EMPIRICAL STUDY OF CONFLUENCE IN PARENT-CHILD RELATIONSHIPS DURING INCLUSION IN AN INCLUSIVE ENVIRONMENT

Abstract

The article presents the results of an empirical study of the phenomenon of confluence in parent- child relationships within the framework of an inclusive educational environment. Confluence is conceptualized as a state of blurred psychological boundaries between parent and child, characterized by excessive emotional involvement, controlling behavior, and reduced child autonomy. The relevance of the study is determined by the increasing role of the family in inclusive education processes, where parents often serve as key agents of adaptation, which can increase the risk of emotionally dependent or symbiotic interaction patterns. The purpose of the study was to identify the presence and nature of the relationship between the level of parental confluence and the indicators of child autonomy. The study involved 135 participants, including children aged 6–12 with typical development and those with special educational needs, along with their parents. The methodological toolkit included an original questionnaire for assessing confluence, the 16 Personality Factor Questionnaire (16PF) by R. Cattell (Form A), and the projective technique “Nonexistent Animal”. Statistical data analysis was conducted using the Student’s t-test for intergroup comparisons and Pearson’s correlation coefficient to examine relationships between variables. The findings revealed significant differences in the level of confluence manifestations between the two groups: parents of children with SEN demonstrated higher emotional dependency, anxiety, overprotectiveness, and a tendency to externally regulate the child’s behavior. Children in this group also exhibited lower autonomy in everyday, emotional, and social domains. A statistically significant inverse correlation was found between parental confluence and children’s autonomous functioning (r = −0,58; p < 0,01). These results support the interpretation of high parental confluence as a psychological risk factor for hindering the development of a child’s independence, especially within inclusive education. The findings highlight the need for systemic work with parents as part of psycho-pedagogical support programs aimed at promoting adaptive interaction styles and supporting child autonomy.