Psychological and educational support strategies for individuals with disharmonious personality traits

Background: The relevance of the research is determined by the problem of implementing timely and effective psycho-pedagogical
support for children with special educational needs, and composition requires consolidating efforts from teachers, psychologists,
and parents. The research aims to highlight the peculiarities of psycho-pedagogical support and correctional-developmental work
with individuals with disharmonious personality compositions.
Methods: The research methods used include questionnaires and surveys, analysis of learning outcomes, experimental research,
and evaluation of results. The calculation of the effectiveness indicators of the educational technology for children with a disharmonious
personality composition in the experimental and control groups was carried out using the Student's t-test.
Results: The results showed that the basic level indicators increased by 17% in the experimental group and 22.7% in the control group.
Meanwhile, the average level indicators in the experimental groups increased by 20.9% and in the control groups by 19.1%. As for the
high level, the indicator in the experimental groups increased by 21.8%, while in the control groups, it increased by 15%. In this study,
the empirical value of the Student's t-test t (19.5) is within the significance zone, indicating that the proposed technology is effective.
Conclusions: Thus, the proposed concept of psycho-pedagogical support for the studied category of individuals encompasses
using targeted online platforms and educational resources, stimulation practices, multimedia materials, adaptive individualised
learning technologies, problem-oriented correction methods, and ensuring feedback composition and can significantly improve
communicative skills, social behaviour, and overall learning level.