Психология и социология\9. Психология развития

Ст. преподаватели Исакова Е.К., Лазаренко Д.В.,

Северо-Казахстанский государственный университет им. М. Козыбаева,

Республика Казахстан, г. Петропавловск

SOCIAL ADAPTATION OF THE TEENAGERS

WITH MENTALLY RETARDED

One of global problems and disputed situations of modern mankind is the problem of preservation of the human person in becoming complicated processes of its social life. The ability to live of the teenager in XXI century frequently proceeds in conditions of a growing pressure connected to sharp change of a social situation, necessity of fast acceptance of the important decisions, change of spheres of social life, constant collision in his consciousness of the different programs and cultural traditions. In these circumstances important meaning in system of regulation of behaviour of the man get his normal physical and mental life [1].

Therefore any corporal lack not only changes the attitude of the man to the world, but also has an effect for the relations with the people. The organic defect or vice, is realized as social abnormality of behaviour. Even in family such child is, first of all, especial child, to him there is exclusive, not such, the relation as to other children. His misfortune before all changes a social position in family.

Now deterioration of ecological conditions, line of unsolved socio economic, psychological-pedagogical and medical problems promote increase of number of children with the limited opportunities, making this problem especially urgent. The importance of this problem is given reason by the convincing statistical data, in which the precisely expressed tendency to increase of number of the invalids is looked through. This circumstance makes to a paramount question on process of the adaptation of the teenagers with the various forms of underdevelopment of a brain by social environment, about their relations and dialogue with the environmental people. Therefore it is necessary to study influence of social conditions on process of social adaptation of the person mentally retarded of the teenager [2, p.5].

In time adjusted correctional-rehabilitational the activity is capable to render significant influence on the person of the teenagers with mentally retarded .

It is expedient to build correctional work during formation at children of general educational and labour knowledge, skills; and also on interest adequate age features, useful to children the contents upbringing measures.

It is especially important to ensure conscious, active, interested and independent performance with children of the various tasks in conditions of special organization by their subject-practical, mental and speech activity. The basic meaning has maintenance of constant effective connections of school with a wide social environment, involving the child with mentally retarded into society useful activity [3].

Thus, purpose of correctional work with children with mentally retarded - employment and further adaptation to life, in that number in conditions of environmental social environment. Achievement of an object in view, consider Lapshin V.A., Puzanov B.P., is provided with the decision of the following basic tasks of work with given children:

1) Development of all mental functions and cognition of activity of children during training and correction of their lacks;

2) Formation at such children of correct behaviour;

3) Labour training and preparation to others to kinds of work. Physical education. Self-service;

4) Household orientation and social adaptation - result of all work [4, P.64-65].

Under influence of special correctional training and education mentally retarded children take possession of a labour trade necessary for a society, formation of intellectual abilities allowing independently to be guided in the various phenomena of the environmental world, are brought up positive perconal qualities causing their such attitude to the people, collective, work, moral to aesthetic norms, which meets value to orientations of a society. And it, specify Kobernick G.N., Sinew V.N., is a major condition for successful social adaptation of children suffering of oligofrenia [5, p.64].

Gubarewa L.A., Agapow D.S., analyzing the scientific literature, allocate the following features of process of social adaptation of the teenagers with mentally retarded:

- in conditions of socialization mentally retarded are trained in schools - boarding schools;

- the education has correctional character, that is shown in amplification influence of an external environment and reduction of influence personal of the factors on open behaviour;

- successfully to adapt in social environment, it is necessary to master its norms and values. If it is possible to teach for observance of norms, then values mentally retarded assimilate is imperfect and is incomplete owing to limitation of their knowledge [6, P.233-234].

The analysis of social-psychological features of social adaptation of the teenagers with oligofrenia reveals its following types:

- the active-positive position, for which is characteristic aspiration of search of an independent output from the usual situation accompanying with favorable social - psychological features of the person. Unfortunately, it is not enough of the representatives of this type;

- the passive-negative position, in which dissatisfaction with the rule is accompanied by the underestimated self-estimation, psychological non-comfort, alert relation to environmental, uneasiness, expectation of catastrophic consequences even from household situation and other negative social- psychological features;

- a passive-positive position, which at an objectively unsatisfactory socio economic rule and low self-estimation results as a whole in relative satisfaction by an existing situation and, as a consequence, absence of desire actively to change it in the best party;

- an active-negative position, which at psychological non-comfort and dissatisfaction with life does not deny desire independently to change the rule, however practical consequences it has no by virtue of a number of subjective and objective circumstances [7].

Social adaptation and rehabilitation children with mentally retarded, their further training, development depend on organization of work of special establishments on the basis of a principle of the account of features of training of these children according to the requirements of mass school. Were guided this principle the special establishments aspire, proceeding from opportunities of children with deviations in development, to approach their general educational preparation to the appropriate requirements of training at mass school.

The important information about common adaption children with mentally retarded, namely, about a coordination of the requirements of social environment and physiological features of the teenagers-oligofrens was represented us.

We have chosen the following techniques: “a Technique of diagnostics of propensity to deviating behaviour” [8].

In empirical research of process of social adaptation of the teenagers training in special correctional schools - boarding schools in comparison with the teenagers, training in common mass school, 102 teenagers 13-15 years, from them 51 pupils of special schools (16 girls and 39 boys) and 51 common mass schools (18 girls and 33 boys) have taken part.

The following results were received. On a scale of installation to see in society as an attractive in area non-expression the answers 15,7 % of learning special correctional schools, 13,7 % of learning comprehensive schools. (Further results of interrogation of learning comprehensive schools will be submitted in brackets); the tendency to little expression - 23,5 % (39,2 %); the tendency to expression - 27,5 % (25,5 %); the installation to see in society as an attractive is expressed at 33,3 % (21,6 %) pupils. Probably, the given fact speaks that the teenagers-oligofrens aspired, on their sight, to give more “the correct answers”, that is according to that as them learned.

In case of such scales as:

the scale of propensity to infringement of norms and rules a) is not expressed at 0 % (13,7 %) teenagers, b) the tendency to little expression - 31,4 % (41,2 %); c) the tendency to expression - 47 % (33,3 %); d) is expressed at 21,6 % (11,8 %) teenagers.

a scale of propensity to addictional behaviour: a) is not expressed at 5,9 % (17,6 %) teenagers, b) the tendency to little expression - 41,2 % (47 %); c) the tendency to expression - 29,4 % (23,5 %); d) is expressed at 23,5 % (11,8 %) teenagers.

a scale of propensity to suicide behaviour: a) is not expressed at 7,8 % (11,8 %) teenagers, b) the tendency to little expression - 41,2 % (23,5 %); c) the tendency to expression - 23,5 % (39,2 %); d) is expressed at 27,5 % (25,5 %) teenagers.

a scale of propensity to aggression and violence: a) is not expressed at 5,9 % (3,9 %) teenagers, b) the tendency to little expression - 17,6 % (31,4 %); c) the tendency to expression - 35,3 % (31,4 %); d) is expressed at 41,2 % (33,3 %) teenagers.

a scale of the strong-willed control of emotional reactions: a) is not expressed at 0 % (5,9 %) teenagers, b) the tendency to little expression - 33,3 % (39,2 %); c) the tendency to expression - 43,1 % (29,4 %); d) is expressed at 23,5 % (25,5 %) teenagers.

a scale of propensity to antisocial behaviour: a) is not expressed at 0 % (15,7 %) teenagers, b) the tendency to little expression - 15,7 % (31,4 %); c) the tendency to expression - 41,2 % (31,4 %); d) is expressed at 43,1 % (21,6 %) teenagers.

It is possible to explain the given results to that the teenagers-oligofrens are more subject to influence from the party of friends and other persons, unconditionally accept the another's point of view, that is explained not critical of their thinking, and also weak strong-willed reactions.

On a scale of acceptance of a female social role the following data were received: a) is not expressed at 12,5 % (11,1 %) girls, b) the tendency to little expression - 37,5 % (11,1 %); c) the tendency to expression - 37,5 % (44,4 %); d) is expressed at 12,5 % (33,3 %) girls. It is possible to explain these results individual-personal by features of the girls-teenagers.

Comparison of two empirical distributions of predisposition to disadaption behaviour with the help of “t-criterion Student”.

Analyzing meanings “t”, we judge, that in all cases, except for a scale of installation to see in society as an attractive, there are no distinctions as a result of interrogation between two samples and the hypothesis H₀ is accepted. That is, the average meanings of results of interrogation of learning special correctional schools - boarding schools statistically authentically do not differ from results of interrogation of learning common mass schools.

In case of a scale of installation to see in society as an attractive the hypothesis H₁. That is, the average meanings of results of interrogation of learning special schools - boarding schools statistically authentically differ from results of interrogation of learning common mass schools. Thus, at the teenager-oligofrens it is possible to count installation on the social importance answers expressed, as average meanings on this scale in the given sample is in area “expressed”. If to speak about the teenagers with norm in development, the average meaning of results of their interrogation on the given scale, is in a zone “the tendencies to expression”.

There are many certificates, that the school poorly influences formation of moral values of the schoolboys. So, the method based on "reading notes" and statements of rules of behaviour, has appeared completely insolvent, and now teacher of special correctional schools - boarding schools use the new approach which has received the name of a method of an explanation of values. Thus not the contents of moral priorities, and process of their appendix to a concrete situation is considered. The purpose of such work is not the simple planting in minds of the schoolboys of the certain set of moral concepts. The task becomes wider: to help the schoolboys correctly to estimate the internal belief and acts; to learn them to weigh all "for" and "against" this or that decision, to expect probable consequences of the decision and already on the basis of this analysis to make a choice [6, P. 232-233].

The active adaptation of children with the limited opportunities to conditions of social environment by mastering and education of values, rules, norms of behaviour accepted in a society), and labour preparation - is an overall objective of social works in this area. The individual program of rehabilitation of the child with the limited opportunities, list of medical psychological, pedagogical and social measures, are directed on restoration of ability of the child to household, public, professional activity according to structure of his needs, circle of interests, level of claims in view of him somatic of a condition, endurance, social status of family. Therefore knowledge of features of mechanisms of adaptation of the teenagers with mentally retarded should be a basis for development and realization correctional, upbringing influences.

The literature:

1. Author's model of the Centre of complex rehabilitation and inculcation of vitally necessary skills children with difficult structure of defects, Almaty, 2004. - 12 p.

2. Suleeva I.I. Social-correctional models of rehabilitation. Almaty, 2004. - 16 p.

3. Gusew G.A. Social adaptation and pedagogical rehabilitation of the minors. - M., 1993. -261 p.

4. Lapshin A.A., Puzanow B.P. Bases of defectology: the manual for the students of ped. institutes. - M., 1991. - 143 p.

5. Kobernick G.N., Sinev V.N. Introduction in a speciality “Defectology”. - Kiev, 1984. - 144 p.

6. Gubarewa L.A., Agapow D.S. Features of socialization of the modern teenagers with intellectual backwardness in the form oligofrenia/ Decade of sovereign Kazakhstan: a history and prospects of development. Materials of the international scientifically practical conference, - 2002. - Ò.2., P. 224-234.

7. Holostowa E.I., Dementieva N.F. Social rehabilitation. M., 2003 - 340 p.

8. Ovcharova R.W. Technologies of the practical psychologist of education. - M., 2001. - 448 p.