The Role of the Family in the Neuropsychological Support for Children and Adolescents

Abstract

The article examines the theoretical foundations of family involvement in the neurocorrection process based on the cultural-historical concept. An attempt is made to consider the family as both an object and a subject of the neurocorrection process. The need for a comprehensive, systemic approach to diagnosis and support within neurocorrection is emphasized, which includes not only working with the child but also interacting with his immediate social environment. The phenomenon of the social situation of development is analyzed in the context of neuropsychological support for children and adolescents, considering both its objective and subjective aspects. Special attention is given to describing different approaches to working with the social situation of development in the neurocorrection process, structured around three key directions: investigation, involvement, and expansion. The article also examines the phenomenon of quasi-needs in the context of neuropsychological support for children and adolescents. Various types of parental quasi-need attitudes are analyzed, including hypercompensation for academic difficulties, neglect of the child’s developmental characteristics, and the phenomenon of delegating responsibility to specialists. The primary tasks of a neuropsychologist in working with parents on the development of higher mental functions and child behavior are discussed, considering the zone of proximal development and overcoming quasi-need distortions in parental attitudes. The role of the neuropsychologist as an active participant in the objective aspect of the social situation of development is analyzed, emphasizing their influence on the subjective characteristics of development, including self-esteem, motivation, and value-based orientations. The phenomenon of the “cabinet effect” in neurocorrection is discussed, along with potential strategies for overcoming it through expanding the social situation of development and transferring acquired psychological tools beyond the “specialist-child” dyad. Using a completed clinical case as an example, the article describes strategies for working with the family in the context of neuropsychological support and examines the results of the correctional process, demonstrating improved intervention effectiveness when additional work is conducted with the child’s family. The conclusions highlight the importance of a systemic approach in neuropsychological support and emphasize the significance of parental involvement in the correctional process.