THE USAGE OF A TOY AS A TRANSFER OBJECT IN FORMATION OF CHILDREN'S RESILIENCE

Abstract

 The article is devoted to the definition of a toy therapy room as a method of building resilience in children. Special attention is paid to the analysis and description of the features and advantages of the method in a situation of military aggression.

An analysis of the use of toys during the accompaniment of internally displaced persons and the use of a therapeutic toy or the space of a toy therapy room with children who are in a war situation was carried out. In this context, it is stated that the method is a special form of psychotherapy and can be effective in helping children overcome emotional and psychological problems, as well as play the role of preventive influence, as a method of building resilience.

The features of the "Toy Therapy Room" method as a method of first aid in a traumatized situation, as well as depressive manifestations, anxiety disorders, post-traumatic stress disorders and physical or emotional trauma of a child, internally displaced persons, adaptation to school and overcoming the consequences of being in other stressful life situations are analyzed. It was determined that the psychological effect is observed in individuals, since the therapeutic toy is a structured form of perception of the surrounding reality, aimed at relieving tension and anxiety arising from traumatic childhood events. And also that game interaction gives the opportunity to express their feelings and fears regarding the situation of military aggression.

The method of using a toy as a transfer object for the formation of resilience for children is revealed, which involves the introduction of the child into the team, with the help of the following stages: inclusion of the individual in the environment without creating a cognitive load; ensuring individual rhythm of the personality, in the process of psychological adaptation; the possibility of expressing feelings and affective responses to experienced events in a potentially safe space; ensuring awareness of the life processes experienced by the child with the help of game activities; development of new scenarios of interaction with frustrating states and situations, based on past experience.

Further consideration of this problem can be seen in the study of the behavioral strategies of the child's behavior, in constant periodic interaction with the toy room, and the implementation of longitudinal observation of the child's personal changes.