Introduction. The article discusses the problem of using various diagnostic techniques to identify psychological violence and abuse in relation to children of primary school age. The purpose of the study is to determine the effectiveness of using a complex of diagnostic techniques for revealing psychological violence against children of primary school age with a view to assess the consequences thereof.
Materials and Methods. The methodological basis of the research is rooted in a comprehensive approach grounded on the universal interrelationship of phenomena and the need for a thorough study of the object of research.
The theoretical basis of the study is represented by extensive psychological literature, Russian and foreign monographs, results of research on the stated problem published in scholarly periodicals, reference literature based on provisions of such authors as S. Freud, E. Kraepelin, H. Selye, M.M. Reshetnikov, D. Kalsched and others.
The empirical study was based on the formalised diagnostic methods: A.N. Prikhozhan’s “Personality Anxiety Scale”, “Incomplete Sentences” modified by E.N. Volkova, and L. Korman’s “Family Pattern”. Student’s t-test as a method of mathematical statistics was used to process the obtained data. The diagnostic survey was carried out throughout the 2023-2024 academic year among primary school students of a secondary general education school in Yakutsk. The sample consisted of children aged 10-11 (N=60). The study was conducted in a group setting on the basis of consent from one of the parents (N=60) and class teachers (N=2).
Results. The authors, having analysed the theoretical literature, noted that signs of psychological violence against primary school children are not diagnosed fully enough because of the students’ age peculiarities (secrecy, low awareness of psychological violence, etc.).
Having substantiated the effectiveness of a set of diagnostic methods for revealing psychological violence and abuse of primary school children, the authors revealed that in total eight children of primary school age were found to have increased negative assessments testifying to high anxiety level (N=8) and respective perceptions of violence and destructive intra-family relations, which signs confirm the presence of psychological violence and abuse in these respondents’ lives. The authors emphasise that these effects can be exacerbated if psychological violence and abuse are of a long-term nature, leading to serious consequences for the all-round development of a primary school student, including underachievement, deterioration in peer relations, impaired social adaptation and lack of motivation to learn.
Conclusions. The complex of methods presented by the authors towards identifying psychological violence against children of primary school age have shown their effectiveness in practice and are recommended for use as a key tool for revealing psychological violence by an educational psychologist at school.