся в неполных семьях.
Анализируется понятие неполной семьи, ее типы и причины. Также
рассматриваются факторы, влияющие на психологическое состояние
учащихся, их социальную адаптацию, успеваемость и личностные качества,
включая отсутствие одного из родителей, материальные трудности,
недостаток социальной поддержки и другие факторы. В заключение
статьи даются практические рекомендации по поддержке личностного
развития учащихся из неполных семей.
Yangi O'zbekiston taraqqiyotida tadqiqotlarni o'rni va rivojlanish omillari
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Ключевые слова: неполная семья, учащиеся, личностное развитие,
психологическое состояние, социальная адаптация, успеваемость,
отсутствие родителя, материальные трудности, социальная поддержка.
Introduction
Family problems, with their multifaceted nature, possess a distinct
characteristic, and their positive resolution holds great importance in determining
the progress of society and in raising a spiritually mature and mentally healthy
generation. If each family member resolves their issues collaboratively and through
mutual agreement, peace within the family will be guaranteed, and its spiritual
foundations will be strengthened. In the relationships between spouses, mothers-
in-law and fathers-in-law, daughters-in-law and sons-in-law, when certain
disagreements, contradictions, and conflicts arise in opinions and views, if the
individuals constituting the family are able to agree among themselves and resolve
the problem constructively, the socio-psychological and spiritual environment in
the family will allow positive perceptions about human relationships to form in the
minds of the younger generation. For this reason, in our country, the family and its
educational potential are recognized as a national value. Our President Sh.M.
Mirziyoyev, expressing his views on the spiritual environment and the
characteristics of our unique traditions that should prevail in the family,
emphasized: “Without mutual respect and strict order, if all family members do not
fulfill their duties, if they do not show kindness and affection towards each other,
it is impossible to live well and properly… The majority of Uzbeks prioritize caring
for the well-being of their family, relatives, and close people, neighbors, rather than
their own personal well-being. This is the highest level of spiritual value, the jewel
of the human heart.”
Single-parent families are an integral part of society, and the personal
development of students raised in them has its own specific characteristics. The
psychological state, social adaptation, and academic success of these students are
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shaped by many factors. Factors such as the absence of a parent, financial
difficulties, and lack of social support can negatively affect their personal
development. Therefore, supporting the personal development of these students is
one of the important tasks for our society. The President of the Republic of
Uzbekistan pays great attention to supporting the personal development of students
raised in single-parent families. In particular, social protection has been organized,
and as examples of this, we can mention the provision of financial assistance
through the “Iron Book,” “Women’s Book,” and “Youth Book.” In turn, great
opportunities have also been provided in the field of education: free education,
allocation of scholarships and grants, free education in vocational training centers,
and the establishment of IT centers to increase young people's interest in the IT
field.
Psychological support: Providing assistance through psychological centers
and hotlines. Strengthening the activities of psychologists in schools.
Main Body
The proper organization of the internship for second-year master's students is
one of the important conditions for preparing future young specialists for real
production conditions, research, and scientific-pedagogical activities. Therefore, in
order to apply my knowledge, skills, and abilities in practice and prepare for my
scientific and pedagogical activities, to implement it, to analyze educational and
methodological work, and to conduct scientific and practical work on evaluating
the results, an internship was conducted at secondary school No. 266 in Sergeli
district of Tashkent city. During the internship, the factors influencing the personal
development of students raised in single-parent families were studied, and to
identify this, a questionnaire consisting of 30 questions based on V.V. Boyko's
“Methodology for Assessing the Family Psychological Environment” was
administered.
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During the research, based on the “Assessment of the Family Psychological
Environment” questionnaire developed by V.V. Boyko, the family environment of
70 students was studied. Based on the results of the questionnaire, the scores
obtained fell into the ranges of 60–89 and 90–119. Students were not recorded in
the lowest (30–59) and highest (120–150) score ranges. Based on these results, the
following general conclusions can be drawn:
A moderately problematic environment is widespread (44.3%): 31 students
who scored 60–89 indicated a lack of emotional support, indifference, or neglect
in their family environment. This situation negatively affects the child's personal
development and can lead to difficulties in adaptation. It indicates the need for
socio-psychological support and work with parents, although urgent psychological
intervention may not be required.
A satisfactory but unstable environment (55.7%): 39 students who scored 90–
119 showed that they are growing up in satisfactory but not ideal family conditions.
Such children are socially adapted but constantly require emotional encouragement
and attention. With families in this situation, a more stable positive environment
can be achieved through regular psychological conversations and educational
counseling.
Extreme environments were not recorded (0%): The absence of students in
the 30–59 or 120–150 score ranges indicates that children in these groups were not
involved in the study, or that the existing environments are at an average and
normal level. At the same time, the absence of students growing up in an ideal
psychological environment indicates a lack of this environment, which depends on
family culture, parenting style, and emotional communication.
The organization of psychological services for the family is determined by the
specificity of the family problem and the specific situation. Any method used
depends on the professional skills of the psychologist and the conditions of
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application of the treatment and is valuable in a timely manner. Therefore, it is
necessary to clearly develop a program of psychocorrection of family relations.
The algorithm for organizing psychological services for the family is as follows:
•
Psychodynamic;
•
Systemic and strategic;
•
Eclectic;
Psychodynamic direction: This approach is significant due to its focus on
analyzing the past history of adult family members, including their unconscious
desires, psychological problems, and mutual projections experienced in the early
stages of ontogenesis. In this, great importance is given to achieving insight –
understanding that the emergence of deconstructive methods of adaptation to life
is due to unresolved problems in the past of some family members. The application
of this method requires not only the psychologist but also all family members to be
patient and spend a lot of time, which, although not economically feasible, is very
effective. Systemic and strategic direction: This work in the systemic approach, on
the one hand, is organized in a closed, homeostatic cycle that is organically related
to the individual characteristics of family members, based on the type of
upbringing, the nature of interactions, interpersonal relationships based on the
rhythm of communication, and the mutually determined approach to the individual.
On the other hand, the family is viewed as a holistic system by isolating different
subsystems in an independent combination of internal family interactions. Family
subsystems include ancestry, gender, interests, spouses, parents, child-child, child-
mother, child-father, children-pets, and other factors. One individual can belong to
several family subsystems. The implementation of psychological correction based
on the systemic approach consists of several stages. Family diagnosis refers to the
typification of disorders of family relations, taking into account the individual
psychological characteristics of family members. The peculiarity of the family
diagnostic treatment is its direct and stereoscopic nature. If diagnostics are used at
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all stages of the correctional work, it is called direct treatment. Stereoscopic family
diagnosis refers to the mutual harmonization of information obtained from one
family member with data obtained from other family members in order to
supplement and compare the information.
Identifying the roots of family conflicts and classifying them based on the
emotional impact on each conflict participant is carried out at the stage of resolving
family conflicts. Organizing the discussion of pressing family problems either
individually or with close relatives, or in a group format, is conducted at the stage
of reconstructing family relationships. At the reinforcing (recording) stage,
expanding the repertoire of role-playing behavior and strengthening empathic
communication skills is organized in the natural family conditions of real life.
Organizing and implementing correctional work with the family is determined by
a number of factors. The most optimal method of family psychocorrection is to rely
on the individual characteristics of family members. Many psychologists, in their
practical activities, try to work based on their experience, scientific maturity, and
personality traits when choosing psychocorrectional methods. Unfortunately, this
does not always justify itself, because any method (technique) has its own tools,
and the value of the tool directly depends on how and by whom (which specialist)
it is used.
Conclusion
During the conducted internship, the results of the survey based on V.V.
Boyko's “Methodology for Assessing the Family Psychological Environment,”
aimed at studying the factors influencing the personal development of students
raised in single-parent families, showed that 31 out of the 70 students studied
(44.3%) experienced a lack of emotional support and difficulties in social
adaptation, and they needed psychological help. In the remaining 39 students
(55.7%), although the family environment was relatively satisfactory, it was found
that they also had a constant need for emotional support. These results indicate the
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importance for school psychologists, teachers, and parents to pay more attention to
students in single-parent families, and to develop and implement the necessary
measures to improve their psychological state and support their personal
development.
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Family Psychology: Textbook for students of academic lyceums and
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