Stress Resilience Factors in Children’s with Special Educational Needs Parents

doi:10.26565/2225-7756-2026-80-01

Valentyna Pavlenko Department of Applied Psychology V. N. Karazin Kharkiv National University, Kharkiv, Ukraine https://orcid.org/0000-0003-4947-3995
Svitlana Chechenyeva V. N. Karazin Kharkiv National University , Kharkiv, Ukraine

DOI: https://doi.org/10.26565/2225-7756-2026-80-01

Keywords: emotional intelligence, stress resilience, social support, parents of children with special educational needs, psychological well-being

Abstract

The article presents the results of a study on stress resilience children’s with special educational needs parents and examines the characteristics of emotional intelligence and perceived social support within the studied sample. Contemporary scientific approaches to understanding emotional intelligence, stress resilience, and social support as resources of psychological well-being are analyzed. Based on an empirical study conducted among 52 parents of children with special educational needs, the levels of key components of emotional intelligence, stress resilience, perceived stress, and the social support role were determined. Emotional intelligence and perceived social support were identified as significant factors associated with stress resilience in parents of children with special educational needs. A substantial combined effect of emotional intelligence and social support on the level of stress resilience was identified. An inverse relationship between stress resilience and perceived stress levels was also established. The findings may be applied in psychological counseling practice and in the development of support programs for children’s with special educational needs parents.

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