Creating conditions for the development of the personality of students with intellectual disabilities
in an educational institution.

The world around modern man, extremely complex and diverse. And the teacher’s task is to prepare students for a holistic perception of the surrounding space as a complex, constantly developing natural-social complex.

Target pedagogical work is aimed at forming an individual who has mastered the basics of science, including knowledge and skills that give him the opportunity to independently acquire new knowledge and apply it in new situations.
Main tasks pedagogical activity are: creating optimal conditions, identifying the inclinations of developing the interests and abilities of each student, preparing students for independent, creative work, developing students’ functional literacy, improving the learning process as a whole.

Disadvantages of cognitive activity already in early childhood prevent the “special” child from establishing normal relationships with other children, which makes it difficult to assimilate social experience, develop methods of interpersonal communication, and inhibit the emotional development of children .

The adaptation phase largely depends on the timely and constructive assistance of specialists.

The pedagogical system created for children with intellectual disabilities must solve both the problems of correctional and pedagogical support and issues of their socialization.

Children with intellectual disabilities are characterized by a delay in the onset and incompleteness of age-related psychological neoplasms and unevenness and violation of the integrity of psychophysical development.

All this makes it difficult for a child to be included in the development of the layer of social and cultural achievements of universal human experience in the traditional way.

A system of individual correctional classes, compiled with the goal of providing each child with adequate rates and methods of mastering skills, solves the following problems: How:

Development of auditory orientation reactions;

Development of understanding of speech, thinking, memory in the process of communication with adults;

Development of speech activity;

Development of visual orientation reactions, imitation reactions.

The main feature of children with whom they begin education is the complete impossibility of engaging in any purposeful activity; their interest is unstable; they can only concentrate their attention for a very short time. Some children are disinhibited, run around the room, react vividly to new objects and toys, grab them, pull them into their mouths, shake them, but throw them away very quickly. For others, on the contrary, the level of mental activity is quite low: they are inhibited, interest in the environment is almost completely absent. Poor facial expressions, the inability to make understandable gestures, deviations in the sensorimotor sphere and kinesthetic perception hinder the development of non-verbal means of communication (expressive-facial and object-active).

Based on the characteristics of children, work with them begins with the formation of emotional relationships to the environment, adults, peers, and interest in what is happening around them.

Thus, a block of games and play exercises aimed at creating a positive emotional mood for joint activities with an adult, developing a sense of one’s own movements, where sensory games “Let’s sprinkle it on your hands”, "Let's hide our hands" etc. with cereals and bulk materials have and therapeutic effect.

In the simplest moments of play, sensory stimulation supports one’s own kinesthetic the child’s sensations are picked up and his reactions are shared. Such mutual therapy is joyful and healing at the same time, since a specially organized such communication situation brings pleasant impressions to the child and does not require forms of interaction that are inaccessible to him.

Gradually, small difficulties are included in the game, also supported by sensory effects, interactions between an adult and a child expand, sensory stimulation becomes more diverse .

Stimulating children to involuntarily imitate the actions, facial expressions and intonations of adults, in echolalia, when their sound reactions are played out with the help of emotional and semantic commentary of games and activities.

The teacher and educators acquire a qualitatively different style of communication with the child: there is a constant intuitive search for means of communication - facial expressions, eye movements, intonation. In the process of playful communication, an adult improvises, establishes visual contact with a non-speaking child, and this is already the child’s first communicative progress.

Thus, play improvisation and theatrical play become active means correctional pedagogy.

Impromptu play interaction and lively response to the child’s reactions improve the character and form of his feelings and thinking.

The teacher, together with the psychologist, determines the need and duration of individual work with each child. In accordance with the degree and pace of mastering the program material, the content of the classes can be varied. Some topics will take more time to master, while other topics that children have mastered well can be omitted.

Organize individual lessons with children in the form of a game. The play partner can be an adult or another child. IN didactic game knowledge and skills are consolidated and deepened. The rules of the game are explained to the child in detail, and a trial game is played to determine whether he understands its terms and rules. If the same game is used in several classes, then it is necessary to change visual material.

Cognitive material is arranged according to the principle - from simple to complex. Thus, individual work with children is divided into several stages. Each stage provides repetition and complication of mathematical concepts. It is recommended to consolidate temporal and spatial concepts in everyday life.

Main principle in raising these children is the formation of their habits.

Teachers should also take care of the development of children’s ideas about the environment. Adults should bring more positive emotions into a child’s life, more often focusing his attention on good deeds and activities that bring joy.

Raising a child with developmental problems requires a lot of patience, perseverance, understanding and, of course, pedagogical ingenuity.

The ability to exert volition is extremely important. Child, instead "I want this" must force myself to do what "necessary". In games, when carrying out chores in a detachment, in specially organized classes, it is necessary to set tasks for the child, the solution of which requires volitional effort from him. He should not be allowed to start another without finishing one job. The child must firmly understand that any task should be completed.

Mental readiness.

Another necessary condition for learning is a certain level of mental maturity of the child. Mental readiness is determined by the child’s knowledge of the world around him, of living and inanimate nature, of some social phenomena and the systematization of these ideas. The child must be able to make simple generalizations, that is, find similarities in objects and combine them into groups according to identified characteristics, as well as recognize differences in similar objects and phenomena. To help a child with intellectual disability with this , it is necessary to draw his attention to the color, shape, size and other properties of objects, teach him to compare them in order to detect similar and various signs; explain the cause and result of phenomena occurring around. Children with intellectual disabilities do not themselves demonstrate mental activity, don't ask a question "Why?". They must be encouraged to do this by creating situations in which the child will have to solve simple problems and find a way out. Children with intellectual disabilities are characterized by laziness of thought: they do not want to think. It is for this reason that they often refuse to complete the task. At the same time, with the participation of adults, they are quite capable of doing what is offered to them. Adults should not give them ready-made answers, but are obliged to help them find ways of action, teach them to plan their work, think about a decision, and exercise self-control. Activations mental activity The following exercises contribute to the development of the ability to analyze, compare, and generalize: "Take what suits you", "What goes with what", “Call it in one word”, "The Fourth Wheel".

Speech development.

Whatever adults do with a child, they must certainly pay attention to his speech. Speech readiness implies the correct pronunciation of all sounds native language, skills in word formation and grammatically correct presentation of statements, the ability to coherently tell and retell. It is very important that a child with developmental disabilities understands colloquial speech and owned it himself. You need to constantly monitor how he pronounces words, whether he constructs phrases correctly, and whether he uses words for their intended purpose. It is necessary to introduce new words into the child’s speech, explaining their meaning. A child with developmental disabilities has a reduced ability to perceive and distinguish sounds in words, i.e., phonemic hearing is not developed. To this end, you can offer your child the following: assignments: “Choose words so that the M sound is at the beginning of the word?”, “Can you guess what sound is at the end?”, “Choose only those pictures whose names contain the sound K?” etc. The semantic side of words is no less important. It is useful to work with your child to select different words with similar meanings, as well as those with opposite meanings. The child will enjoy playing games: "Say it the other way around", "Insert suitable word" etc. In cases of gross violations or underdevelopment of speech, it is important to seek help from a speech therapist in a timely manner.

Memory.

For successful learning great value has a certain level of development of meaningful memory. Children with intellectual disabilities have reduced memory . They have great difficulty remembering new material. The greatest opportunities for teaching methods of meaningful memorization are classification. The child creates a group in the process of classification. He names each picture and then gives them a common name. After some time, you need to ask the child what objects were depicted in the pictures. You can play with your child in the following games: “Name what you remember”, "Listen and repeat", "Remember the words".

Motor skills.

We should not forget that to develop writing skills, manual dexterity, coordination of movements, and the development of motor skills of small muscles of the hand are necessary. The level of development of fine motor skills is one of the indicators of intellectual readiness. Typically, a child who has a high level of development of fine motor skills is able to reason logically, his memory, attention, and coherent speech are sufficiently developed. In children with intellectual disabilities, general motor skills are poorly developed. They are awkward, clumsy. The movements of the small muscles of the hand are characterized by lack of coordination and tension (for example: Tolmachev, Matveev)

Children with intellectual disabilities various reasons are deprived of the opportunity to acquire new knowledge and skills on an equal basis with their normally developing peers. Difficulties in mastering program material complicate their training and education, making the process of personality formation especially difficult.

Labor activity.

Labor also serves as a means of physical education for children, since visual-motor coordination and fine motor skills are developed, movements, their coordination and consistency are improved. The formation of arbitrariness of movements in the process of labor actions is of great importance. Achieving work goals and their results bring joy to children and evoke an emotional response.

Labor contributes to both the physical and mental development of the child. In the process of labor, the child is enriched with various concepts, learns to understand the properties of objects, perform analysis, identify individual characteristics from the whole complex, and masters the ability to use them.

In the process of mastering work skills, memory and attention are strengthened.

Work increases overall tone, develops precision of movements, which become more focused and orderly.

Labor must be strong and properly organized. It is also necessary to cultivate in children the ability to dress and undress, to put things in their place in a certain order; it is necessary to instill in them the ability to sit, stand up when talking with elders, and develop dexterity in everyday movements. These standards of behavior are important for the entire life of a child with intellectual disability.

When developing skills in “special” children, visual demonstration and repeated repetitions are necessary. It should be emphasized that love and pity for sick children should serve as a source of great patience and perseverance. Irritability and the use of physical force further aggravate the painful characteristics of mentally retarded children.

Game activity.

The active inclusion of a child with intellectual disability in play activities contributes to the formation of their personal characteristics and the correction of cognitive activity.

For a more effective impact of the game on the development of such children, the game process should begin with preparatory work for the game. The use of visual aids, objects, and excursions will help to interest children in the game.

Most important for the child role playing games. In them, the child recreates in an accessible form the relationships that develop in the world of adults. It is play that is the mechanism that translates the external requirements of the sociocultural environment into the child’s own needs.

The game creates the most favorable conditions for the comprehensive psychophysical development of the child and the correction of existing deficiencies. The child develops activity, independence, and initiative.

D. B. Elkonin emphasized that the game is social in origin and nature. Its occurrence is not associated with the action of some internal, innate instinctive forces, but with the very specific conditions of a child’s life in society.

Social play is the strongest means of child socialization, including social processes targeted impact on the development of personality, children’s assimilation of knowledge, spiritual values ​​and norms inherent in society, and a specific social community, or peer group.

The nature of play activity allows one to be involved in the pedagogical process with children with intellectual disabilities. Elements of theatrical games are used in lessons in mathematics, reading, speaking, drawing, manual labor, rhythm, music, and in routine moments.

The developmental potential of the game makes it possible to stimulate motor activity children, improve fine motor skills, coordination of movements, activate sensory-motor development, develop basic cognitive processes, emotional-volitional sphere, communication skills , to form personality qualities.

Thus organized play activity has the potential not only for the development and correction of children with moderate mental retardation, but also for the formation of the personality of each child.

One of the means of moral education is adults’ own example, their attitude towards each other, towards family and friends. Mentally retarded children imitate adults well in their behavior, copying their facial expressions and gestures. In specific cases, children need to be shown examples of mutual assistance, friendship, and caring. An indicative and convincing form of moral education is also holding holidays, preparing for them, showing care and attention to loved ones. The child should also take part in these activities as much as possible.

As the child grows up, a large place in educational work should be occupied by the formation of social experience. Depending on the intellectual capabilities of the children, it will be different. First of all, it is necessary to teach children the rules of behavior in public places: in transport, in a store, on the street, etc. Children must know the rules of the street, the rules of travel on public transport, and comply with the relevant requirements, because the ability to independently use public transport is one of the prerequisites for more successful social adaptation in the future.

Children should be introduced to social institutions, primarily to various stores - food and department stores, and their departments. The purpose of these stores should be explained to them and taught them how to make purchases. Many children with intellectual disabilities are able to make purchases independently. First, the child makes purchases with an adult. You need to accustom him to this gradually, repeating the same actions many times. At first, the child can only give money to the seller and ask him to give him the purchase. Then he learns to shop on his own. It should be remembered that you need to start with one thing, the cost of which is understandable to the child. Gradually, the child learns to make purchases with an adult, with the help of an adult, and, finally, independently.

Experience shows that, as adults, some young people with moderate mental retardation use the money they earn to buy clothes, jewelry, records, etc. Those who are not trained in this are forced to resort to the help of comrades. Teaching children the value of money requires a lot of attention. This should be taught as early as possible. Teenagers should already know the denomination of banknotes. Children should be taught to know the cost of the most simple objects everyday life and basic necessities. They should know that money can be exchanged and that they should receive change when purchasing.

Adolescents with mild to moderate mental retardation should be taught to plan whenever possible. family budget, make purchases of various household items. We should not forget about the further development of self-service skills. Teenagers should be able not only to dress correctly, but also to dress beautifully. They need to be taught to use each type of clothing depending on the time of year and weather. Teenagers must carefully monitor their clothes, store them correctly, wash them, and iron them. They should be taught the ability to dress smartly and observe the simplest color combinations in clothing. Teenagers should keep their bodies clean and get their hair cut on time. A special place should be occupied by detailed conversations with teenage girls about personal hygiene, showing the appropriate procedures.

Thus, adults, having certain knowledge, can do a lot for a child and help him adapt in life.

Relationships with students should be built on the basis of mutual respect, acceptance of each other, complicity, empathy, cooperation, and co-creation. In the classroom, it is necessary to create a benevolent creative atmosphere, cultivating in children love for the Motherland, a kind and caring attitude towards the world around them, intelligence and decency in communication between people, constantly turning to the subjective experience of schoolchildren, i.e. to the experience of their own life activities, recognizing the originality and uniqueness of each student. The moral and psychological climate in the classroom is the basis of mutual understanding, so you need to strive to ensure that the design of your classrooms evokes positive emotions and a business-like attitude.
Therefore, the more efforts teachers put into raising and teaching a mentally retarded child, the more favorable his fate will be.

After all, at every lesson and at extracurricular events, conditions are consistently created so that each student feels like a cog in a single school mechanism, and subsequently, a citizen of a single Russian society. This approach allows us to maintain and develop motivation for educational activities.

Wishes:

1. Never feel sorry for your child because he is not like everyone else.

2. Give your child your love and attention.

3. Do not protect your child from responsibilities and problems. Solve all matters together with him.

4. Give your child independence in actions and decision-making.

5. Don’t be afraid to refuse your child anything if you think his demands are excessive.

6. Talk to your child more often. Remember that neither TV nor radio can replace you.

7. Do not limit your child’s communication with peers.

8. Remember that someday the child will grow up and will have to live independently. Prepare him for the future life, talk to the child about it.

Moscow State Regional University

Test

Discipline: "Children's Disability".

On the topic: “Personal development of a child with disabilities.”

Completed by: student, group 14

Yudina T.V.

Checked: ______________

Moscow-2011

1. Introduction
1.1. Personality development.
2. Development of the personality of a child with disabilities
health
2.1. Socialization of personality as the main condition for its development.
2.2. Periodization age development person.
2.3. Critical and sensitive periods in personality development.
3. Conclusion
3.1. Managing the personality development of a child with disabilities health opportunities.
4. References

Introduction

A significant proportion of children with developmental disabilities, despite the efforts made by society to educate and educate them, become adults and are unprepared for integration into socio-economic life. At the same time, research results and practice indicate that any person with a developmental defect can, under appropriate conditions, become a full-fledged person, develop spiritually, provide for himself financially and be useful to society.

Personality development

In educational practice, the concepts of “psyche” and “personality” are widely used. Representing an indissoluble unity, since a person’s personality presupposes a highly organized psyche, they have different contents. Psyche- this is a property of the brain, a subjective image of the objective world, on the basis and with the help of which orientation and behavior control is carried out. It is inherent in all living beings. But in the process of evolution, in humans, along with the direct reflection of external influences, indirect reflection arose with the help of concepts expressed in words, the ability to operate with these words developed, consciousness appeared as the leading level of regulation of behavior and activity and the basis for the formation of personality.

Personality, in contrast to the concept of “psyche,” is a social systemic quality of a person as a subject of human relations, acquired in ontogenesis. Personality, like the psyche, develops with varying degrees of intensity throughout life. Development is a general property inherent in nature and society as a whole and each individual individually. Development is understood as a change, which is characterized by a transition from one state to a qualitatively different, more perfect one. The process of personality development is inseparable from the development of the psyche, but it is not reduced only to the totality of developing cognitive, emotional and volitional components that characterize a person’s individuality. Personality development in its most general form is considered in psychology as the process of its entry into a new social environment and integration into it.

A person’s personality begins to form from the first months of life. In the first year of life, the child’s personality traits do not openly manifest themselves, but by the end of the third year they become noticeable. In some of his actions and actions, purposefulness appears, and the need arises to complete the work he has started. For example, during the game or when performing other actions, he can already make independent decisions and refuse offered help, which is expressed in the statement “I myself.”

By the time he starts school, the child is already a fully formed personality. He knows how to understand other people and fulfill their requests, knows the norms of behavior, he develops self-esteem and a level of aspirations, and characterological qualities become more pronounced.

During the school years, the process of personality development continues. Interests, abilities, needs, worldview, beliefs are formed, life goals are determined, will and character become stable. By the end of school, the student’s personality acquires a largely complete character.

The determining condition for the development of a person’s personality is his multifaceted activity and communication, and the child’s personality is formed in activities specific to him - play, communication, learning, work. At the same time, an activity performs a developmental function only if its motivational side is ensured, if the child develops sufficiently conscious, persistent and strong internal motivations. Due to the fact that the activity is multifaceted, there are many motives, different in content, arbitrariness and awareness, that encourage its implementation. A single interconnected system of motives for activity and their implementation constitute psychological basis personality development. Depending on the motive that guides the child, various personality traits are formed and developed. The system of stable structure of predominant motives characterizes focus of activity personality.

According to the views of L.S. Vygotsky, the process of child development is a process of interaction between real and ideal forms. A child does not immediately master the spiritual and material wealth of humanity. But without the process of mastering ideal forms, development is generally impossible.

The physical, mental and personal development of a child represents the complex dynamics of the formation of organic, mental and personal properties, which are an interconnected and interdependent process. Simultaneously with physical changes in the child’s body, a profound restructuring of the psyche occurs, caused not only by physiological factors, but largely by psychosocial ones.

The formation of personality in adolescence and adolescence is particularly influenced by situations associated with puberty and problems specific to each gender. Thus, a teenager’s self-image is formed depending on the degree of social reaction to changes in his physical appearance from others (approval, admiration, disgust, ridicule, contempt). Many crises during puberty in adolescence are associated with awkward or offensive attitudes towards the young man from adults, as well as peers. Teenagers feel more confident when they have a sense of personal identity. They want to have everything like others. It is believed that about half of girls and a third of boys are concerned about their body size, shape and weight as they grow up, fearing staying too small or becoming too big.

Violations in body proportions are no less alarming. Both boys and girls are concerned about, for example, whether their nose is short or long, their arms seem long, and much more. Knowing the characteristics of development helps to get rid of feelings of inferiority. Also typical for this age is a reluctance to admit such experiences for fear of being ridiculed by adults.

The mentioned features of psychosocial influence on children, and especially adolescents, during the period of age maturation have different influence on the formation of their personal qualities. In some cases, children successfully cope with the problems of the transition period, in others, difficulties arise due to various personal deviations of a moral, ethical, neurotic nature, etc.

A special role in the formation and development of personality is played by its own activity. Moreover, the more developed a personality is, the more active role it plays in correcting external and internal factors affecting it. As the famous Russian psychologist S.L. emphasized. Rubinstein, any effective educational work has as its internal condition the own moral work of the person being educated, and the success of the work on the formation of a person’s spiritual image depends on this internal work, on how much he is able to stimulate and direct it.

This activity finds its manifestation in self-education. Self-education represents higher form participation of the individual in his own development along with simpler forms of self-development and self-improvement. The sources of self-education are not only external, but also internal factors: the desire for some activity or following some ideal, etc. Methods of self-education can be moral requirements, the desire to win recognition in a group, the example of authoritative people, etc.

A very productive concept of personality development was proposed by B.C. Mukhina. She believes that a person, as a historical subject in ontogenetic development, socially inherits mental properties and abilities, actively “appropriates” the spiritual culture created by humanity, as a result of which he becomes a person. The main thing in this process is the formation of self-awareness, therefore, at all stages of an individual’s development, phenomena that determine the construction of his structure must always be involved.

According to her views, a person’s self-awareness develops as follows: 1 - proper name plus personal pronoun (which is backed by identification with the body, with the physical appearance and the individual spiritual essence of a person); 2 - claim to recognition; 3 - gender identification; 4 - psychological time of the individual: self-existence in the past, present, future; 5 - social space: duty and rights.

The structure of a person’s self-awareness is universal (although among representatives of different nations, at each historical stage it has its own specific content and its own ways of transmitting it to a new generation) and is formed as follows.

- Proper name in progress individual development becomes the first crystal of personality, around which the person’s own self-conscious essence is later formed.

- Claim for recognition. Begins at an early age and gradually acquires a personal meaning for a person,

which promotes self-development, assertion of individuality, and diverse achievements.

- Gender identification. Each culture has its own specific orientations toward nurturing a child’s self-awareness as a man or a woman. A child begins to learn his gender identity from his family. Stereotypes of female and male behavior enter self-awareness through the experience of communication and identification with representatives of the same sex.

- Psychological time of personality- the ability to relate oneself in the present with oneself in the past and future - the most important positive formation of a developing personality, ensuring its full existence. A highly developed personality includes both the historical past of his people and the future of his fatherland in his personal past, present and future. A person, as it were, absorbs this into himself in addition to his individual destiny and individual life. a child with limited opportunities health in the organization of social rehabilitation Thesis >> Sociology

Restructuring of the psyche and development specified properties personalities child With limited opportunities health with the help of organizational, ... Large role in the formation personalities child With limited opportunities health, capable of successfully integrating into...

Organization of social work with children with limited opportunities health

Thesis >> Sociology

Rehabilitation child With limited opportunities health, but also its social integration. At the same time, social protection of children with limited opportunities... aspects to problem analysis development child-disabled as personalities

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Social adaptation of children with disabilities is one of the most pressing problems of modern Russian special (correctional) schools.

In the main directions of state social policy to improve the situation of children in the Russian Federation, the main goal is to ensure the socialization of children and successful integration into society.

The problem of adaptation of children with disabilities is one of the most pressing today.

It is necessary to adapt such children to life in society so that, as adults, they can serve themselves independently, perform labor operations, and comply with generally accepted rules and norms of behavior.

In children with intellectual disabilities, the process of personality formation is complicated, first of all, by the fact that they do not know how to generalize and use the experience accumulated by society. L. S. Vygotsky called this phenomenon “social dislocation,” meaning that it is difficult for such children to assimilate existing social and cultural experience. L. S. Vygotsky saw the main task for solving this problem as “sorting” the child into the environment, helping him to become involved in the life of society, to know his place in it.

Another problem is no less important - the process of forming a set of principles, views, beliefs that determine the direction of personal development and its attitude to reality. It should be remembered that it is difficult for children with disabilities to master the experience of existing in the world around them in its entirety, the diversity of all connections in the natural world and human society. Every effort must be made to help children with this diagnosis adapt to life. L. S. Vygotsky recommended looking for “workaround” ways to solve this issue.

In a correctional school, it is impossible to demand adequate “self-development” from a child with intellectual disability, and they need “special” conditions for learning and education.

The new qualitative level that special schools are currently reaching has determined the need to develop new and generalize existing theoretical principles of oligophrenopedagogy as a science about the upbringing and training of mentally retarded children.

In Russian psychology (L. Vygotsky, A. Leontiev), the personality acts simultaneously as an active subject and as a “product” of activity and interpersonal relationships that are internalized in the process social development individual.

Personality is a systemic quality of an individual. In other words, all kinds of personality qualities that arose directly or indirectly, due to the fact that a person lives in human society, belong to the personality.

Personality is characterized (A. Leontyev)

Activity;

Direction - a stable dominant system of motives (interests, ideals, tastes, etc.) in which human needs manifest themselves;

Values, attitudes, beliefs, worldview;

Self-awareness (this is the Self-concept) is a system of self-representation.

Let us consider the above mentioned forms of personality orientation. They manifest relationships, moral qualities of the individual, and various needs. This substructure is formed through education. Personality develops in the process of activity and communication with other people. The driving forces and direction of development are determined by the joint activities of the child and the adult. A new personal formation is formed only under the influence of various and numerous forms of human activity.

The condition for a child’s normal growth into civilization is the unity of two development plans - natural (biological) and social (cultural). Thus, delays or deviations in the formation of a personal level of development may be due to

as disorders of the psychophysical organization child's body, so

deviations, in Vygotsky’s words, in the actual cultural development child. The main negative consequence of a pathological level of personal development is the presence of pronounced difficulties in socio-psychological adaptation.

The development of the personality of a mentally retarded child occurs according to the same laws as the development of normally developing children. At the same time, due to intellectual inferiority, it occurs in unique conditions.

All aspects of the personal sphere in children with intellectual disabilities are formed slowly and with large deviations. Children are characterized by a pronounced lag in the development of emotions, instability of feelings, a limited range of experiences, and extreme manifestations of fun, joy, and grief. The manifestation of emotions does not depend on the child’s belonging to a certain group. clinical form.

The motivators of a child’s behavior and one of the significant criteria for a person’s social activity are his interests.

Motivational-need the sphere of schoolchildren with intellectual disabilities is unstable. Their interests are closely related to the fun of the activity they perform. Low intensity, shallow, situational, unstable. Many researchers note that a characteristic feature of a child with intellectual disability is his lack of interest in learning.

It is especially worth dwelling on the “features of activity”. With all the variety of activities, structural units can be distinguished in each of them:

Motives- everything that motivates a person to actions and various types of activities; goals, predicted results towards which the activity is aimed, means that include both external material actions and internal ones, carried out in terms of the image with the help of various mental processes, and which are an indicator of the level of development of the latter. General mental underdevelopment with intellectual disability determines the qualitative originality of goals, motives and means of activity.

In the complex structure of a child’s developing personality, the motivational-need sphere occupies a significant place. The concept of motives usually means everything that motivates a person to actions and various types of activities. Schoolchildren, especially younger ones, cannot always subordinate their actions to the goal set for them. There are violations of the purposefulness of activity, manifested in incorrect orientation in the task. When performing a task, children are usually guided by close motives aimed at carrying out individual operations and actions, rather than the task as a whole, which does not contribute to achieving distant goals. Children with intellectual disabilities, especially students in the lower grades, are characterized by immaturity of the motivational-need sphere, weak expression and short-term motivation for activity, and insufficient social needs. This is revealed, in particular, in the extreme laconicism of children’s stories on the proposed topic, on which they have the necessary information. The task set by the teacher evokes in schoolchildren a certain motive for activity, which encourages them to speak out. But this motive is unstable, it is quickly exhausted, which leads to the cessation of storytelling. The activities of younger schoolchildren largely depend on the situation around them. Children are often impulsive and poorly regulate their behavior. The success of training and education is largely ensured by the creation of sustainable motivation that is adequate to the goal.

Among high school students, the motives for activity, especially those with a practical basis, are characterized by significant stability. Awareness of the social significance of the work performed is an extremely important motive that encourages schoolchildren with intellectual disabilities to be active.

The formation of the personality of a child with intellectual disability is directly related to the formation of his correct awareness of his social status, self-esteem and level of aspirations. The most important role is played by the child’s relationships with others, his own activities, as well as biological features.

Features of the formation of interpersonal relationships in children with intellectual disabilities .

Interpersonal relationships mean : subjectively experienced relationships between people, manifested in the nature and methods of mutual influences exerted by people on each other in the process of joint activity and communication.

Human personality is a product of socio-historical development. It is formed in the process of diverse interactions with the environment. Due to intellectual disability, the personality of a child with intellectual disability undergoes its formation in unique conditions, which is revealed in various aspects.

Children with intellectual disabilities, due to their inherent underdevelopment of thinking and weakness in mastering general concepts and patterns, begin to understand issues relatively late social order, in terms of morality and ethics. Their ideas about what is good and what is bad are rather superficial. They learn the rules of our morality from teachers, from parents, from books, but they cannot always act in accordance with these norms or use them in their usual way. specific situation, based on reasoning. Therefore, it happens that children with intellectual disabilities, due to lack of understanding or instability of moral concepts due to suggestibility, succumb to bad influences and commit wrong actions.

The general emotional impoverishment of the majority of children with intellectual disabilities determines a significant decrease in the emotional response to adult communication. Children with intellectual disabilities without special training do not develop speech activity, do not develop verbal types of communication with others, and do not develop objective activity. Having a sufficiently large vocabulary for constructing statements in order to establish communication with others, children with underdeveloped intelligence are actually deprived of the possibility of verbal communication, because the acquired speech means are not designed to satisfy the need for communication. This creates additional difficulties for establishing interpersonal relationships. Children of primary school age with intellectual disabilities are characterized by inadequate self-esteem. They do not have the correct concepts of their capabilities, they are not able to critically evaluate their actions and actions. These children either overestimate their abilities, their moral qualities, or, conversely, underestimate them. Extremely important for a child at this age is the adult’s assessment of his actions, actions, and personality traits. If an adult’s assessment of a child’s abilities and his actions is most often positive without sufficient grounds, then he develops an inflated self-esteem. In the case when the child’s actions are assessed mainly negatively, causing irritation and dissatisfaction among others, a student with intellectual disability develops an unduly low self-esteem. Younger students with intellectual disabilities, due to the fact that they do not correctly assess their capabilities, are characterized by a high level of aspirations. This is especially clearly revealed in relation to schoolchildren’s plans regarding their upcoming work activity, choice of profession (“I will be a pilot, an astronaut, a teacher,” etc.). With age, the self-esteem of schoolchildren with intellectual disabilities becomes more adequate; the emergence of such personal qualities as the ability to evaluate oneself and the results of one’s activities is noted. Schoolchildren with intellectual disabilities and poor academic performance very often overestimate their capabilities, showing inflated self-esteem and an inadequate level of aspirations in the sphere of interpersonal relationships.

High school students have a higher level of self-awareness. Adolescents with intellectual disabilities adequately assess their success in educational activities. As they grow older and expand their social experience, many high school students with intellectual disabilities become more aware of their own defect.

Volitional processes are significantly affected in schoolchildren with intellectual disabilities. Disadvantages in the development of will are largely associated with rigidity and inertia of attitude, which undoubtedly complicates the implementation of activities that require switching attention. Many elementary school students are extremely lack of initiative and cannot independently manage their activities or subordinate them to a specific goal; they cannot always concentrate their efforts on overcoming even minor obstacles that arise in the course of any activity (educational, work, play). They are characterized by immediate, impulsive reactions to external impressions, rash actions and actions, and the inability to resist the will of another person. By the senior years of education, noticeable shifts occur in the development of volitional processes in children with intellectual disabilities. They show significant changes in the development of intentional (voluntary) mental processes: the volume of attention, its stability, and distribution increase; memory capacity, productivity of mnemonic activity, etc. increases.

The development of volitional activity contributes to the mental and speech development of students with intellectual disabilities. And at the same time, the development of cognitive activity stimulates the development of will. One of the essential conditions for the development of volitional qualities in schoolchildren with intellectual disabilities is conscious, purposeful, consistent play, work, and educational activities, which should be carried out under the guidance of adults.

So, Let us highlight the age-related patterns of development of interpersonal relationships in childhood.

At primary school age it is: gradual change of functional-role relationships to emotional-evaluative ones. This is the implementation of correction of a peer’s behavior in accordance with accepted norms of joint activities. The formation of mutual assessments is influenced by educational activities and teacher evaluation; the dominant basis for evaluating each other is the role, rather than the personal characteristics of the peer.

For children of senior school age it is typical a gradual change from emotional-evaluative relationships to personal-semantic ones. The motive of one child acquires a personal meaning for other peers; the formation of mutual assessments is determined by personal and moral characteristics; The moral and volitional qualities of a partner become the most important basis for preferences in establishing interpersonal relationships. Norms, forms and stereotypes for regulating interpersonal relationships do not depend on adults; relationships with peers become more selective and stable; The level of development of interpersonal relationships determines the specifics of the individualization processes.

Features of mental development and activity , characteristic of children of high school age with intellectual disability, age-related manifestations associated with cerebral-endocrine restructuring of the child’s body, especially during adolescence, significantly complicate the students’ assimilation of moral concepts, development and establishment of morally acceptable relationships. In unfavorable living conditions, students with intellectual disabilities experience behavioral difficulties that have different character. Misunderstanding of norms of behavior, inadequate correlation of these norms with certain life situations may lead to behavioral difficulties and disturbances legal norms schoolchildren with intellectual disabilities. This is especially clearly manifested in psychopathized adolescents, who are characterized by such personal qualities as naivety, unformed motives for behavior, and a discrepancy between the nature of actions and the reason for them. The period of age-related crises also contributes to the strengthening of negative influences of a social nature with the subsequent emergence of at schoolchildren behavioral deviations of a neurotic or psychopathic type, which in an unfavorable environment can lead to deviations in behavior of an antisocial nature (alcoholism, theft, etc. Mental decompensation in adolescents with intellectual disabilities with subsequent behavioral disorders of a neurotic type manifests itself in a painful experience of a sense of self intellectual inferiority. There is a lack of confidence in their abilities, an exaggerated feeling of their failures. During oral answers, tests, a state of fear arises, the main driving motive of the behavior of these adolescents is pleasure. They refuse tasks that require even minor efforts; , disinhibited, distracted; in any type of activity they are impulsive, impatient and fed up. Due to increased suggestibility, they often become involved in conflicts and become an instrument for committing offenses or crimes; despite their cowardice, they easily follow the lead of more active disruptors. Immature forms of self-affirmation manifest themselves in such adolescents in boasting and primitive inventions. The predominance of affective excitability and motor disinhibition manifests itself in most children in extreme irritability and a tendency to aggressive discharges. For a minor reason, for example, they can throw a book or notebook at a teacher or friend, tear up a textbook, start a fight, or swear obscenely. It is characteristic that affective reaction of these children is far from adequate to the reason that caused it. Intellectual deficiency is often contrasted by the peculiar maturity of interests, their one-sided everyday orientation, dreams of marriage, family, and good work. Often affective excitability is provoked by heightened pride, intolerance to criticism, protest, and negativism towards the authority of adults.

The problem of forming the personality of a child with intellectual disability is one of the least developed. Getting to know the psychology of a child with intellectual disability makes it possible to see the path, following which, the teacher will be able to have a direct and indirect impact on the emotional sphere with the aim of its development and correction of existing deficiencies.

The formation of the personality of a mentally retarded child is directly related to the formation of his correct awareness of his social status, self-esteem and level of aspirations. The most important role is played by the child’s relationships with others, his own activities, as well as biological characteristics.

Thus, skills, abilities, abilities, character traits, etc. are not inherited, but are added up and formed in ontogenesis. A. N. Leontiev, P. Ya Galperin, N. F. Talyzina consider this process of formation of the psyche in ontogenesis as a special “social inheritance” (cited by Rubinshtein S. Ya., 1999).

Knowledge of the laws of the genesis of the normal psyche makes it possible to better understand the uniqueness of the mental development of a mentally retarded child, the impact that damage or underdevelopment of the brain has on the course of mental development.

Among the main principles is the dependence of the development of a child’s psyche on his education and upbringing by adults. It is adults, using the expression of L.I. Bozhovich (1979), who “introduce the child into the world of surrounding reality,” and this, of course, applies to both healthy and sick children with a defective nervous system.

So whatever the reason intellectual disability of a child, no matter how severe the disease of his nervous system is (even if the disease progresses), development occurs along with decay. It is also necessary to take into account that with different lesions of the nervous system, development occurs differently.

Personality development of children with disabilities mental development, nurturing positive character traits in them is one of the leading directions in working with children with disabilities. The solution to this problem ensures that students are prepared for successful social adaptation in modern society.

Literature:

1. General psychology: Textbook. A manual for pedagogical students. institutions. /V.V Bogoslovsky, A.A.Stepanov, A.D. Vinogradova et al. – M.: Education, 1981 – 383 p.

2. Vlasova T.A., Pevzner M.S. About children with developmental disabilities. -M., 1993.

3. Zykov S.A. The problem of teaching intellectually deficient children. -M., 1991 – pp. 12-13.

4.V.G. Petrova, I.V. Belyakova Psychology of mentally retarded schoolchildren. - M.: Academy, 2002.

Socialization of the individual as the main condition for its development Socialization is a process and a result
assimilation and active reproduction
an individual of social experience,
carried out in communication and
activities.

Social situation of development - knowledge of the world
human relationships and their
imitation. For the first time a child goes out
the limits of your family world and
establishes relationships with the adult world
people and also trying these relationships
play in the game.

Main neoplasms of a preschooler

To neoplasms of preschool age
D.B. Elkonin attributed the following:
1. The emergence of the first schematic
outline of a whole child's worldview
2. The emergence of primary ethical
authorities

3. The emergence of subordination of motives
4. Behavior becomes arbitrary.
5. The emergence of personal consciousness.
6. The emergence of an internal position
schoolboy.

The role of communication with peers in the mental development of preschool children

The first and most important feature of communication
preschoolers consists of a large
diversity of communicative
actions and their extremely wide
range.
The second difference between peer communication and
communication with adults is its
extremely bright emotional
saturation.

Third specific feature
children's contacts is
their non-standard and
lack of regulation.
Another distinctive feature
peer communication - predominance
proactive actions over reactive ones.

Development of self-awareness,
self-esteem, self-image in
preschool age

Self-awareness is consciousness by the subject
oneself as opposed to another - others
subjects and the world in general.
The preschooler's ideas about the content of
includes a reflection of their own:
- properties;
- qualities;
- opportunities.

A preschooler develops the most
complex component of self-awareness -
self-esteem.
At the age of 3-7 years, communication with peers
begins to play an increasingly significant role
in the process of self-awareness of a preschooler.

With age, self-esteem becomes increasingly
more correct, more fully reflective
baby's capabilities.
There are 3 positions attitude
children to others and to themselves:
- egoistic position;
- competitive position;
- humane position.

Gradually, preschoolers increase
ability to motivate self-esteem,
and its content also changes
motivations.
Awareness of your skills and qualities, presentation
yourself in time, discovering your own
experiences - all this constitutes the initial form
the child's awareness of himself, the emergence
“personal consciousness” (D.B. Elkonin).

Features of the development of self-awareness in preschool age:

- there is a critical attitude towards the assessment of an adult and
peer;
- peer assessment helps the child evaluate himself
myself;
- the preschooler is aware of his physical capabilities,
skills, moral qualities, experiences and some
mental processes;
- by the end of preschool age the correct
differentiated self-esteem, self-criticism;
- the ability to motivate self-esteem develops;
- awareness of oneself in time, personal consciousness appears.

Moral development
in preschool age

In preschool age, the most
favorable conditions for moral
children's development.
The leading activity is
role-playing game where the child
models ways of behavior, actions,
adult relationships.

Moral development of a preschooler
includes three interrelated areas.
In the sphere of moral knowledge, judgments,
representations.
What is characteristic of all moral norms is that
they reinforce a social way of behavior,
which preschoolers express as follows
way:
- “You can’t deceive adults”;
- “Little ones should not be offended.”

An important role in the formation of moral
judgments and evaluations play in children
fiction.
In preschool age, moral
a preschooler's ideas influence his
everyday life

Features of the moral development of children in preschool age:

- children develop their first moral
judgments and assessments; original
understanding
public
sense
moral norm;
- the effectiveness of moral principles increases
representations;
- conscious morality arises, then
There is
behavior
child
starts
be mediated by a moral norm.

References:

1. Smirnova E.O. Child psychology [Text]: textbook for universities/E.O.
Smirnova.- Moscow: KnoRus, 2013
2. Special psychology: textbook. aid for students higher ped. textbook
establishments / [V.I. Lubovsky, T.V. Rozanova, L.I. Solntseva and others] ; under
ed. V. I. Lubovsky. – 3rd ed., - M.: Publishing Center
"Academy", 2006. – 464 p.
3. Uruntaeva G. A. Child psychology [Text]: textbook for universities / G. A.
Uruntaeva.- Moscow: Academy, 2013.
4. Fundamentals of special psychology: textbook. aid for students avg. ped.
textbook establishments / [L. V. Kuznetsova, L. I. Peresleni, L. I. Solntseva and
etc.]; edited by L. V. Kuznetsova. – 4th ed., erased. – M.: Publishing House
Center "Academy", 2007. – 480 p.

UDC 364(075.8) BBK 65.272я73

Preface........................................................ ................................6

Chapter 1. Subject, tasks and methods of studying the personality of a child with disabilities.................... 11

Subject and objectives of the course................................................................... ... 11

Main factors and conditions of a child’s mental and personal development.............................................................. 15

Secondary mental disorders as a result of exposure to social factors.20

Mental health of children and adolescents.................................... 27

Methodological aspects of studying a child’s personality..................................................32

Organizational approaches to studying the personality of a child with disabilities........ 36

Chapter 2. Social rehabilitation of children with disabilities as an activity....................45

The concept of “social rehabilitation activity” .... 45 Basic principles, goals and objectives of social rehabilitation of children with disabilities ....................... ............................................... 55

Main directions of social rehabilitation activities.................................... 59

Means, methods and forms of achieving the goals and objectives of social rehabilitation of children with disabilities.................................65

Correction of mental and personal development of children with disabilities.................................. 74

Chapter 3. Personality. Personality in normal and pathological conditions....................86

Definition of the concept of “personality”................................................86

Structural and systematic approaches to personality research.........................91

The concept of “norm” in personality development............................................97

Causes of violations in the personal development of a child.................................................... 101

Disorders of personal development in children and adolescents without mental pathology.................................... 105

Disorders of personal development in children and adolescents with mental pathology113

Chapter 4. Social environment and personality...................................... 123

The concept of “social environment” .................................................... 123

Attitude towards children with disabilities in society....... 128

Adaptation of children and adolescents in the social environment........ 131

Education of children with disabilities.................................... 137

Problems of integration of children with disabilities into the environment healthy children.......... 146

Chapter 5. Personal activity of a child with disabilities

health opportunities............................................. 155

Activity is the basis for a person’s assimilation of socio-historical experience... 155

Motives. Motivation of behavior and activity......................... 162

Human activity and behavior. Psychological aspects of preparing children with developmental disabilities for work.................................................... ............................... 166

Chapter 6. Personal development of a child with disabilities............................................. 177

Personal development................................................................ ...... 177

Socialization of the individual as the main condition for its development.........,................................. 183

Periodization of human age development................... 190

Critical and sensitive periods in personality development.................................. 198

Managing the personality development of a child with disabilities.................................. 205

Chapter 7. A child with disabilities in the system of interpersonal relationships.......................... 216

The concept of "group" V psychology. Classification of groups........................................ 216

Small group. The origins of group relations and some features of their formation in children with disabilities....... 220

Small group development concepts.................................... 225

Team. Psychological characteristics team........................................ 233

Interpersonal relationships in children's and adolescent groups.................................... 237

Children's group as a subject of the formation of a child's personality.................................. 245

Chapter 8. Children with disabilities in the system family relations ................................... 256

The family is the primary unit of society.................................... 256

Problems of organizing the life activities and raising a child with disabilities in the family.................................................... 265

Socio-psychological rehabilitation of parents as a decisive condition for their preparation for raising a child with disabilities...... 274

Social psychological characteristics raising children with disabilities in the family.................................................... ........................... 280

Chapter 9. Communication as an essential component of social rehabilitation of children with disabilities ..................................... ................................... 289

Communication - specific form interactions between people...................... 289

Development of speech as a means of communication in children. Disorders in speech development, their causes and consequences.................................................. .................... 295

Communication of a child with disabilities with adults and peers.................................. 305

Difficulties of a child with disabilities in communication.................................................... .......... 311

Chapter 10. Specialist in social rehabilitation of children with disabilities as a professional ..................................... ............... 322

Personality of a specialist in social rehabilitation of children with disabilities.................................. 322

Professional competence of a specialist in social rehabilitation of children with disabilities.................................................. ...... 329

Moral and ethical aspects in the work of a specialist in social rehabilitation of children with disabilities.................................................. .......... 337

Glossary of terms................................................... .................... 348

Preface

A significant proportion of children with developmental disabilities, despite the efforts made by society to educate and educate them, become adults and are unprepared for integration into socio-economic life. At the same time, research results and practice indicate that any person with a developmental defect can, under appropriate conditions, become a full-fledged person, develop spiritually, provide for himself financially and be useful to society.

In recent years, the desire to change the current situation with the education and upbringing of children with disabilities for the better has become more noticeable in our country. Relevant legislative acts have been adopted at the state level. A system of a new type of specialized institutions is emerging - rehabilitation centers, which make it possible to comprehensively solve many problems. The training of specialists designed to provide social rehabilitation of children with disabilities has begun.

However, the problem of training, education and rehabilitation of disabled children remains complex. This is reflected in the theoretical limitations of approaches to the development of special education that occurred in the past for ideological reasons. For this reason, progressive scientific views on the personality of a child with developmental disabilities, developed in the 20-30s and successfully used in foreign practice, have been forgotten. Ignoring the experience of social rehabilitation of such children in other countries, especially capitalist ones, did not help. The search for and justification of new forms in the rehabilitation of disabled children has been hindered by a one-sided focus on their education, mainly in specialized institutions. As a result, we have to admit that today in Russia the theory of teaching children

with developmental disabilities is significantly behind practice.

In order to overcome negative trends in preparing this category of children for integration into society, it is necessary to develop new theoretical approaches to their training, education and organization of all life activities, resulting from a deep analysis of modern problems special education both in our country and abroad. Moreover, this task must be solved taking into account the entire complex of medical, pedagogical, economic, social, socio-psychological and other problems relating to the social protection of disabled children, their education, upbringing, rehabilitation and adaptation to the social environment, as well as changing socio-economic living conditions of society.

An important place in the complex of the named components of preparing disabled children for integration into the social environment is occupied by the issues of their social rehabilitation.

Social rehabilitation activities - comparatively new area professional activity, which emerged as one of the areas in the system of comprehensive rehabilitation of children with developmental disabilities. Its main task is to ensure the preparation of such children for full life in society.

A child with disabilities needs a special approach. In order to effectively manage the formation of his personality, deep knowledge of psychological patterns is required, "explaining the specifics of a child’s development at all age stages. These patterns are studied by psychology. Consequently, psychology in relation to the social rehabilitation of children with disabilities acts as a discipline that forms its scientific basis. Without taking into account the patterns of mental and personal development of the child, social rehabilitation activities will represent only a set of rules and techniques, devoid of specific content.

Course “Social rehabilitation of children with disabilities. Psychological Fundamentals" arose at the intersection of related sciences: general psychology, social psychology, developmental and educational psychology, special psychology and correctional pedagogy. It has its own subject, object and research methods, allowing

receive objective scientific information about a child included in the social rehabilitation process.

The theoretical basis of the course is the provisions of general psychological theory, developed by such scientists as: L.S. Vygotsky, A.R. Luria, S.L. Rubinstein, A.N. Leontyev, M.Ya. Basov, P.Ya. Galperin, A.V. Zaporozhets, D.B. Elkonin, as well as the works of L.I. Bozovic, B.C. Mukhina and others who studied the child’s personality and its formation in childhood. All problems included in this course are considered from the standpoint of the unity of activity and personal approaches formed in Russian psychology.

Activity approach in social rehabilitation involves the development and correction of a child with disabilities only in the process of activity through special training, during which the child masters psychological means that allow him to control and manage his internal and external activities. According to S.L. Rubinstein, activity is determined by the object itself, but not directly, but through “internal” laws, that is external influence gives one or another mental effect only by being refracted through a person’s mental state, through his existing system of thoughts and feelings. The personality with its complex multi-level structure acts as a system of internal conditions.

Personal approach orients a social rehabilitation specialist to work with a specific child with his problems and characteristics caused by limited life opportunities, to develop him as an individual resistant to social adversity. Thanks to this approach, the child gradually becomes the master of his own “I”, a subject of activity and communication, and gets the opportunity to direct his efforts to self-development and self-realization. To achieve the goal of social rehabilitation, it is necessary to form the child’s personality as a subject of activity and communication.

These approaches, considered in unity, determine the role of a social rehabilitation specialist in the general system of child upbringing. Its task is to, using various approaches, ensure, in the process of various types of activities and communication, the creation of internal and external conditions for the advancement of a child with disabilities in personal development.

Taking into account the specifics of the course, in the preparation of this textbook, works devoted to the problems of anomalies of mental and personality development were widely used: L.S. Vygotsky, B.V. Zeigarnik, B.S. Bratus, V.V. Lebedinsky, M.A. Vlasova, M.V. Pevzner, G.E. Sukhareva, A.E. Personally and many others who affirm an individual humanistic approach to teaching children with disabilities.

The works of A.V. are of great importance for understanding the problems of personality development and social rehabilitation of children and adolescents with physical and* mental disabilities in the context of the functioning of children's groups. Petrovsky, K.K. Platonova, L.I. Umansky, A.S. Chernysheva, Ya.L. Kolominsky, A.L. Zhuravleva and others.

In modern literature there is no established term for designating children with developmental defects. In some cases the term “children with special problems” is used, in others - “children with developmental disabilities”, and in others - “abnormal children”. This textbook uses the term “children with disabilities” as a basis, although other synonymous terms are also widely used. This concept, in comparison with others, in our opinion, is the most capacious. The word “health” included in it determines the specifics of the child’s internal and external activity in specific social conditions. In children who have certain developmental disorders, depending on their state of health, these types of activities are limited, and the child begins to experience difficulties in performing certain vital functions.

One of the features of the textbook is that when considering issues related to the problem of social rehabilitation, the emphasis is not on the characteristics of defects (blindness, deafness, mental retardation, etc.) and their impact on the psyche, but on the patterns of development of the child’s personality, regardless on the specifics of the defect. This approach is due, firstly, to the fact that each type of developmental anomaly of a child with a specific defect is considered quite deeply in the specialized literature, and secondly, to the fact that the development of both normal and abnormal children, according to the research of many modern scientists, is subject to general laws of the formation of the human psyche and personality in ontogenesis.

At the end of each chapter of the textbook there is a list of questions for self-control, a list of references, as well as sample topics for reports and messages. At the end of the manual there is a dictionary of psychological and special terms found both in the manual itself and in the recommended literature.

SUBJECT, TASKS AND METHODS

STUDYING A CHILD'S PERSONALITY

WITH LIMITED CAPABILITIES

HEALTH

Subject and objectives of the course

Currently, 4.5 percent of children living in Russia are classified as persons with disabilities and need special (corrective) education that meets their special educational needs. These include: children with hearing impairments (deaf, hard of hearing, late deaf); with visual impairments (blind, visually impaired); with severe speech impairments (speech pathologists); with violation intellectual development(mentally retarded, children with mental retardation); with complex mental development disorders (deaf-blind, blind, mentally retarded children, etc.); with dysfunction of the musculoskeletal system; children with psychopathic forms of behavior, etc.

In addition, there is a large layer of children who attend mass comprehensive schools and preschool institutions, but under the influence of unfavorable social conditions and, above all, interpersonal relationships, they experience psychological discomfort, which as the child grows up intensifies and turns into a traumatic factor. Such children need special help for normal adaptation among their peers. This category includes, first of all, pedagogically neglected children. In each school there are at least 10-15 percent of them. Their mental retardation is caused not by pathology, but by a lack of attention on the part of adults at the stages of preschool childhood and primary school age. These children, along with children who have mental development delays due to pathogenic influences at various periods of life, while studying in a comprehensive school, are included in the number of students with behavioral problems and underachieving students.

Children with developmental problems also include those who have impaired functions in the cognitive sphere (attention, memory); children with inhibited, slow reactions; children with certain physical defects that do not cause permanent impairment mental functions.

According to the International Nomenclature of Disabilities, Disabilities and Disabilities (INN), “a disability is defined as any limitation or inability to perform an activity in a manner or within a range considered normal for a person of a given age.” Disability limitations vary in the degree of their manifestation, which is determined using the so-called “severity scale” developed by the INN (in the form of a quantitative indicator).

The majority of children with persistent functional impairments are disabled children. Disability, in accordance with accepted classification, is interpreted as social insufficiency resulting from a health disorder, accompanied by a persistent disorder of body functions and leading to limitation of life activity and the need for social protection.

Based on the adopted legislation, in month period After the child is recognized as disabled by the specialists of the institution who conducted the medical and social examination, an individual program for his comprehensive rehabilitation is developed. This program is a list of activities aimed at restoring the abilities of a disabled child for everyday, age-related and educational activities in accordance with the structure of his needs, range of interests, level of aspirations, etc. It outlines the scope, timing of their implementation, and performers. When drawing up the program, the predicted level of somatic condition, psychophysiological endurance, social status of the child and the real capabilities of the family in which he is located are also taken into account.

An individual rehabilitation program for a disabled child is implemented in the form of a sequential chain of rehabilitation cycles, each of which includes a comprehensive stage medical and social examination and the stage of one’s own rehabilitation, i.e. a set of measures to maintain medical, psychological, pedagogical and social rehabilitation, determined by age and personal

characteristics of the child and the current level of severity of limitations in his life. The named program is considered completed if complete social adaptation of the subject is achieved - a former disabled child, having become an adult, created his own family and integrated into society, or specialists of the state medical and social examination service have established that all the child’s existing rehabilitation potential has been completely exhausted.

Comprehensive rehabilitation of a disabled child is thus understood as “a process and system of medical, psychological, pedagogical and socio-economic measures aimed at eliminating or possibly more fully compensating for life limitations caused by health problems with persistent impairment of body functions.” Her target defined as “restoration of the social status of a disabled person, his achievement of material independence and his social adaptation.”

The problems of rehabilitation of disabled children are solved mainly in the system of special educational institutions or rehabilitation institutions intended for medical and social rehabilitation, where the organization of the educational process and the rehabilitation process are determined by the characteristics of their abnormal development. The main types of rehabilitation institutions include: rehabilitation-expert, rehabilitation-educational, rehabilitation-industrial, rehabilitation-medical and rehabilitation-social institutions.

The rehabilitation process in rehabilitation institutions is carried out in accordance with rehabilitation programs developed on the basis of state rehabilitation standards.

The country's current system of special education for children with mental and physical developmental disabilities has a positive experience in creating favorable conditions to correct the defect. At the same time, as an analysis of its activities shows, against the background of these achievements, the child’s general educational preparation and the ability to work with him as a developing personality suffers significantly. Without receiving a quality education and without developing the personal characteristics necessary for independent life in the modern world, a person with persistent functional impairments is initially not competitive in the labor market.

The experience gained in recent years in working with children with developmental disabilities indicates that there is a more effective way to compensate for the defect. This opportunity arises when the emphasis in working with a child is not on the defect as such, but on the identification and development of his personal qualities and abilities, and “compensation for the defect” in such a situation becomes, as it were, a by-product.

One of the areas of such work is social rehabilitation, which is becoming increasingly important in modern society. Its main task is to restore the child’s social status and include him in the system public relations in the course of specially organized training, education and the creation of appropriate conditions for this.

Social rehabilitation is unthinkable without understanding the psychological characteristics of a child’s personality development. In the process of interaction with a child with developmental disabilities, many problems arise related to the influence of a huge number of external and internal factors on the developing personality. To effectively manage this process, you need to know their specifics, positive and negative sides, anticipate the results of the impact and make timely adjustments.

This course is an industry discipline, the acquisition of which requires knowledge of general, developmental, pedagogical, social and special psychology. The main objective of the course is to identify and study ways for a child with disabilities to effectively enter the world around him, taking into account the patterns of development of his personality in the conditions of training, education and specially organized social and rehabilitation influences and relationships.

The problems of understanding the essence of personality, the patterns of its formation in ontogenesis, the peculiarities of a child with disabilities’ assimilation of social experience and its inclusion in the system of interpersonal relationships, the psychological characteristics of small groups and their influence on the development of the child’s personality, etc., discussed in the textbook, can become an important step in solving specific social and rehabilitation problems.

Knowledge of the laws of child mental development and the ability to use them in practice are necessary in order to

Based on them, competently implement the main goals and objectives of the social rehabilitation process:

Purposefully raise a disabled child as a full-fledged person, a citizen with rights and responsibilities;

To develop in the child a system of needs and special qualities necessary for entering the complex world of social and socio-economic relations;

Based on the age-related psychological characteristics of the child, which reveal the structure of the child’s holistic personality in its formation and development, treat him as a subject of self-knowledge and self-improvement;

Develop methods and technologies for the social rehabilitation process aimed at developing a personality resistant to traumatic situations;

To improve the system of complex influences on the child, which, complementing each other, can have the maximum impact on his development as an individual.

So, the subject of study of this course is the socio-psychological aspects and patterns of personality development of a child with disabilities included in the system of social rehabilitation influences, as well as various types of activities, communication and relationships with adults and peers, contributing to his formation as a subject of activity and communication and interpersonal relationships in society.

In addition to general theoretical issues, the manual covers solutions to specific applied problems and provides recommendations for creating the most optimal conditions for the development and personality formation of a child with disabilities.

Main factors and conditions of a child’s mental and personal development

The problem of development is the central problem of modern psychology. Scientists have always wondered how a helpless baby turns into a conscious person in a relatively short period of time, what lies at the basis of this process.

For a long time this problem was considered in line with the metaphysical theory of two factors: heredity

And external environment, which, as unchangeable forces, allegedly fatally predetermined the course of development of the child’s psyche. Moreover, without going into an analysis of the nature and specifics of the process being studied, some authors considered heredity to be the decisive factor (J. Rousseau), others called the environment (John Locke), others believed that these two factors interact and converge with each other (V. Stern ).

Modern look on the process of mental development was formed in the works of domestic psychologists L.S. Vygotsky, S.L. Rubinshteina, A.N. Leontyeva and others. Based on theoretical and experimental research, they established that the human psyche, in contrast to the individual development of the animal psyche in ontogenesis, has its own specific characteristics and conditions of development. In the process of development of the animal’s psyche, the manifestation of two forms of experience is of primary importance: species- transmitted genetically and individual- acquired on the basis of learning. In the development of the child’s psyche, along with the above types of experience, a special form of experience arises and begins to play a leading role - social experience, embodied in the products of material and spiritual production, which is absorbed by the child throughout childhood.

In the process of assimilation of this experience, the formation of personality occurs simultaneously with the acquisition of individual knowledge and skills, the development of inclinations and abilities. Moreover, children learn social experience in an active form, in the process of activity, the nature of which and the characteristics of the relationships that develop with surrounding people largely determine the process of personality formation.

According to the above theory, man is considered as a biosocial being, as a product of history and at the same time as a part of nature. The conclusion follows: its development is influenced by two main factors - biological (natural) and social (social environment).

Biological factor- combines two concepts: hereditary qualities inherent in the genetic program of each person, as well as some somatic and mental illness, defects that arose during life, during intrauterine development and are caused not by heredity, but by infections, injuries, maternal illness, exposure to the fetus of alcohol, drugs or other intoxications.

Genes are the carriers of heredity. Genes are stable biological structures. However, under the influence

Due to certain factors (radiation exposure, strongly influencing substances), the structure of genes can change, their mutation occurs. As a result, children are born with physical disabilities such as missing fingers or more on the arms and legs, with facial defects or oral cavity like " cleft lip", "cleft palate", with disorders of brain structures, etc.

At the same time, the innate and hereditary properties of the human body do not determine the content and structure of the psyche. They are only anatomical and physiological prerequisites for the formation of new types of mental activity. Play a decisive role in the development of personality social factors, i.e. the social environment, the people around us with whom we interact. Living in a society of people is the main condition for the mental and personal development of a child. Only in communicating with people does a child acquire experience in handling household and labor objects, master speech, moral norms and rules of human behavior. Moreover, the child’s development is carried out both under the influence of the immediate environment (parents, relatives, peers) and under the influence various means mass media, social, economic, political living conditions and other factors.

According to the theory of the cultural-historical origin of higher mental functions (L.S. Vygotsky), the development of specific human mental properties: voluntary memory, logical thinking, speech is possible only in communication, in certain social conditions of life. Speech development plays a special role in this process. Under the influence of “speech signs” and social conditions of life, the psyche is “humanized”, and a biological individual with its instincts, drives, and sensations turns into a rational, strong-willed being. Development of a conscious personality, its spiritual wealth L.S. Vygotsky made it dependent on the nature of the use of “speech signals,” which develop according to social laws, in the process of communication, cooperation, and joint activities with other people.

Emphasizing decisive role heredity and environment in the development of the child’s psyche and in the formation of him as a personality, it must be borne in mind that the effect of this influence cannot be realized if the child does not show his own activity. Only in the process of active activity and interaction with people around him will the child experience it

influence, and only then can his hereditary characteristics manifest themselves in this activity.

The forms of manifestation of children's activity are very diverse: from manipulative actions with objects to constructive, creative activity, during which the child learns about the world around him, expresses himself and develops. But children do not master social experience on their own, but with the help of adults. The effect of a child's development largely depends on the ability of adults to manage the child's activity. The developmental capabilities of each type of activity depend on the characteristics of its organization, the conditions of its occurrence, the adult’s understanding of the goals, tasks and abilities of the child necessary for its implementation, methods and techniques for its implementation.

So, if a child suffers from hearing impairment and has intact intelligence, it is useful to select such activities and organize them in such a way that his physical condition, needs for knowledge of the world around him and communication are taken into account, so that they are interesting and useful for development. For a child with this type of disorder, the following will be of interest: working on a computer, playing chess, educational games, games with peers, working in various workshops, watching TV shows, etc.

Thus, the development of the psyche and the formation of the personality of a child who assimilates social experience do not occur automatically, but through active interaction with the environment, in the process of learning and upbringing.

At the same time, the considered factors, while being important for understanding the essence of the mental and personal development of a child, his general and individual characteristics, are only a condition, necessary prerequisites, and not the driving reasons for the formation of the human psyche. The development of a child’s psyche can be represented in the form of gradual quantitative accumulations, which through a leap lead to qualitative changes. Development is understood not only and not so much as quantitative changes, but rather the emergence of qualitatively new forms and properties. For example, when learning to write, a child first writes sticks, then circles, letters, syllables, words, and after a certain time he acquires the ability to write down thoughts without thinking about spelling letters. This is an example of how the function of writing was formed, that is, a new quality arose.

The same path is followed by the formation of other mental functions in the intellectual, emotional-volitional, moral and other spheres of the child’s personality. However, the process of transition from quantitative changes to qualitative ones is not always evident. It can be extended over time, proceed sluggishly, and some personality traits may generally develop in an undesirable direction.

According to the dialectical-materialist tradition, the development of the psyche is considered as a struggle of opposites, as a struggle between old obsolete forms and growing progressive ones. Source of development the life process itself, life itself, appears. During this process, contradictions arise, which are overcome. The internal contradictions that arise in a child are based on a conflict between the individual and the environment, an imbalance between the child and adults, between the child and peers, etc.

However, external contradictions, even becoming conflicting in nature, do not themselves yet become the engine of development. They become a source of activity only when they evoke opposing tendencies in the individual himself and enter into a struggle among themselves, leading to the formation of new personality traits. For example, by the end of the first year of life, a child develops a need to communicate with adults. However, his limited vocabulary does not allow him to express his desires. Active mastery of vocabulary gradually leads to the emergence of a new form of communication - verbal communication, which allows the child not only to better understand others in the process of interaction, but also to master the world around him at a new symbolic level. If contradictions are not resolved, then this leads to a delay in development, and in those cases where they relate to motivational sphere personality - and to its painful violations.

Among the most common contradictions in children and adolescents with developmental disabilities may be discrepancies between communication needs and difficulties in their implementation, an inadequate desire to have a boyfriend, girlfriend, to participate in games with normal peers, to study not in a special, but in a regular school and many others. It must be borne in mind that the above-mentioned and other contradictions that arise in children with life limitations can be more painful and acute than in “normal” children.

children, and many of them cannot solve them on their own; they need the help of adults. For example, if a child suffers from a dysfunction of the musculoskeletal system and is educated at home for this reason, in order to satisfy the need for communication, he needs help finding a friend, organizing meetings with peers, etc.

With the successful resolution of internal contradictions that arise in children with disabilities, the child’s personality develops without complications, but in case of failure, the child’s conflicts with the environment are aggravated.

Thus, driving force child's mental development is the constant resolution of contradictions between the emerging need for new forms of communication, relationships with people and old ways of resolving them.

Successful implementation of tasks for the social rehabilitation of children with disabilities requires deep knowledge and practical consideration of both the main factors and conditions on which the effective development of the psyche depends, and the driving forces of this development.

Secondary mental disorders

as a result of exposure

social factors

A social rehabilitation specialist, interacting with a child with disabilities, deals not with the disease or defect itself, but with their consequences, i.e., secondary disorders. The concept of “secondary defects” was introduced into psychological practice by L.S. Vygotsky. Studying the specifics of the development process of a normal and abnormal child, he drew attention to the fact that any physical defect - be it blindness, deafness or mental retardation - causes a kind of social dislocation in the child’s behavior. A child born with physical or mental disabilities acquires a special social position even in his own family; his relationships with people around him begin to proceed differently than those of normal people. That is, a child’s defect entails not only a violation of his activity in relation to

to the physical world, but, above all, the rupture of the entire complex of relationships that determine the functions of the child’s social behavior.

When, for example, we have a blind child in front of us as an object of education, notes L.S. Vygotsky, then one has to deal not so much with blindness in itself, but with the conflicts that arise in a blind person when entering life. The psyche of a blind person arises not primarily - from the physical defect itself, but secondarily - from those social consequences that are caused physical defect. Therefore, from a pedagogical point of view, raising such a child comes down to “straightening out” social dislocations.

Based on theoretical generalizations of the mentioned developmental features and based on the understanding of the defect as a systemic formation, L.S. Vygotsky proposed to distinguish two groups of symptoms in the abnormal development of children: primary- disorders directly resulting from the biological nature of the disease (impaired hearing, vision, musculoskeletal system, etc.), and secondary, arising indirectly - in the process of abnormal social development.

So, if deafness occurs before mastering speech, muteness occurs as a consequence, that is, a secondary developmental defect of a deaf child. Such a child will be able to master speech only in the conditions of special training using intact analyzers: vision, kinesthetic sensations, tactile-vibration sensitivity, etc. Difficulties in mastering speech in deaf children orally, which is of paramount importance for the formation of cognitive activity, lead to a violation of their verbal and logical thinking. Speech disorders, making it difficult to communicate with others, can negatively affect the formation of character and moral qualities.

As a secondary disorder in blind children, as a result early defeat organs of vision, there is a lack of spatial orientation, expressiveness of facial expressions, limitation of specific subject concepts, etc.

To secondary disorders in children with speech defects arising from anatomical features articulation apparatus, include deficiencies in mastering the sound composition of a word, writing disorders, etc.

The primary defect may be in the nature of underdevelopment, damage to a function, an organ, or a combination of impaired functions. Overcoming the primary defect requires medical intervention, which, unfortunately, is often ineffective. The secondary defect is the main object of psychological study of abnormal development. It can be corrected. With the help of pedagogical and psychological means, especially early stages development of the child, the occurrence of a secondary defect can be prevented or mitigated, laying the foundations for the development of a stable personality capable of successful integration into society.

The mechanism of occurrence of secondary disorders is quite complex. The development of secondary disorders is significantly influenced by the degree and quality of the primary defect, i.e. the degree of severity of the disorder determines the features of the abnormal development. The peculiarity of the development of the secondary defect depends on the period of occurrence of the primary defect. The time factor in this regard is of great importance for the more effective development of mentally retarded children, children with congenital deafness, children born blind, children with cerebral palsy and many others.

The most important factor in the occurrence of secondary disorders is social deprivation. A defect that to one degree or another interferes with communication inhibits the acquisition of knowledge and skills. Psychological and pedagogical correction of difficulties not carried out in a timely manner leads to pronounced secondary microsocial and pedagogical neglect, a number of disorders in the emotional and personal spheres associated with a constant feeling of failure (low self-esteem and level of aspirations, autistic traits, etc.).

The uniqueness of the occurrence of secondary disorders in children with developmental disabilities is actively influenced by environmental conditions, specially organized training, education and social rehabilitation activities. Conflicts with the environment for an individual who has certain life limitations arise when he begins to realize his behavior, comparing himself with other people. They are especially noticeable in adolescents and high school students, when they develop such mental new formations as self-esteem and self-awareness.

Quantitative and qualitative characteristics of secondary disorders, the occurrence of which is due to

the above-mentioned and other factors are largely determined by the characteristics of the mental world of each person, the “proper” functioning of all its constituent components, manifested in mental activity.

The concept of “psychic world” is multifaceted, contradictory, dynamic, has its own internal organization, certain patterns and relationships. This includes both perception and cognition of the surrounding reality, and appeal to one’s inner world, the world of your experiences, as well as the system of relationships with other people and much more. Awareness of the specifics of a person’s inner world, the characteristics of his mental activity allows us to better understand the psychological basis and patterns of occurrence of secondary disorders and the mechanisms of their destruction.

With a certain degree of convention, we can say that our behavior is controlled by three large programs or three levels of the psyche.

First program - unconscious psyche (hereditary program). IN it records species experience, as well as inclinations that influence all mental activity.

The second program is subconscious or subconscious psyche. It is not realized by a person, having been formed in the process of his life under the influence of socio-psychological factors - the social environment.

It includes:

1. Automatisms or automatic behavior- divided into subconscious and unconscious. Automatic behavior is carried out as a result of the storage in the memory of the subconscious of various stereotypes, cliches, and memorized plans of action. This includes the manner of speaking, the manner of behavior, and the manner of acting.

2. Complexes. They were first described by Z. Freud and developed in the works of A. Adler as states that arise in cases where there is no opportunity to realize one’s desires and ambitions. Among such complexes are: the Electra complex and the Oedipus complex, described by Z. Freud; inferiority complex, revealed in the works of A. Adler; power lust complex; complex of self-admiration (narcissism). There are complexes that contribute to shyness, uncertainty, various sexual complexes, which are based on both real and imaginary shortcomings.

3. Intuition. It is the highest level of generalization in the mental activity of animals and the basis of human conscious thinking. Intuition is an internal process, invisible to us, of searching and extracting knowledge, supposedly obtained in a ready-made form, like illumination, insight.

Third program - arbitrary. This is our consciousness.

The human psyche is the tool that allows us to reflect the surrounding reality, build a consistent program of action (make a choice of action), and then act. The reflection by human consciousness of the entire diversity of objects and phenomena surrounding it represents knowledge of the objective world.

The whole variety of forms of reflection in psychology is divided into four groups: mental processes, mental states, mental properties and mental formations.

Mental processes associated with direct cognitive activity. Mental processes are always included in more complex types of mental activity. They perform various functions: cognitive, regulatory, communicative. These include: sensations, perceptions, memory, thinking, imagination, speech.

Mental states - holistic characteristics of mental activity over a certain period of time. Each state is characterized by one or more parameters that distinguish it from many states. Dominance in a state of a particular level of activity is determined by what activity or behavioral act this state provides. Mental states include: manifestations of feelings - moods, affects, euphoria, anxiety, frustration, etc.; manifestations of attention - concentration, absent-mindedness; manifestations of will - determination, confusion, composure; manifestations of thinking - doubts; manifestations of imagination - dreams; pathological forms mental states- obsessive states, etc.

Personality traits- stable qualities that a person acquired in the process of life (intellectual, emotional-volitional, etc.). They are formed in the process of activity and communication on the basis of mental processes and states.

Mental formations. These include the results of mental activity - features of human development and self-development. These are acquired knowledge, abilities, skills, habits, etc.

The human mental world is a complex systemic formation. And as in any system, deviations that arise in one of its components entail changes in the functioning of the system as a whole. Based on this approach, the conclusion suggests itself that any secondary disorder is not only a consequence of the influence of pathogenic factors, in particular, a primary defect on a certain structural component of the psyche, but also on the psyche and personality as a system as a whole. It can be assumed that secondary education- These are a kind of defense mechanisms aimed at stabilizing the system. They can develop spontaneously (secondary disorders) and not always contribute to normal activity, in other cases they can be formed purposefully (new forms of behavior), that is, through educational, correctional or social-rehabilitative influences.

Secondary disorders can form at all structural levels of a person’s mental world: at the level of the unconscious - habits, drives, needs; at the subconscious level - automatic forms of behavior, skills, abilities, complexes; at the level of consciousness - arbitrary forms of behavior. But ultimately they affect the behavior of a person as a whole. For example, the inferiority complex that arises in the majority of children with developmental disabilities is nothing more than a secondary disorder that has developed due to the awareness of one or another life limitation and is rooted in the subconscious.

To destroy it, you need to know how it appeared, how it is formed, how it manifests itself in life and how you can overcome it and form new forms of behavior on its basis. The answer to this question is largely given by the theory of higher mental functions proposed by L.S. Vygotsky. The development of this theory made it possible to substantiate the proposition that it is fundamentally possible to restore affected functions through the restructuring of the functional systems that are their physiological basis.

Higher mental functions- complex mental processes that are formed during life, social in origin, mediated in psychological structure and arbitrary in the method of their implementation. The basis for ideas about higher mental functions as socially conditioned mental formations is the methodological position about the socio-historical

the origin of the human psyche and the determining role of work activity in the formation of his consciousness. L.S. Vygotsky identified two levels of mental phenomena: natural, determined by genetic factors, and “cultural”, formed under the influence of social influences. Social influences determine the ways of forming higher mental functions and thereby their psychological structure.

Key Feature higher mental functions - their mediation by various “psychological tools”, i.e., sign systems that are the result of long-term socio-historical development. The leading role among “psychological tools” is played by speech, which represents a universal way of their formation. The emergence of higher mental functions is determined by the fact that initially they exist as a form of interaction between people and only later as a completely internal process.

The second most important feature of higher mental functions, characterizing the logic of their development, is gradual collapse, immersion and transformation into voluntary actions.

The source material for the development of higher mental functions are external actions performed by the child. As he masters knowledge and automates mental operations, the need for external actions disappears; they are replaced by abbreviated internal speech, which is the basis for the formation of mental actions. The process of transforming external actions into internal psychological actions is defined by the concept interiorization. The child experiences a gradual mixing of accents: first he learns about the world through actions, then through images, then a symbolic representation of the world is formed - through language and thinking.

The third defining characteristic of higher mental functions is arbitrariness. However, this does not mean that each of them is always implemented under conscious control. Having arisen as voluntary, it can later manifest itself as both voluntary and involuntary. When actions with external objects are transformed into processes on the mental plane, they undergo a specific transformation. The initial stages are always associated with extensive external actions, then the number and nature of actions changes, decreases, and finally comes

the final stage, when there are no external actions - they have become arbitrary. The result of this process is the formation of so-called functional organs at the psychophysiological level. Functional organ- This is a system of nerve centers between which, as a result of training, particularly strong connections are established that are highly stable.

So, the psyche of a person with limited ability to live does not arise primarily - from the physical defect itself, but secondarily - from those social consequences that are caused by a physical defect. Therefore, to reduce these consequences or eliminate them, we need social means. That is why the task of educating and rehabilitating children and adolescents with disabilities is to, by eliminating or weakening the consequences of secondary disorders, create external and internal conditions for painless entry into a complex world social relations, to compensate for physical impairment through the formation of new forms of behavior and restoration of impaired social connections with life.

Mental health of children and adolescents

Ideas about a child with disabilities are associated, first of all, with the concept of mental health and illness, adaptation and maladaptation, norm and pathology.

The term " mental health"received official recognition in 1979 in the report of the World Health Organization Expert Committee on Mental Health and Psychosocial Development of Children. However, it has been known in psychotherapeutic practice for a long time.

There is no single approach to defining the concepts of “normal” and “pathology” of mental health. Traditionally, there are two strategies that reveal their essence: medical and psychological. In the medical approach, the norm is considered as a measure of the probability of the occurrence of a disease, in the psychological one - from the point of view of the formation of positive personal forces that ensure health. That is, the leading factor helping to reduce the impact of the disease on life activity is, in this case, the level of maturity of the individual.

The concept of “mental health” entered scientific use relatively recently. In our country, in the practice of working with school-age children, its widespread use is largely due to the name of I.V. Dubrovina. She considers this concept as one of the most important in understanding the problems associated with providing psychological support to children. Thus, when developing the strategy and practice of functioning of the educational psychological service, she identified ensuring the mental and psychological health of children of preschool and school age as its main task.

Mental health- This is a state of mental well-being, characterized by the absence of painful mental phenomena and providing a reaction of behavior and activity that is adequate to the conditions of the surrounding reality.

The most essential criterion of mental health, according to the Slovak psychologist L. Pozhar, is the integration of the individual into the social environment and its dynamic balance with it. In his opinion, to determine mental health, it is not enough to simply state the absence mental illness. Mental health, he believes, is much broader than this framework and should harmoniously manifest itself in three areas:

1) In relation to yourself. A mentally healthy person is satisfied with himself. He has adequate ideas both about his own capabilities and abilities, and about his limitations. He tries to use his abilities to the maximum extent in a constructive way. A mentally healthy person understands that everyone has certain, very strong, sometimes irrational feelings, but will not allow these feelings to take over him. He is fully aware that life brings not only successes, but also disappointments and failures and takes them for granted. Finally, mental health presupposes an ironic attitude not only towards others, but also towards oneself.

2) In relation to other people. A mentally healthy person feels comfortable in the presence of people and trusts them. Of course, he does not experience these feelings for absolutely all people, but a mentally healthy person must trust and love at least one person whom he knows (or is convinced) that also loves him and trusts him. A mentally healthy person does not show aggression

in communication with other people and is able to stand up for himself, as a rule, loves his family and has reasonable confidence in his own social and economic position.

3) In relation to life. A mentally healthy person is able to fulfill the demands that life places on him; if possible, he shapes his environment himself, but if necessary, he is able to adapt to those around him. He plans his life, and sets realistic goals for himself.

The basis of a child’s mental health is complete mental development at all stages of ontogenesis. The most important condition for its maintenance and strengthening is a healthy nervous system, as well as the living conditions created for the child by parents or substitute persons. For the normal development of a child, a calm, friendly environment and attentive attention to his emotional needs are necessary. It is important to maintain discipline, satisfy his needs in the game, provide the necessary material means, provide autonomy and independence, give him the opportunity to communicate with other children and adults outside the home and provide appropriate conditions for learning.

Mental health disorders are associated both with somatic diseases or physical development defects, and with various unfavorable factors social order and stress affecting the psyche.

Experts from the World Health Organization (WHO), based on an analysis of the results of numerous studies in various countries, have concluded that mental health disorders are much more common in children who suffer from insufficient communication with adults and their hostile attitude towards them, as well as in children who growing up in the midst of family discord.

Most children at one time or another, under the influence of certain situations, may exhibit disturbances in the emotional sphere or behavior. For example, the occurrence of unreasonable fears, sleep disturbances, refusal to eat, etc. Such conditions can be defined as mental disorders.

Research by WHO representatives on the problems of raising children by parents whose behavior deviates from the norm showed that among children there are criminals and persons

sufferers of mental disorders, cases of mental health problems are more common. It is believed that genetic factors may have a negative impact, but it is clear that the main cause of these disorders is related to an unfavorable environment. According to WHO, mental health disorders in childhood have their own characteristics: firstly, they represent only quantitative deviations from the normal process of mental development, and secondly, many of their manifestations can be considered as a reaction to specific situations. While experiencing serious difficulties in one situation, children with developmental disabilities at the same time successfully cope with other problems.

In addition to the above reasons that negatively affect the mental health of children and adolescents, many other factors can also have a negative impact. Among them:

Deformation of the system of relationships of a developing personality with peers and adults (parents);

Insufficient satisfaction of affective needs (emotional, affective deprivation - lack of warmth of feelings and love from adults);

Psychological discomfort as a result of frustration of the child’s needs, etc.

Along with the term “mental health* there is another term similar in content “ psychological health", which I.V. Dubrovina proposes to introduce it into socio-psychological practice. In her opinion, the term “mental health” relates, first of all, to individual mental processes and mechanisms. The term “psychological health” refers to the individual as a whole and is in close connection with the highest manifestations of the human spirit. Therefore, in contrast to the medical, philosophical and other aspects of the problem of mental health, the actual psychological aspect can be distinguished.

Justifying this term, I.V. Dubrovina proceeds from the fact that in everyday practice, being more concerned with the mental, mental and physical development of the child, we sometimes forget about his spiritual development.

Human spirituality, as I.V. understands Dubrovin, is the deepest essence of a person, the meaning of his life, the totality of moral feelings and experiences, his conscience. Spirituality can be understood as a special emotional and moral state of the individual, focused on acceptance

absolute values, such as: Truth, Beauty, Goodness - and which he tries to realize in objectively expedient activity and communication.

Hence, believes I.V. Dubrovin, the approach to the problem of psychological health from the point of view of completeness and richness of personality development is very promising. American psychologist A. Maslow, one of the leaders of “humanistic psychology,” identifies two components of such health. This is, firstly, the desire of people to be “all they can be,” to develop their full potential through self-actualization. A necessary condition for self-actualization, in his opinion, is for a person to find a correct idea of ​​himself.

Secondly, the desire for humanistic values. He believes that a self-actualizing personality is characterized by such qualities as: acceptance of others, autonomy, spontaneity, sensitivity to beauty, a sense of humor, altruism, a desire to improve humanity, and a penchant for creativity.

Therefore, society’s concern for the psychological health of the younger generation involves attention to the child’s inner world, his feelings and experiences, hobbies and interests, abilities and knowledge, his attitude towards himself, peers, adults, the world around him, ongoing family and social events, and life as a child. such. Psychological health allows an individual to gradually become self-sufficient when she increasingly focuses her behavior and relationships not only on externally set norms, but also on internal conscious self-guidelines.

So, in psychological practice, two similar concepts are used that determine a person’s ability to intelligently and rationally interact with the world around them: “mental health” and “psychological health.”

Mental health- this is a measure of a person’s ability to realize his social and biological essence, to act as an active subject of his own life in a changing world. Mental health depends both on somatic diseases and physical development defects, and on the influence of the social environment, with social influences acting as the main psychotraumatic factor.

Concept "mental health" is interpreted more broadly and refers to the individual as a whole, includes not only

mental processes and mechanisms that define the concept of “mental health”, but also human spirituality as the highest manifestation of human reality. Psychological health presupposes mental health, the basis of which is the full mental development of the child at all stages of childhood.

At the same time, these two concepts, despite some of their differences, act as a single whole. Without ensuring the necessary mental and psychological health, it is not possible to create, in the process of social rehabilitation, internal conditions for a child to enter a difficult social world. That is, the concepts of “mental health” and “psychological health” determine not only the goal, but also act as a criterion for the effectiveness of the social rehabilitation process.