Science and Education in Karakalpakstan issn 2181-9203 Science Magazine chief editor

Method: 
Analysis of the data available in foreign and domestic sources and the results of 
studies conducted at the Kostroma State University named after N.A. Nekrasov, allow us to assert 
that the characteristics of parent-child relationships and coping behavior of parents are included in 
the structure of the socio-psychological factor of coping behavior of children.
Child-parent relations as a factor in the child's coping behavior should be considered in two 
aspects. Firstly, these relationships and the childhood experiences associated with them influence 
the formation and development of such behavioral strategies and personality traits, which 
subsequently mediate the preference for certain coping strategies. So, for example, the presence in 
the parental relationship of control, demands for social maturity and emotional acceptance 
contributes to the formation in the child of the desire for research, and not the avoidance of 
frustration situations. In the psychoanalytic tradition, the origins of a person's failures in solving 
everyday problems are seen in childhood experiences associated with the relationship between 
parents and children. A person's trust in his inner potentials, faith in his own strengths is the basis 
that allows a person to cope with life's difficulties and be more successful. Such personality traits 
are formed in a child with unconditional acceptance by surrounding adults. The atmosphere of 
safety, security, goodwill of others allows the child not to inhibit the spontaneity of his interests, 
feelings and potentialities.However, the child needs not only to feel protected, desired, but he must 
be able to resist, defend himself, endure defeat and grief. Suffering, sadness, longing and confusion 
are a necessary condition for the development of a child's ability to self-actualization, otherwise 
"spoiledness arises, behind which there is disrespect for the integrity of a person, inner nature and 
further development of individuality." [1] 
Based on these theoretical positions, our research team obtained the following facts in a 
series of empirical studies. In conditions of emotional rejection, lack of parental attention and care, 
inadequately low level of parental requirements and instability, inconsistency in the style of 
upbringing, a child of primary school age develops such destructive states and characteristics as: 
anxiety and even hostility towards adults; emotional uncontrollable tension, often manifested in 
serious fears; lack of social normativity, expressed in various forms of negativism. This makes the 
child maladjusted, vulnerable and unable to cope with life's difficulties. E.V. Kuftyak in her 
dissertation research showed that children from families in which physical punishment is regularly 
used as an educational method cope with life's difficulties by combining coping strategies aimed at 

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