Parents’ Personality as Social Withdrawal Agent of a Child and

Presentation of Reflexive Methods of “Mother’s Diary”

Zoia Miroshnyk

and Yelyzaveta Davoian

Kryvyi Rih State Pedagogy University, Gagarin Avenue, 54, Kryvyi Rih, Ukraine

Keywords: Parent Personality, Autism, Autistic Spectrum Disorders, Social Withdrawal, Withdrawal Condition.

Abstract: In the article an integrated view is given toward understanding of etiology of autistic spectrum disorders which

summaries 3 methods: clinical, psychoanalytic, and psychosocial. Using of given methods let to look more

widely at causes of autism occurrence. Generalized comparative of characteristics of the parents’ personalities

who raise the children with autistic spectrum disorders and parents who raise neurotypical children are given.

For comparative analysis of parents’ personalities specificity in its structure thank to theoretical search and

practical work with families, psychological aspects were separated out: autistic features, systematization,

personal anxiety, depression neuroticism and psychoticism with the help of which comparative analysis of

the parents of adducted groups was carried out. Specific characters of parents’ personality who raise the child

with autistic spectrum disorder can be the one which influences interaction with the child and the environment

which can lead to social withdrawal. In reference to the question of social withdrawal generalization of the

views is done in the article. Fragmentarily of ideas of the notion is adduced in scientific periodicals. And

comparison of its definition with the notion “autism” and consideration it in the connection of social and

secondary social withdrawal. Generalization of the relatively explanation social withdrawal allowed to clarify

and complete specific notion and discover the conditions which can influence social withdrawal occurrence.

Reflexive methods “Mother’s diary”, the aim of which is to prevent negative psychological and medical

conditions among women during pregnancy and the first year after giving a birth for improvement her

interaction with the child and prevention further social withdrawal, are presented in the article.

1 INTRODUCTION

Toward the paradigm of steady progression regarding

not only the environment but social justice (1), we

suppose it is essential to open up a discussion about

parents who raise the children with autistic spectrum

disorder. Both for Ukraine and other countries one of

the main questions before the pandemic was the

question of autistic disorder spread and involving the

autistic children to inclusive school environment.

The task of modern Ukrainian school is providing

of appropriate conditions for educating of all children

of all categories of students. So the main participants

of educating process are children, teachers and

parents. Their interaction should be built on the basis

of partnership and social equality. The success of

involving a child into inclusive programs depends on

it. (Kalinichenko, 2012), (Kolupaieve

https://orcid.org/0000-0002-3984-6009

https://orcid.org/0000-0003-0259-5784

&Taranchenko, 2018), (Miroshnyk & Davoian,

2021), (Ostrovska and Savchenko, 2010), (Saiko,

2018.).

Parents of the children with specific educating

problems and with autism in particular, as we

mentioned, are ones of the educating process

participants their personal particularities can play

both supportive and prevent a child from socialization

by the process of through the school environment.

(Bondar, 2019). The personal practical experience

and theoretic generalization which we are going to

mention below showed us urgency of the issue of the

parent psychological particularity studying and their

influence on child and family social withdrawal in

general. It can happen due to specific perception of

the families, who raise the children with specific

educating needs, by society, which can influence

adverse event of parent personality and social

Miroshnyk, Z. and Davoian, Y.

Parents’ Personality as Social Withdrawal Agent of a Child and Presentation of Reﬂexive Methods of “Mother’s Diary”.

DOI: 10.5220/0011357000003350

In Proceedings of the 5th International Scientiﬁc Congress Society of Ambient Intelligence (ISC SAI 2022) - Sustainable Development and Global Climate Change, pages 335-346

ISBN: 978-989-758-600-2

335

inequality of its social group toward others which

leads to closeness of these families.

In sum, psychological aid to the families who

raise the autistic children, preventing work toward

child social withdrawal is an urgent issue, which

relates to both personality steady progression and

school inclusive environment, which only accepts

general tendencies in Ukraine.

The aim of the article is theoretical generalization

of child social withdrawal issue and potential

influence on this process of certain parent personal

particularities. Presentation of preventing method of

potential child social withdrawal “Mother’s diary”.

2 BACKGROUNDS

2.1 Autism Etiology Issue

Autistic spectrum disorder has started to be studied

since 19 century. Since then, the development of

neuroscience, psychology and contiguous science

directions has supported the widening of the criteria

which help to diagnose presence of autistic disorders

and understanding but not total, the reasons, which

can have influence on autism occurrence. Theoretical

research allowed separating out three main, in our

opinion, methods in etiology of autistic spectrum

disorders: clinical, psycho-analytical and social-

psychological.

Clinical methods can see the etiology of autism in

genetic: inheritance of vulnerability to pathology, in

phenomenon of assertive breeding, Down syndrome,

double Y chromosome, frangible X chromosome

(Lebedinskaya, 1991), (Mikadze, 2013), (Baron-

Cohe, 2012), (Baron-Cohe, 2013), (Miroshnyk,

Davoian, 2021); inborn metabolic profiles, influence

of Vitamin D on the amount of testosterone in

delivery waters during the pregnancy (Ali, 2020),

(Lee 2019); phenylektonuria, histidinemia

(Lebedinskaya, 1991), (Mikadze, 2013); organic

disorders in central nervous system: dysfunction of

mirror neurons (Kosonogov, 2009), (Mikadze, 2013),

(Chernigovskaya, 2006), dysfunction of TPO zone

(Davoian, 2014).

Psychoanalytical method connects etiology of

autism with mother to child adaptation disorder,

which can be seen in destructive reactions to child’s

attempts to interact (not reacting on crying, pushing

out etc. ,overwhelming and specific behavior during

pregnancy, mother’s feeling of insecurity and

inability to feel support from father of a child; lack of

supportive environment; negative conditions of baby

feeding, which can been seen in specific mother’s

inability to interpret baby’s actions (to give them

sense);in mother’s depression; objectivation of a baby

to which refers non-inclusion of a baby to language

environment, symbiosis, which doesn’t give a child

opportunity to subject though formation of her/his

own desires and putting a child in a position of an

object for adult wish fugue, perception of a child

through a handicap disease (Winnikott, 1998),

(Battelheim, 2013), (Grin, 2005), (Dolto, 2018),

Davoian, 2014), (Davoian, 2015), (Mykhailenko &

Davoian, 2020).

Social-psychological method understands

etiology of autistic spectrum disorders not in forming

of the activity subject; mother depressive conditions;

parent personal particularities; child autism can be as

systematic roll-based compensation from the

perspective of the system which the child belongs to

(family); mother hostility to her child (attempt of

abortion); disorder of communication between a child

and a father. (Shulzhenko, 2010), (Syrotkin, 2018),

(Khomulenko, 2020), (Asperger, 2010).

Therefore, considering etiology of autistic

spectrum disorders from several positions (clinical,

psychoanalytical, psycho-social) we have

opportunity to look at issues, which can become agent

of this disorder and understand that role, which

parents may have during etiology issue research more

systematically.

3 OUR CONTRIBUTION

3.1 Parent Personality

Certain psychological personal peculiarities of the

parents who raise autistic children were discussed by

S. Baron-Coen (Baron-Cohen, 2012), (Baron-Cohen,

2013), (Baron-Cohen, 2006), (S. Baron-Cohen,

2003), P.B. Hannushkin (Gannushkin, 2017), F.B.

Berezin (Berezin, 2011), N. Mc. Williams (Williams,

2015), S. Falstein, M. Rutter М, D. Piven, М. Murphy

(Murphy, 2000). Among the main particularities the

following ones are emphasized: personal anxiety,

depression, autistic features, systematization which

appears through professional direction, neuritis and

psychoticism.

The diagnostic the mentioned psychological

particularities of parent personalities, who raise the

autistic children and neuro-typical children who we

mentioned in our publication, was done by us. (Z.

Miroshnyk, Y. Davoian, 2021). We are going to look

at the generalization of the results of the comparative

research conducted by us more circumstantial.

Comparison of psychological personal particularities

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of both groups was done by comparative analyzing of

the created personality constellations and profiles.

Therefore, analyzing of the Pleiades allowed talking

about differences in appearing of the psychological

personal particularities (autistic features,

systematization, which can appear throughout

professional direction, personal anxiety, depression,

neuroticism and psychoticism) of the parents who

raise the autistic children (group А, n = 110) and

children who raise neuro-typical children (group B, n

= 122). Psychological particularities of the parents of

the group A were divided into three emphasized

Pleiades which mentioned above were divided into

other five ones. Strong bonds predominated in the

Pleiades, which makes her visual performance similar

to a closed circle. Regarding the Pleiades of the parent

psychological particularities of the group B we were

watching one emphasized pleiad consisted of four

other ones. In the pleiad of the parents of group B

mild bonds predominated, which makes her visual

performance be more opened and less strong (close).

Therefore the leading role of the parents of group A

is in their personal particularities: autistic features,

systematization, psychoticism, personal anxiety,

depression, techno and science direction. The parents

from group B have personal anxiety, depression,

neuroticism and psychoticism as their leading role.

Autistic features, systematization and techno-science

direction is apart from the main pleiad. We concede

specific of the Pleiades parent personality of group A

such as are able to influence on their interaction with

the child leading to social withdrawal of a child and a

family in general, which is mentioned below.

Regarding profiles of parent personalities of both

groups we saw that the female and male profiles of

group A were similar, mathematically significant

difference we were watching in depression

performance. Regarding the profiles of the parents of

group B we saw that the male and female profiles

were similar too, the difference was seen in

systematization data. The difference between the

parent profiles of both groups was seen in autistic

features and systematization data. They were higher

in the personal parent profile of group A. the female

profiles had more differences in signification

dynamic of systematization, depression and autistic

features, which were higher among the female parents

of group A. Therefore, we can suppose that specific

of the parents of group A (combining of male and

female parents with the mentioned personal

characteristics) can lead to influence of their

personality on the child social withdrawal.

3.2. Social Withdrawal

As L. E. Smith, Jr Grinberg and M. P. Mailik have

mentioned in their research “Family context of

autistic spectrum disorder: influence on behavioral

phenotype and living standards” (Smith, 2014) family

environment can have great influence on behavior

(improvement or decline) of pathological patterns of

autistic teenagers. The authors think that warmness

(sincerity, sociability) acceptance in parental

relationships with an autistic teenager relieves

behavior of autistic patterns, on the other hand,

criticism, parental excessive emotional engagement,

their self-sacrificing attitude can cause child

depression and provoke more dynamic demonstration

of autistic patterns. (Smith, 2014). Everything

mentioned above by the scientists is considered to be

characterized as the process of “social withdrawal”.

We come across the term “social withdrawal” in a

big amount of Ukrainian and Russian speaking

periodicals but we cannot find its detailed and full

description. The term “social withdrawal” is

considered as weakening of the contacts in the

“Dictionary of complex rehabilitation of the disabled

(Bronnikov, 2010, p. 52), which doesn’t differ it from

the definition of “autism” as mental health in our

opinion. We do not come across the mentioned term

in English speaking periodicals at all, expect the

description of certain conditions which can influence

on “improvement” or “decline” of child autistic

patterns.

M.K. Bardyshevska, I.B. Barylnik, D.A Shultina,

N.V Fillippovata and others consider the notion

“social withdrawal” in tight connection with the

notion of social and secondary withdrawal.

The authors D Sulgina, N.V. Filipova, I.B.

Barylnik (Sulgina, 2014) emphasize the feeling of

stress in autistic child upbringing and necessity of

psychological intervention for preventive of

destructive family rebuilding and occurrence of

secondary family social withdrawal. D.A. Shulgina,

N.V. Filippova, I.B. Barylnik describe the

demonstration of secondary social withdrawal, which

occur in : weakness of the contacts with close people;

decline of emotional ground; new stereotypy

occurrence which is connected with psychological

condition of parents end child environment; members

of the family take over child’s behavior, which can de

seen as closedness from society; showing up the

demonstration of excessive exigency from the parents

of the autistic child to family members(they demand

more standard attitude to their child and to

themselves);both mother and child can have the

coalition which can influence on unconscientious

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unwilling of a child to get over autism, after all the

child can support his mother’s attitude to the world,

especially distrust to the world.(Shultina, 2014).

Also, secondary social withdrawal as family

closedness phenomenon can occur as certain answer

to the environment, which can transmit negative

emotions to the family (Shultina, 2014). The

mentioned thing can influence on the feeling of social

inequality of families (who suffer from secondary

social withdrawal) toward others. It is expressed

through the complication of social interactions and

the absence of the preventing measures for the

families who raise the children with autistic spectrum

disorder.

Talking about isolation as a specific disorder in

autistic children’s psychological connections M.K.

Bardyshevska considers “confusion” – child inability

to differentiate their own psychological functions

from mother psychological functions. The scientist

can see another reason in premature splitting of the

early affective-behavioral complexes which appears

as a part of close communication with the mother

naturally (Bardyshevskaya, 2015). M.K.

Bardyshevskaya’s description can be defined as the

term “separation”. The author describes

complications which occur and lead to isolation

through mother’s and child’s inability to separate

from each other which is considered as one of the

agents of social withdrawal.

Both G.A. Evlampieva (Evlampieva, 2017) and

M.K. Bardyshevska emphasize the necessity of

separation in mother and child relationships, which

contributes successful child socialization. Simbiotic

connection between a child and a mother can be an

obstacle for child socialization. The socialization of

the baby with autistic disorder will depend on the

ability to build the contact with the child and mother’s

attitudes. In a worse case secondary social withdrawal

can occur, which the scientist writes about.

L.S. Pechnikova, G.A. Krupnik research

(Krupnik, 2020) and V. Osioldo’s research shows up

the ability of the birth order regarding parent attitude

to the children; the specific of the interaction of the

parents and the child with autistic spectrum disorders

if there are neurotypical siblings. Parents are more

demanding to the first children, they have higher level

of expectance to them. Parents tend to show

micromanagement to the middle children,

importunity (they can infantile the child). L.S.

Pechnikova concluded that the mother who raise an

only child may accept his’her peculiarities with

higher possibility rather than the mothers who raise

several children. If there is a neurotypical sibling(s)

can influence on mother’s complications to change

behavioral styles, which is directed on the autistic

child. It can strengthen pushing out the autistic child

and cause secondary social withdrawal (Pechnikova,

2011).

V. Osiodlo and L.C. Pechnikova emphasizes

importance of sibling relationship and the birth order

- the birth order and interaction between siblings can

influence on personality development and

establishment (Osiodlo, 2017). In our opinion, the

mentioned above can have more severe character in

the families who raise an autistic child, which can be

one of the agents of social withdrawal of a child.

The scientist O.M. Svintsova and O.V.

Karanievska describe the condition which parents

have when they find out their child diagnosis and

emphasize that this condition is similar to “loss” of a

child. In our opinion feeling of loss can influence the

relationships between parents and child, be an agent

of social withdrawal of a family alike the people

isolation in mourning. The authors say when the

family faces the complication with the child behavior,

it starts losing social contacts, shorten the contacts

with others and it ends up feeling stronger fear of

being in society, secondary social withdrawal of the

whole family starts to develop (Svintsova, 2020).

Social-psychological coordinates of social

withdrawal which according to S.F. Sirotkina and

M.L. Melnikova, is a phenomenon of psychological

disengagement and tendency to being introverted

(Sirotkin, 2018). The scientists think that social

withdrawal can occur as the reflaction of the trauma

of the generation (Sirotkin, 2018). The agents of

social withdrawal are thought to be social fears,

generation disappointment during social crises, and

protective response to inflated ego danger. The result

of it is giving a birth to children from the generation,

which is characterized by social and psychological

immature.

O.S. Nikolska, E.R. Baenska, M.M. Libling, I.E.

Moreva, T.V. Sirotina raise the issue of inadequate

attitude to an autistic child by the environment. The

authors say about the attitude to an autistic child by

the environment as a misbehaved one. This attitude

can lead to family’s unwilling to visit public places,

which leads to closedness and shrinking of the

contacts with the environment and causes social

withdrawal (Nikolskaia, 2007). The mentioned above

confirms the emergency of the topic and shows social

inequality which is caused by social and secondary

withdrawal.

Generalizing everything that was mentioned

above we conclude that social withdrawal is

understood as the process of separating the family

from society, over focusing of the family on their own

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problems, breaking the contacts with others,

occurrence of the public place fear and the feeling of

danger from the environment, which may not have

right attitude to their child and themselves. Regarding

secondary social withdrawal, in most cases, the

agents are the same that for social withdrawal, but in

secondary social withdrawal bigger accent is in

interaction of the parents and the child. A child has

deepening of destructive processes during secondary

social withdrawal as a result of interaction disorder

with parents (especially with mother): disorder of

communication or symbiotic relationships, which

prevent a child from socialization the notion “social

withdrawal” is understood as painful separation from

the world, severe breaking of contacts.

The analysis of theoretical sources, practical

experience gave have given an opportunity to clarify

and complete the notion “social withdrawal” and to

perform it as certain process of progress, which is

accompanied with showing up of child behavioral

autistic features due to the certain conditions of

his/her development, which can lead to autistic

conditions and further autism.

Based on the theoretical analysis and practical

work with the families, we have concluded that parent

personality can be classified into two groups. As the

basis of our classification we took the personality

classification which was made by S.B. Baley

(Rybalkа, 2015). He divided personalities into

harmonic and disharmonic. Therefore, we place the

individuals who have adequate somatic and

psychological condition to the harmonic type of

parents taking into account those personal

particularities which had been described above. Point

Index of this particularities discovery is suitable to

average index. Those who have unsatisfactory

somatic and psychological condition are placed to the

disharmonic type of parent personalities taking into

account mentioned psychological particularities. The

index of these particularities deviates from the

average index. We suppose that the parents of the

disharmonic group can be influenced by social

withdrawal and they influence on second child and

family social withdrawal occurrence to a considerable

degree, which leads to the feeling of social inequality.

Therefore, we can see that those conditions, which

influence on occurrence of social withdrawal, are

shown in periodic fragmentarily, that is why basing

on the mentioned above, we separate the following

conditions of social withdrawal:

– Social injustice which can be expressed

through misunderstanding and imperceptions

(blaming of parents) the families, who raise the

children with autistic spectrum disorders;

– Peculiarities of the parent interaction with the

child, specifically: absence of warmness and

acceptance of the child; criticizing of the child; over

demanding; excessive emotional parent involvement;

parent self-sacrifice; parent perception of the

environmental influence as a negative one, which

leads to shortening of the contacts; behavioral autistic

pattern copying, which leads to shortening of the

contacts; symbiotic relationships with the child;

communication disorder; rigid parent behavioral

patterns; excessive care; sibling relationships

(existence of siblings);

– Special nature of parent peculiarities

(disharmonic features).

3.3 Mother’s Diary

Analyzing of theoretical sources and personal

practical experience showed us the importance of the

work with parents during pregnancy period and the

first year after giving a birth for preventing social

withdrawal. It is important for the family (especially

the mother and the child) during pregnancy period

feeling good somatically and psychologically.

Feeling healthy will help to prevent different

illnesses, especially early social withdrawal, during

pregnancy and the first year after giving a birth, in our

opinion. Consequently, an important task of

psychological work of different directions is quality

support of parents during pregnancy and the first year

after giving a birth. Mentioned generalization comes

out of our practical experience of the work with

parents of both categories. With those, who raise a

child of autistic spectrum disorder and those, who

have a neurotypical child. Let us give you one of the

examples of the practical work with a young mother,

who suffered from certain period of crisis both before

and after the pregnancy. Her own portrait, the portrait

of her husband and the family are suitable for the

portraits of the parents from group A (Miroshnyk &

Davoian, 2021). But in comparison with group A

there was quite early psychological work with the

parent couple. The child of this family does not have

autistic spectrum disorders (without social

withdrawal). That experience the first months after

their daughter’s birth which were described by her

mother can be experienced by anybody, in our

opinion. And without early aid this specific nature of

such experience may be the agent of social

withdrawal. As we have mentioned before, any

woman can have such experience of the family

(especially the mother of the child), mentioned below.

But the public stereotype about the pregnancy,

emotional condition, which the mother must have

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during her pregnancy and the first year after giving a

birth, the stereotypes about what feelings she should

have, that women are not allowed feeling tiredness or

negativity, or nagging feelings which is connected

with their anxiety. The mentioned above becomes the

reason why women can hesitate asking for help. The

women who were not worked with (especially the

mentioned case, were talking about non-admission of

their anxiety as something serious by the doctors and

close people. The mentioned became the reason why

women asked for help so much later and in cases

when women raise their children with autistic

spectrum disorders, the women began to work with

their own fears of their pregnancy and the first year

of giving a birth only when the child was diagnosed

(3-5 years old) and the baby began to attend a

psychologist. The mentioned sharing became

possible only within parents’ meetings.

The structuring of the case which was described

below is based on the method of watching and

interviewing. Therefore, it is a report of the case L.

The characteristic of the family (members of the

family, the age of the child, sex, parents’ education

and job direction):

– The family consists of a mother, a father and a

child (a girl, 2,5 years old, the first child). Parents’

parents are included to the family.

– The parents’ parents are mentioned all the

time. There is a child in the husband’s family (his

sister), which has special educational needs (the

diagnose is infantile cerebral paralysis and sacred

disease).

 The mother, who was worked with, has social-

behavioral educational direction, during our

experiment she was in a maternity leave. The father

has higher technical metallurgy education. The

grandparents from the mother’s side have higher

pedagogical science education, they are

entrepreneurs. The grandmother from the husband’s

side has education in the humanities (Art subject), she

does not work due to the care of the disabled child.

The observation has been held for a year.

Mother’s personal peculiarities (the case, the

finding):

– Un expected pregnancy, the mother was

worried about economics ability to facilitate high

quality life for the child. She had strong feeling of

guilt because of this.

– The woman was constantly worried about her

health of the child-to-be due to her husband’s sister’s

condition, she was afraid that her child will inherit

this condition.

– Before the pregnancy the woman had had

depression that was diagnosed with the help of her

hypochondria condition. During her pregnancy the

depression declined and the hypochondria became a

obsessive neurosis about “cleanliness” and

“sicknesses”.

– She has romanticized a lot about her child-to-

be and that she will love it immediately.

– When they found out the sex of their child, she

chose a name and started to call her baby-to-be by

name and finally accepted her pregnancy.

– She had strong offence to her husband’s

mother but did not tell her about that.

– The delivery was on time, cesarean section

was made.

– When she first saw a child, it seemed that it

was not her child (not the child she had born and “the

right child had been replaced)”, she understood she

felt nothing to her child.

– First weeks after the childbirth she was very

tired and angry with the baby, because the girl was

crying all the time (the first week the baby had high

temperature, she felt disgust to herself because she

still did not feel anything to her child.

– The postnatal depression has started, during

which it was difficult for the woman to look at her

baby, to feed it.

– She felt anger to the father of the child,

because he didn’t help due to being busy at work. The

wife felt it as abandoning and loneliness.

– After an unpleasant accident during the breast

feeding (she shouted at her child because she didn’t

want to take the breast and she was crying), she

understood that she needed to ask for some

professional help (psychologist) and for her parents’

help.

– Sometimes when the child starts to express her

negative feelings, her mother prohibits her to do it,

using the phrase that her daughter wouldn’t do it. It

points to that fact that it is difficult for the mother to

accept her negative emotions and that she did not

accept her daughter as her “right” child

unconsciously.

– The child started speaking when she was two,

some negative points had been about her language

and psychological development, the child started

attending development center, and also the mother

started teaching her child at home, which corrected

the child development. It became possible thanks to

that fact that the mother asked for psychological help

due to her emotional condition and during the

sessions she understood what to do.

– After the work with the psychologist and some

help from her husband’s parents, her emotional

condition became steady, the feeling of love to her

child started to occur, but in combination with a great

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feeling of guilt, which expresses in inability to reject

her daughter’s wishes and buying the toys constantly.

The feeling of being mother has appeared.

Father’s personal peculiarities (the case, the

findings):

– The father is a busy man, who supports both

his family and his mother and sister financially. That

is why he cannot pay enough attention to his wife and

daughter.

– He had to change his job during his wife

pregnancy, which became rather big stress, but the

husband did not show it, using his humor as defense

activity. Anxiety and stress were expressed through

excessive fastening of the speech, talkativeness and

certain hyperactivity.

– When the daughter was born and he had to

change the job again and this new job started to bring

good money, the husband’s speech changed, the

speech became slower, and the movements became

less sharp.

– He didn’t know about his wife anxiety during

her pregnancy, because she didn’t talk about that,

because her husband wouldn’t understand and accept

as something serious.

– Angry and humor behavior due to his wife

obsessive neurosis are infantile expression of her

husband.

– For the family safety and improvement of

interpersonal understanding, the husband agreed to

visit the psychologist together with his wife. During

the session they found out that the hiden motive of the

visiting the psychologist was curiosity in

understanding the interaction with the psychologist,

which also shows the husband’s infantilism.

The father shows big love to his daughter, but his care

has more demonstrative character, which can be seen

in the obvious instructions to his wife about care after

their daughter, which are directed to the third person

(the psychologist as an observer). Indeed, the husband

becomes tired very fast from the child. He is ready to

play with her but not to take care, he is ready to pay

everything necessary, but not to take part in it (to find

development centers, to take his child there, to

continue visit the psychologist with his wife).

3.3.1 «Mother’s Diary» – Preventing

Measure

To conclude, we can see necessity to prevent some

parent personal demonstration to some crisis point

(diagnosing of a child), which can influence on social

withdrawal. It challenged us to create an additional

methodology of discursive analyzing “Mother’s

diary”, Mothers can fill it during their pregnancy and

first months after it. Women can discuss the changes

which happen in their psychological and somatic

condition with their doctor or psychologist with the

help of “Mother’s diary”. Studying women’s notices,

doctors will be able to find the decline or

improvement in psychological and somatic condition

of a woman-mother and her child.

Implementation schedule of “Mother’s diary” as

an additional methodology of discursive analysis:

Implemental: “Mother’s diary”.

Participants: the women who felt the need for their

own psychological and somatic condition, child’s

condition during their pregnancy or the first year after

it for preventing of disorders the interaction with the

child; professional psychologists, family

psychologists, pre-natal psychologists.

The terms: during pregnancy – 9 months or

starting with certain pre-natal period; the first year

after the childbirth.

Topics (request): preventing of depressive

conditions and anxiety of the mother; preventing of

interaction decline with the child.

Stages of implementing: diagnosing /preparing:

the woman herself or according to the specialist’s

recommendation takes a decision of necessity to use

an additional reflexive methodology “Mother’s

diary”; the main one is filling “Mother’s diary”;

calculating of the quantitative result; quality analysis

of the results; further psychological work according

to the results; final: the woman herself or with

professional psychologist takes a decision about

stopping of the used methodology.

General result: steady emotional condition;

neurotypical interaction with the child and the other

members of the family.

The diary consists of two parts: the first one is

directed to display the period of pregnancy; he other

one is directed to display the period after the

childbirth.

“The questions”, which have the character of

unfinished sentences (on an example of projective

methodologies), have been formed by us. And we

were ruled by the main rule of psychoanalysis, such

as: in the manual the woman was recommended to

write everything, which comes to her mind (Z. Freud

1998). We did it for the woman to be easier using of

“Mother’s diary”, it did not take a lot of time, it did

not bother her with narrow-formulated questions

(terms), it gave her an opportunity to express herself

and to display her feelings and emotions, to tell more,

to avoid the defense mechanisms, which can occur

answering direct questions.

During the work with “Mother’s diary” it is

necessary to pay attention to a positive or negative

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341

connotation of the woman’s narration, repeating of

certain words, which can express existence of the

main topic, which worries her. Insufficient complete

of the answers, their briefness or absence of the

answer at all can say about certain problems, which

deals with the group of questions the woman cannot

find “the right words”. For instance: the woman does

not write about her husband at all. It can be connected

with the fact that they have tensed relationships; the

woman invalidated her husband’s participation in

their family and child’s life for some reasons. The

mentioned has to be talked in the office to work out

the questions of relationships of the parents-children

for avoiding negative relationships with the husband,

which can be reflected to the child in the future. And

vice versa, excessive description of some category in

comparison with the others can point to the anxiety

demonstration or uncoscientious wish to turn their

attention from the important to something “seemed”

important. Slips of the pen in the narration can say

about the breakthrough of the uncoscientious into the

conscientious and find out that really worries the

woman. It is necessary to stop on it more carefully

and to analyze according to the other text.

For easier analyzing of the other “notebook”, we

designed the scale of the emotional narration

intensive grades for every unfinished statement

where:

2 – maximally, clearly, strongly positive

emotional characteristic, description, attitude in

continuation of the statement;

1 – positive attitude;

0 – indifferent attitude to something is talked

about, absence of cleanliness of any emotions, laconic

nature;

-1 – negative attitude;

-2 – maximally, clearly expressed, rather negative

emotional characteristic, description, attitude in

continuation of the statement.

The statements mentioned above are united into 2

groups. The statements in the pregnancy period

applied to the first group according to the logic of the

“notebook”. The statements after the childbirth are

applied to the second group.

The first group of the statements:

1. Woman health (the first statement).

2. Child health (the second statement).

3. Dreaming about the child (the third statement.

4. Child’s father (the fourth statement).

5. Wife’s parents (the fifth statement with the

added).

6. Husbands’ parents (the sixth statement with

the added.

7. The woman’s work (the seventh statement).

Maximum number of the points, which can be

received in this group is 14, minimal number of the

points is -14, which will reflect negative condition of

the woman. Middle number of the points is 7. It

shows that certain moments have to be discussed

additionally not to leave aside bad health.

The second group consists of the statements of the

period after the pregnancy:

1. Woman health (the first statement).

2. Child health (the second and the fifth

statement).

3. Self-attitude (the third and the ninth

statement).

4. The interaction during the breastfeeding (the

fourth statement).

5. Wife’s parents (the sixth statement with the

added).

6. Wife’s parents (the seventh statement with the

added.

7. Husband’s parents (the eighth statement).

Maximum number of the points, which can be

received in this group is 14, minimal number of the

points is -14, which will reflect negative condition of

the woman. Middle number of the points is 7. It

shows that certain moments have to be discussed

additionally not to leave aside bad health.

For the work with the diary, psychologists must

have experience with projective methodologies.

Let’s come to the description of the “Mother’s

diary” itself.

The diary begins with the suggestion to the mother

to write down her name. Then there is the manual

with the greetings. The greetings, explanation and

instructions of the appealing to the woman is done in

the informal way. This conscientious step was done

for preventing of the anxiety and separation, which

can occur during filling in the materials where

appealing is formal (documents, health bills etc.).

Formal appealing can recall the “right answer” but we

try to avoid this.

The first pert “Pregnancy” begins after the

introduction. It contains of the seven unfinished

sentences and the suggestion of the free associations.

The instruction to the unfinished sentence has the

following form: “Please, continue the sentence

without thinking for long time”. Till the last

suggestion about free associations the following

instruction is:

“Please, write everything that comes to your

mind; the first thoughts (or images), which occur,

even if they seem strange or “wrong” in some way.”

First two sentences are about the condition of the

mother and the child-to-be: “I feel myself…”, “I think

my child feels …”. We can find out about her body

ISC SAI 2022 - V International Scientiﬁc Congress SOCIETY OF AMBIENT INTELLIGENCE

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and mind condition through the mother’s narration,

which will continue unfinished sentences. Appealing

to the child’s health in care can help the woman and

the specialists to find out about the beginning of

psychological processes on time. The questions about

the child’s health will draw mother’s attention to

monitoring of child conditions antenatal.

The next unfinished sentence is about mother’s

dreams of the child-to-be (Zalewska, 2017): “I

imagine that my child will be… in the future”. The

discourse about the future child will help the mother

and the specialists to find out excessive expectations

to the child, to articulate them, to form images about

both “perfect child” and “imperfect child”.

An unfinished sentence about the father of the

child “Today the father …” let us understand in what

way the woman feels support and involvement of the

father, if she has feeling of independence and to try

finding out open or hidden conflicts with the husband,

which can lead to excessive stress. The opportunity of

working out the conflicts, which have been found out,

will appear for parents-to-be. The opportunity to

repair the relations will occur, which will decrease

stress level and possible woman’s feeling of being

abandoned.

The next one is a group of unfinished sentences

about the families of the husband and wife: “Today

me and my parents (mum/dad)…”, “My parents…”,

“My husband’s parents…”. Woman’s discourse

about all these unfinished sentences let us understand

what relationships the woman has with her own

family and her child’s father’s family, what attitude

the family have to her, if she feels support and help,

if there are the conflicts which need to be solved.

The last unfinished sentence in the part

“Pregnancy” is about the woman’s work. ”Today at

work…” – the woman’s narration about this point can

help the dynamic, which happens at her working

place and the way it changes during the pregnancy.

After all the unfinished sentences we suggest

women writing down their free associations, which

will allow relieving their free association, which the

woman did not write in the unfinished sentences. The

aim of the course is to create the image about the main

issue, which can worry the mother-to-be, but she does

not realize it for some reason, and it prevents to work

it out during work with the psychologist/psychiatrist

or with the doctor who leads the woman during her

pregnancy.

The second part is about the period after the

childbirth. The part begins from the unfinished

sentence about the mother’s health. Further

unfinished sentences are about the child and her/his

interaction with the mother: “I can see that the

baby…”, “The baby can see me percept…”, “When

I’m breastfeeding …”, “The baby…this week”. The

mentioned unfinished sentences are directed to open

the understanding baby’s health by the mother and the

understanding how much the mother adapted to the

baby (perception of the mother by the baby),

perception of the child by the mother and the

interaction with mother and the child, her dreams

about the child’s perception to her as the mother, co-

ordination of the breastfeeding process and

communication with the child (during the

breastfeeding). The last unfinished sentence of the

block will help the mother and the specialists to watch

the changes of the baby’s development and to notice

the progress on time.

“Today the child’s father…” is the unfinished

sentence which is about the father and the child. The

text about this unfinished sentence can help the

specialist to understand the perception of the father

by the mother in their relationships with the child and

the involvement the husband into the relationships

with the child in the dyad “mother-child”.

Next, there is a group of unfinished sentences,

which are about the parents’ parents. They will help

to understand the grandparents’ involvement in the

help to the mother with childcare, if there are any

conflicts.

The last unfinished sentence is about the

perception of herself as the mother: “I am the

mother…” Mother’s narration about this point will

help the specialists to see how much women can see

herself in the maternity role.

The structure of the diary and the unfinished

sentences are given below.

Greetings and the instructions:

“Hello! This is mother’s-to-be diary”. It can help

you to watch your health and your child’s health.

Also, you can take it as the notes for communication

with your doctor and your psychologist in case of

necessity.

During the rereading of your notes, pay attention

to what way you write more often (positive or

negative), if there is any repeating of certain topic or

words in your notes, which relate to certain topic or

question. Also pay attention to slips of pen, do not

correct them, they can be the key to understanding

that fact what worries you most of all. If you have

noticed that your text became more negative in

relation with your health or your child’s health, if you

have understood that there is the topic that is worrying

you very much, talk to your doctor about this or

psychologist. They will help you to solve all the

problems!”

This is the diary: ___________________

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343

The first part of the “Mother’s diary”

“Pregnancy”:

1. Please, continue the sentence and do not think

too long. Today I feel … (more than 4 answers).

2. Please, continue the sentence and do not think

too long. I think my child feels… (more than 4

answers).

3. Please, continue the sentence and do not think

too long. I imagine that my child in the future.

4. Please, continue the sentence and do not think

too long. Today the child’s father.

5. Please, continue the sentence and do not think

too long. Today me and my parents (mum/dad).

My parents.

6. Please, continue the sentence and do not think

too long. Today my husband’s parents (mum/dad).

My husband’s parents (mum/dad).

7. Please, continue the sentence and do not think

too long. Today at work.

8. Please, write down everything that comes to

your mind; first thoughts (or images), which come,

even if you think they are strange or “wrong” in some

way, continue to write, do not stop.

The second part of the “Mother’s diary” “The

period after the childbirth”:

1. Please, continue the sentence and do not think

too long. Today I feel… (more than 4 answers).

2. Please, continue the sentence and do not think

too long. I can see that my baby… (more than 4

answers).

3. Please, continue the sentence and do not think

too long. The baby can see me/percept.

4. Please, continue the sentence and do not think

too long. When I breastfeed.

5. Please, continue the sentence and do not think

too long. The baby…this week.

6. Please, continue the sentence and do not think

too long. Today the baby’s father...

7. Please, continue the sentence and do not think

too long. Today me and my parents (mum/dad).

My parents.

8. Please, continue the sentence and do not think

too long. Today my husband’s parents (mum/dad).

Husband’s parents (mum/dad).

9. Please, continue the sentence and do not think

too long. I am the mother.

10. Please, write down everything that comes to

your mind; first thoughts (or images), which come,

even if you think they are strange or “wrong” in some

way, continue to write, do not stop.

Using the scale for the calculation is given above.

4 CONCLUSIONS

On the basis of the theoretical generalization, the

theoretical relevant to the outlined topic, we observe

that:

The etiology of autistic spectrum disorders should

be considered from the point of the integral approach,

which unites several views on this question in our

opinion, specifically from the point of view of the

clinical, psychoanalytical and social-psychological

methods. The mentioned will allow studying the

phenomenon of autistic spectrum disorders.

Personal psychological peculiarities of the parents

who raise the children with autistic spectrum

disorders and the parents who have a neurotypical

child, have differences in such characteristics: autistic

features, systematization (which appears through

professional direction), personal anxiety, depression,

neuroticism and psychoticism. These personal

psychological peculiarities can influence on

interaction of the parents and the child and the feeling

of social injustice.

One of the agents which lead to social and

secondary withdrawal may be social injustice, which

is expressed through not understanding and

imperceptions (blaming of parents) of the families,

which raise the children with autistic spectrum

disorders. The other agent of social withdrawal can be

parent personality and the specific of their interaction

with the child. Also, the specific of the psychological

peculiarities of the parents can influence on the

interaction with the society, (professionals, teachers,

practicing and school psychologists, who work with

the child, other adults); it can be the obstacle for

involving the child to inclusive studying environment

and cause the feeling of social injustice of the parents

relevant to the family and the child in particular.

“Mother’s diary” (as an additional methodology

to reflex) can become a tool for preventing of social

withdrawal of the child and the family; to prevent the

feeling of social inequality due to inability to find out

certain psychological and somatic conditions of the

mother during her pregnancy and the first year after

the childbirth, to help correcting relationships with

the baby and family.

We plan to continue the research relevant to

implementation of “Mother’s diary as preventing

measure of social withdrawal.”

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