THE DEFINED GENERAL PREREQUISITES OF PSYCHOLOGICAL SUPPORT FOR CHILDREN WITH DELAYED MENTAL DEVELOPMENT BASED ON THE GENERALIZATION OF STUDIES PERFORMED BY POST-SOVIET SPACE SCIENTISTS
PDF 93-103 (Українська)

Keywords

mental retardation (MR)
psychological support
psychological diagnostics
intellectual development
personality formation
social adaptation

How to Cite

Ilyashenko, T. (2020). THE DEFINED GENERAL PREREQUISITES OF PSYCHOLOGICAL SUPPORT FOR CHILDREN WITH DELAYED MENTAL DEVELOPMENT BASED ON THE GENERALIZATION OF STUDIES PERFORMED BY POST-SOVIET SPACE SCIENTISTS. PSYCHOLOGICAL JOURNAL, 6(11), 93–103. https://doi.org/10.31108/1.2020.6.11.9

Abstract

Basing on the analysis and generalization of the scientific research results on children’s mental developmental delay (MDD) carried out in the post-Soviet countries, we have determined the general principles of psychological support for MDD children, in particular, the principles of MDD diagnosing, the content of corresponding psychological assistance and age of children needed for it.

Attention has been drawn to weakened interest to this issue in Ukraine because of its controversial nature and insufficient study of some MDD aspects; in particular, determination of assistance recipients and the age of children needed such psychological assistance should be studied more deeply.

The article author proposes differentiate MMD as clinical and psychological diagnoses. Thus, a psychological diagnosis determines a set of a child’s psychological problems, as well as positive signs of his/her development, which can become a basic for corrective assistance; this psychological diagnosis is considered as an integral part of a functional diagnosis along with its medical component and is revealed during a comprehensive assessment of a child’s development to determinate necessary psychological support applied during education and social adaptation.

The benefits and disadvantages of two approaches to the examination of children’s mental development were identified: the testing approach determining a child’s actual development and a learning ability criterion as the most important principle used in the national diagnostics to assess a child’s potential. Our attention was focused on the fact that developmental delay as a relatively mild ontogenetic violation was determined due to the used learning ability criterion.

The expediency of combination of a child’s testing and qualitative assessment of their  intellectual activity was considered, such approach would allow  significant expanding of knowledge about examined children, which would help to develop individual programs for inclusive education and development.

MDD is polymorphic in terms of its stability and the structure of cognitive impairments, so children’s needs in psychological support should be differentiated.

The studies examining social adaptation and deviant behavior prevention for children with developmental delay were analyzed and summarized, in particular, in adolescence and senior school age, which allowed the article author to conclude about necessary uninterrupted psychological support for such children during their education at basic school and social/labor self-determination.

 The cardinal issues included into psychological support for such children were highlighted, namely, the formation of their self-image, their life or professional prospects, social and auto-psychological competence.

The examined issues of the modern studies on MMD are a starting point for development of a psychological assistance program for MMD children. Its implementation helps further development of individual techniques relevant for children of different ages with the aim to their integration into society.

 

https://doi.org/10.31108/1.2020.6.11.9
PDF 93-103 (Українська)

References

Babkina, N. V. & Korobejnikov, I. A. (2019). Tipologicheskaja differenciacija zaderzhki psihicheskogo razvitija kak instrument sovremennoj obrazovatel'noj praktiki [Typological differentiation of mental retardation as a tool of modern educational practice]. Klinicheskaja i special'naja psihologija, 8, 3, 125–142. [in Russian]

Babkina, N. V. (2016). Gotovnost' detej s zaderzhkoj psihicheskogo razvitija k obucheniju v shkole: ot diagnostiki k osobym obrazovatel'nym potrebnostjam [Readiness of children with mental retardation for schooling: from diagnostics to special educational needs]. Pedagogika i psihologija obrazovanija, 2, 100–111. [in Russian]

Babkina, N. V. (2017). Psihologicheskoe soprovozhdenie mladshih shkol'nikov s zaderzhkoj psihicheskogo razvitija (avtoref. dis. … dokt. psiholog. nauk) [Psychological support of junior schoolchildren with mental retardation]. Moskva. [in Russian]

Emelina, D. A. & Makarov, I. V. (2018). Zaderzhki psihicheskogo razvitija u detej (analiticheskij obzor) [Delays in mental development in children (analytical review)]. Obozrenie psihiatrii i medicinskoj psihologii, 1, 4–11. [in Russian]

Illiashenko, T. D. (2003). Chomu yim vazhko vchytysia? Diahnostyka i korektsiia trudnoshchiv u navchanni molodshykh shkoliariv [Why is it difficult for them to learn? Diagnosis and correction of learning difficulties of primary school children]. Kyiv : Vydavnytstvo «Pochatkova shkola». [in Ukrainian]

Indenbaum, E. L. (2011). Psihosocial'noe razvitie podrostkov s legkimi formami intellektual'noj nedostatochnosti (avtoref. dis. … dokt. psiholog. nauk) [Psychosocial development of adolescents with mild forms of intellectual disability]. Moskva. [in Russian]

Indenbaum, E. L. (2013). K chemu privodit stihijnaja inkljuzija detej s zaderzhkoj psihicheskogo razvitija [What does spontaneous inclusion of children with mental retardation lead to]. Vospitanie i obuchenie detej s narushenijami razvitija, 4, 33–38. [in Russian]

Ivanova, A. Ja. (1976). Obuchaemost' kak princip ocenki umstvennogo razvitija detej [Learnability as a principle for assessing the mental development of children]. Moscow: MGU. [in Russian]

Koneva, I. A. (2002). Osobennosti obraza Ja mladshih podrostkov s zaderzhkoj psihicheskogo razvitija (dis. …kand. psihol. nauk) [Features of the I-image of younger adolescents with mental retardation]. Nizhnij Novgorod. [in Russian]

Korobejnikov, I. A. (1982). Psihologicheskaja differenciacija narushenij razvitija u starshih doshkol'nikov : metodicheskie rekomendacii [Psychological differentiation of developmental disorders in older preschoolers]. Moskva : MZ RSFSR. [in Russian]

Korobejnikov, I. A. (2002). Narushenija razvitija i social'naja adaptacija [Developmental disabilities and social adaptation]. Moskva : PER Sje. [in Russian]

Lubovskij, V. I. (1989). Psihologicheskie problemy diagnostiki anomal'nogo razvitija detej [Psychological problems in the diagnosis of abnormal development of children]. Moskva : Pedagogika. [in Russian]

Lubovskij, V. I. (2012). Sovremennye problemy diagnostiki zaderzhki psihicheskogo razvitija [Modern problems of diagnosing mental retardation]. Psihologicheskaja nauka i obrazovanie, Vol. 4, 1, 1–5. [in Russian]

Lubovskij, V. I.,Korobejnikov, I. A. & Valjavko, S. M. (2016). Novaja kocepcija psihologicheskoj diagnostiki narushenij razvitija [New concept of psychological diagnostics of developmental disorders]. Psihologicheskaja nauka i obrazovanie, Vol. 21, 4, 50–60. [in Russian]

Luskanova, N. G. (1987). Diagnostika intellektual'nogo razvitija detej 6-8 let (modificirovannіj variant metodiki D. Vekslera) [Diagnostics of the intellectual development of children 6-8 years old (modified version of D. Veksler's method)]. Praktikum patopsihologii. Moskva : MGU, 157–167. [in Russian]

Obukhivska, A. H. (1998). Nauchuvanist yak diahnostychnyi pokaznyk rozumovoho rozvytku doshkilnykiv (dys. …kandydata psykholoh nauk) [Learnability as a diagnostic indicator of mental development of preschoolers]. Kyiv. [in Ukrainian]

Poroshenko, M. A. (Eds.) (2018). Orhanizatsiino-metodychni zasady diialnosti inkliuzyvno-resursnykh tsentriv [Organizational and methodological principles of inclusive resource centers]. Kyiv. [in Ukrainian]

Pro suchasni pidkhody do navchalno-vykhovnoho protsessu uchniv z osoblyvymy osvitnimy potrebamy [About modern approaches to the educational process of students with special educational needs]. № 1/9 (2017). [in Ukrainian]

Sergeeva, O. A., Filippova, N. V. & Baryl'nik, Ju. B. (2015). Problema psihologicheskoj gotovnosti k shkol'nomu obucheniju detej s zaderzhkoj psihicheskogo razvitija [The problem of psychological readiness for schooling children with mental retardation]. Bjulleten' medicinskih internet-konferencij, Vol. 5, 5. [in Russian]

Shaumarov, G. B. (1980). Differencial'naja psihologicheskaja diagnostika zaderzhek psihicheskogo razvitija na osnove analiza standartizovannoj metodiki (dis. … kand. psihol. Nauk) [Differential psychological diagnosis of mental retardation based on the analysis of a standardized technique]. Moskva. [in Russian]

Stadnenko, N. M., Illiashenko, T. D. & Obukhivska,A. H. (2006). Metodyka diahnostyky vidkhylen v intelektualnomu rozvytku molodshykh shkoliariv [Methods for diagnosing abnormalities in the intellectual development of primary school children]. Kamianets-Podilskyi : Vydavets PP Zvoleiko D. H. [in Ukrainian]

Zlokazova, M. V. (2004). Zaderzhka psihicheskogo razvitija (kliniko-psihologicheskie, sravnitel'no-vozrastnye i reabilitacionnye aspekty) (avtoref. dis. ... d-ra med. nauk) [Delayed mental development (clinical and psychological, comparative age and rehabilitation aspects)]. NIPNI im. V. M. Behtereva. SPb. [in Russian]

Zyhler, E. & Khodapp, R. (2008). Tlumachennia rozumovoi vidstalosti [Interpretation of mental retardation] (per. z anhl. O. H. Karahodin). Kyiv : Sfera. [in Ukrainian]

Copyright Notice

Articles in the Psychological Journal are licensed under a Creative Commons Attribution License International CC-BY that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. For more detailed information, please, fallow the link - https://creativecommons.org/licenses/by/4.0/