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

Psychological Support for Children Undergoing Long-Term Treatment in Isolation

Kurtanova Y.E. PhD (Psychology), Associate Professor at the Psychological Rehabilitation Chair of Clinical and Special Psychology Department, Moscow State University of Psychology and Education, Moscow, Russia, Ulia.K@rambler.ru
Shcherbakova A.M. PhD (Education), Senior Researcher, Leading Researcher, Professor, Chair of Special Psychology and Rehabilitation, Department of Clinical and Special Psychology, Moscow State University of Psychology and Education, Moscow, Russia, shcherbakova.a.m@yandex.ru
Khokhlova A.Y. PhD (Psychology), Associate Professor, Moscow State University of Psychology and Education, Moscow, Russia, ehalina2@yahoo.com
Belozerskaya O.V. Assistant Professor of Chair of Special Psychology and Rehabilitation, Department of Clinical and Special Psychology, Moscow State University of Psychology & Education, Moscow, Russia, belozerskaya@mail.ru
Shcherbakov A.P. Assistant Professor of Chair of Special Psychology and Rehabilitation, Department of Clinical and Special Psychology, Moscow State University of Psychology & Education, Moscow, Russia, felexel@gmail.com
Vasileva E.A. Teacher of Chair of Special Psychology and Rehabilitation, Department of Clinical and Special Psychology, Moscow State University of Psychology & Education, Moscow, Russia, vasilevaea@mgppu.ru
Mamina K.L. Teacher of Chair of Special Psychology and Rehabilitation, Department of Clinical and Special Psychology, Moscow State University of Psychology & Education, Moscow, Russia, murzax@gmail.com
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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.

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

Rubric: Educational Psychology

DOI: http://dx.doi.org/10.17759/psyedu.2020120303

For Reference

References

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