THE PROBLEM OF FORMING PARENTAL COMPETENCIES IN PERSONS WITH EXPERIENCE OF ORPHANHOOD

ABSTRACT

The formation of parental competencies in individuals with orphanhood experience is an urgent interdisciplinary problem that combines developmental psychology, family psychology, and social pedagogy. The article analyzes the key factors that hinder and facilitate the development of parental skills in graduates of orphanages, explores the mechanisms of transferring parenting experience, the influence of early attachment and institutional context, and provides practical recommendations for creating support programs. The article is based on domestic and foreign theoretical and empirical research on coping, attachment, and social adaptation.

Keywords: parenting; parental competence; boarding school; orphanhood; graduates of boarding schools.

The relevance of this topic stems from the persistent urgency surrounding the adaptation of children deprived of parental care to independent living. Despite the efforts of residential care institutions to model social roles and prepare residents for family life, the full socialization of individuals in the post-institutional period remains a significant challenge. The development of parenting competencies in individuals with institutional backgrounds is of particular critical importance, as it directly impacts the disruption of the transgenerational transmission of social disadvantage and enhances the overall quality of the family environment. Although residential institutions are intended to provide protection and a semblance of family upbringing, the absence of biological attachment and consistent care has a substantial negative impact on personality development.

Specific deficits in family interaction, emotional regulation, and social-role behavior characteristic of this population complicate the fulfillment of the parental role and increase the likelihood of replicating dysfunctional behavioral patterns within their own families. This, in turn, leads to such consequences as rising divorce rates, secondary orphanhood, and an irresponsible attitude toward family duties and child-rearing, which may contribute to further instances of child neglect and homelessness. Consequently, preparing care leavers for family life and fostering a sense of responsibility toward their families and future children requires a comprehensive and systematic approach [1].

There are numerous scholarly interpretations of the concept of «parenting competence». V.V. Selina defines parenting competence as «...the integration of knowledge, skills, and methods of interaction with the child, alongside personal parental qualities, which allow for understanding and accepting the child while creating the most favorable social situation for their development…» [3].

T.V. Kovalenko posits that «...parenting competence is an integral system of diverse feelings toward the child, behavioral stereotypes practiced in communication with them, and specific features of perceiving and understanding the child’s character and actions…» [2].

G.G. Filippova defines a competent parent as one «...who has established trusting contact with the child, learned to sense the child's state and understand its causes, is able to determine exactly what needs to be done for the child at any given moment, and remains confident in their actions…» [4].

Contemporary Russian studies on orphanhood and institutional upbringing (I.M. Nikolskaya, N.I. Sirota, V.M. Yaltonsky, et al.) emphasize the role of the institutional context in shaping the «repertoire» of child-rearing practices: standardized, routine staff behavior, high turnover of caregivers, and a lack of individual attention limit the internalization of model family interactions. Simultaneously, research in family psychology and parenting studies demonstrates that parenting competencies encompass not only pragmatic skills (caregiving, household management) but also empathic understanding of the child, the ability to regulate one's own affect, constructive conflict resolution skills, and social-communicative competence.

Factors impeding the formation of parenting competencies

1. Attachment disturbances and emotional instability. Individuals with a history of institutional care are more likely to exhibit disrupted attachment patterns (avoidant, anxious-ambivalent). These disturbances complicate the establishment of warm, secure bonds with their own children and hinder the maintenance of emotional availability.

2. Deficit of role models. The absence of stable and adequate parental figures reduces the likelihood of internalizing positive pedagogical strategies and acquiring parental empathy skills.

3. Limited practical skills. Institutional upbringing often fails to provide sufficient exposure to the domestic, organizational, and communicative skills essential for the parental role (e.g., family life planning, time management, and non-violent discipline techniques).

4. Psychosocial stress and resource scarcity. Socioeconomic hardships, the lack of stable social support, and high stress levels increase the probability of adopting maladaptive coping strategies (such as aggression, avoidance, or psychological withdrawal), which adversely affects the quality of parenting.

5. Stigmatization and low self-efficacy. Expectations of negative societal appraisal, low parental self-esteem, and a lack of belief in one’s own capabilities hinder help-seeking behavior and the implementation of new child-rearing practices.

Resources and protective factors

1. Individual personality resources. High levels of emotional stability, empathy, responsibility, and resilience correlate with better outcomes in the acquisition and performance of parental roles.

2. Positive experiences of supportive relationships. The presence of at least one significant adult (a mentor, educator, or partner) can compensate for the lack of family experience and serve as a model for positive social interaction.

3. Parenting preparation programs and psychosocial support. Educational initiatives focused on developing skills in emotional regulation, stress management, positive discipline, and practical childcare have proven effective in enhancing parental competence.

4. Social networks and Inclusive communities. Support from peers, mutual aid groups, and community organizations reduces the risk of social isolation and facilitates access to necessary resources.

Practical interventions: a comprehensive support model

Based on the literature review, a multilevel support model is proposed, incorporating both preventive and rehabilitative components:

1. Preventive level (pre-parenthood): 

• information and educational programs: targeted at adolescents and young adults in residential care, focusing on the fundamentals of child development, emotional regulation, and communication skills. 

• mentorship: provision of mentor support by trained professionals and volunteers. 

• simulated parenting training: development of parenting skills through role-playing and workshops in simulated environments.

2. Preparation during pregnancy and early parenthood: 

• parenting preparation courses: emphasis on practical application, including infant care, household management, and family time planning.

• psychological support: utilization of cognitive-behavioral therapy (CBT) and peer support groups for young parents.

• attachment-focused interventions: programs aimed at fostering parental sensitivity and strengthening parent-child bonds.

3. Socio-economic and institutional support:

• resource access: ensuring stable access to housing, healthcare, and educational resources.

• employment and educational guidance: support in career development and vocational training to alleviate economic stress and establish conditions for stable parenting.

4. Systemic impact on care institutions:

• institutional reform: transformation of care practices within residential settings, including a greater emphasis on individualized approaches, reducing staff turnover, and implementing programs that model family-like interactions.

• staff professional development: training educators to foster a «repertoire» of positive parenting practices among residents.

Empirical directions and methodological remarks

Evaluating the effectiveness of the proposed programs requires multifactorial research utilizing a mixed-methods approach (combining quantitative and qualitative data). The following methodologies are recommended:

• longitudinal cohort studies: tracking care leavers to monitor the long-term dynamics of their parenting competencies.

• standardized assessment instruments: utilizing validated scales to measure attachment, parental self-efficacy, stress levels, and parenting styles.

• experimental research: conducting controlled trials to evaluate the efficacy of specific educational modules.

• qualitative interviews: identifying subjective experiences, internal narratives, and perceived barriers to successful parenting.

In summary, the development of parenting competencies in individuals with a history of institutional care requires an integrated approach that accounts for both individual determinants (attachment, personal resources) and systemic factors (quality of institutional upbringing, social support). Theoretical and empirical evidence highlights the significant potential of compensatory interventions—such as specialized education, mentorship, and social support—in enhancing parental readiness and mitigating the risk of the transgenerational transmission of social disadvantage. Practice must synthesize preventive measures during the period of institutionalization with targeted support during the transition to independent living and parenthood. Further research is essential to evaluate the efficacy of specific programs and to adapt these interventions to diverse sociocultural contexts.

References:

1. Begidova, S.N. Readiness of orphans and children left without parental care for responsible marriage as a social problem / S.N. Begidova, D.D. Khuzheva, R.A. Akhtaov // Endless light in science. – 2024. – Vol. 2. – Pp. 75-80.
2. Kovalenko, T.V. The concept of parental competence in modern pedagogical practice / T.V. Kovalenko // Eurasian Union of Scientists (EUS). Series Pedagogical Sciences. – 2015. – No. 4 (13). – Pp. 27-32.
3. Selina, V.V. The concept of increasing parents' competence in raising a child / V.V. Selina // Childhood through the eyes of a psychologist and a teacher. Veliky Novgorod: NovSU. Yaroslav the Wise, 2005. – P.27 – 31.
4. Filippova, G.G. Psychology of Motherhood. - M.: Publishing House of the Institute of Psychotherapy, 2002. - 240 p.
5. Shestakova, E.V. Modern Approaches to Defining the Concept of "parental competence" in the Domestic Discourse / E.V. Shestakova // KANT: SS&H. – 2024. – №1 (17).