Communication Peculiarities of Adolescents with Mental Retardation in Student Group
The paper deals with the communication peculiarities of mentally retarded adolescents, the maturity of motivational, operational and cognitive components of their communication. A carried out empirical study made it possible to assess the extent and quality of communication components in the adolescents with mental retardation. Using theoretical and empirical research methods, features of the functioning of the motivational, operational and cognitive communication components were defined. The motivational component helps to identify personal and social needs that determine the communication of a personality, the operational one – communicative behavior that meets the society behavior pattern standards and is carried out by means of self-regulation; the cognitive one – communicative competence and culture, which are determined by communicative qualities, knowledge, skills, and abilities. The research results give grounds for arguing that the mentally retarded adolescents’ communication is insufficiently mature, in other words, it is characterized by dominant behavior forms with negative attitude towards peers, low need for interaction, affective behavior manifestations, proneness to conflicts, limited communication skills; increased level of aggressiveness, which is expressed in affective, frustrated forms of deviations in emotional-volitional sphere; immaturity of communicative means of making contacts. The low level of communication components maturity results in significant difficulties in interaction, which in turn affects person’s further socialization and integration into the society.
Babiak, O.O. (2012). Osoblyvosti afektyvnoho komponenta mizhosobystisnykh stosunkiv u pidlitkiv iz ZPR v shkilnii hrupi. Aktualni pytannia korektsiinoi osvity – Relevant issues of special education, 3, 282-290.
Enikeev, M. I. (2000). Sotsialnaia psikhologiia [Social psychology]. Moscow.
Ferguson, C.J. (2007). The effectiveness of school-based anti-bullying programs: a meta-analytic review. Crim. Justice Rev, 32(4), 401-414.
Omelchenko, I.M. (2012). Prostir komunikatyvnoi diialnosti doshkilnykiv iz zatrymkoiu psykhichnoho rozvytku: struktura, chynnyky nedorozvytku, umovy formuvannia. Zbirnyk naukovykh prats Kamianets-Podilskoho natsionalnoho universytetu imeni Ivana Ohiienka – Collection of scientific works of Kamyanets-Podilsky Ivan Ohienko National University, 10, 380-390. O.V. Havrylov, V.I. Spivak (Eds). Kamianets-Podilskyi: Medobory-2006.
Prokhorenko, L.I. (2012). Osoblyvosti motyvatsiinoho komponentu samorehuliatsii u molodshykh shkoliariv iz zatrymkoiu psykhichnoho rozvytku v navchalnii diialnosti. Osvita osib z osoblyvymy potrebamy: shliakhy rozbudovy – Education of individuals with special needs: ways of development, 3(1), 129-133.
Petrovskii, A. V. (1978). Sotsialnaia psikhologiia kollektiva [Social psychology of a team]. Moscow: Prosveshchenie.
Xin, Z. (2004). The Differences of Social Anxiety of Adolescents with Different Sociometric Status. Chinese Mental Health Journal, 18(4), 231-232.
Copyright (c) 2020 Journal La Edusci
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.