PECULIARITIES OF POST-TRAUMATIC DIAGNOSIS OF SCHOOLCHILDREN WITH SPEECH DISORDERS

Abstract

Military events in Ukraine cause mental trauma to children. Children with special educational needs experience psychotrauma more severely than all others – the level of their adaptive capabilities is lower, coping strategies are not perfect, reactions to a traumatic event are reactive and have their own specificity, which is due to the existing disorder. Researching changes at all levels of a child’s functioning as a result of psychotrauma, taking into account the existing disorder along with understanding the possibilities of the available tools for diagnosing PTSD in children with speech disorders is important for providing quality psychological help to traumatized children. This issue has not received due attention in the scientific literature. Little researched is the issue of diagnosis of children whose speech disorder is related to experienced traumatic event. There is a lack of research on the diagnosis of PTSD in children in the context of an ongoing military conflict. The article provides data on changes in the emotional, behavioral, and cognitive spheres of functioning of a child with speech disorders. It was noted the need to use tools that take into account the existing disorder when diagnosing a child with PTSD. Projective drawings and sand therapy are effective methods for diagnosing children with speech disorders due to psychotrauma. Other methods can be used for diagnosis if the child is ready to verbally cooperate with a specialist.