SYSTEMS PSYCHOLOGY
AND SOCIOLOGY

    Views: 940

EXPLORING THE SELF-CONSCIOUSNESS IN PERSONS WITH INTELLECTUAL DISABILITIES USING CASE STUDY TECHNOLOGIES

T. I. Kuzmina,

MSUPE,

ta­1@list.ru

The article is devoted to the study of self-consciousness in individuals with impaired intelligence of adolescence and adulthood. The impact of self-consciousness as a regulator of social behavior on the formation of an adequate field of socialization of persons of this category is very large and, first of all, is important for the organization of dialogical relations of the subject with the outside world, which involves a situational request from the communication space and the subject’s response in the form of an act.

It is very difficult for a person with mental retardation to be in dialogical relationships with the outside world. His behavior is most often not conscious, but impulsive, reactive. It is not possible to talk about true awareness of behavior in relation to persons with intellectual disabilities, however, they can understand the causes and consequences of their own actions, especially with specially organized self-knowledge. At the same time, certain helplessness in solving real situational problems related to everyday life, but requiring orientation, evaluation and decision-making from the subject, including the moral plan, is noteworthy.

The author presents the diagnostic methodology “Situations” (stimulus material and criteria-parametric assessment base), which allows to study individual aspects of self-consciousness of persons with mental retardation in the context of solving situational tasks (a case study technology) and substantiating their potential actions in connection with the proposed problems.

The study involved 48 individuals with mild mental retardation aged 17 to 29 years, students and graduates of special (correctional) schools. The results of the study demonstrated the peculiarities of situational self-know ledge of mentally retarded persons at all thematic levels: 1) perception of the situation and potential behavior in it; 2) emotional attitude to the situation; 3) analysis of the individual basis of the act; 4) determination of the context of the act, its causes and consequences.

Keywords: situational diagnostics; case study; persons with mental retardation; intellectual disabilities; self-awareness; self-knowledge; self-concept; age; socialization; special-needs school.

For citation: Kuzmina T. I. Exploring the Self-Consciousness in Persons with Intellectual Disabilities using Case Study Technologies // Systems Psychology and Sociology. 2019. № 4 (32). P. 39–51. DOI: 10.25688/2223-6872.2019.32.4.04.

Kuzmina Tatyana Ivanovna, PhD in Psychology, Associate Professor at the Department of Special Psychology and Rehabilitation of the Moscow State University of Psychology and Education, Moscow, Russia.

E-mail: ta-1@list.ru

References

1. Korobeynikov I. А. To the portrait of a child with mild mental disabilities in the contemporary educational environment / Supporting students with special health needs, based on the FSES: coll. of scientific works on the all-Russian scientific conference with international participation dedicated to the 110th anniversary of the teacher training in Irkutsk region / ed. by E. L. Indenbaum. Irkutsk: ISU, 2019. P. 35–41.

2. Kuzmina Т. I. Study of identity in the context of the special personality psychology // Izvestiya of Saratov University. New Series. Series: Educational Acmeology. Developmental Psychology. 2015. Т. 4. № 4. P. 310–314.

3. Kuzmina Т. I. Psychological diagnostics of self-awareness of persons of different ages with intellectual disorders. Moscow: NKTS. 2016 192 p.

4. Steblyak Е. А. The inner world of the developing personality in normal and impaired development. Мoscow: Flinta: Nauka, 2017. 484 p.

5. Steblyak Е. А. Formation of social representations of persons with intellectual insufficiency. Мoscow: Flinta: Nauka, 2017. 344 p.

6. Frankl V. Logotherapy and existential analysis: articles and lectures. Мoscow: Alpina non-fiction, 2016. 344 p.

7. Brandts J., Cooper D. J., Fatas E., Shi Qi. Stand by Me — Experiments on Help and Commitment in Coordination Games // Management Science. 2016. Vol. 62 (10). P. 2916–2936. DOI: 10.1287/ mnsc.2015.2269.

8. Fatas E, Mateu G. Antisocial punishment in two social dilemmas // Frontiers in Behavioral Neuroscience. 2015. Vol. 9 (107). DOI: 10.3389/fnbeh.2015.00107

9. Frances A. J., Widiger T. Psychiatric diagnosis: lessons from the DSM-IV past and cautions for the DSM-5 future // Annual review of clinical psychology. 2012. Vol. 8. P. 109–130. DOI:

10.1146/ annurev-clinpsy-032511-143102. 10. Gallagher S., Daly A. Dynamical relations in the self-pattern // Frontiers in Psychology. 2018. Vol. 9 (664). DOI: 10.3389/fpsyg.2018.00664.

11. Koch S.B.J, Rogier B. Mars R.B, Tonia I, Roelofs K.  Emotional control, reappraised // Neuroscience and Biobehavioral Reviews. 2018. Dec. Vol. 95. P. 528–534. DOI:10.1016/j.neubiorev.2018.11.003.

12. Lenton A. P, Slabu L., Bruder M., Sedikides C. Identifying differences in the experience of (in) authenticity: a latent class analysis approach // Frontiers in Psychology. 2014. Vol. 5:770. DOI: 10.3389/ fpsyg.2014.00770.

13. Levy-Gigi E., Bonanno G. A., Shapiro A. R., Richter-Levin G., Kéri S., Sheppes G. Emotion regulatory flexibility sheds light on the elusive relationship between repeated traumatic exposure and posttraumatic stress disorder symptoms // Clinical Psychological Science. 2016. Vol. 4. P. 28–39. DOI:10.1177/2167702615577783.

14. Newen A. The embodied Self, the pattern theory of Self, and the predictive Mind // Frontiers in Psychology. 2018. Vol. 9 (2270). DOI: 10.3389/fpsyg.2018.02270.

15. Newen A. The person model theory and the question of situatedness of social understanding // The Oxford Handbook of 4E Cognition / eds A. Newen, L. de Bruin, S. Gallagher. Oxford: Oxford University Press, 2018. P. 469–492.

16. Newen A. Understanding others — the person model theory // Open Mind / eds T. Metzinger, J. M. Windt. Cambridge, MA: MIT Press, 2015. P. 1049–1076. 17. Oravecz. Z. Hierarchical bayesian modeling for test theory without an answer key // PSYCHOMETRIKA. 2015. Vol. 80. № 2. P. 341–364. DOI: 10.1007/S11336-013-9379-4.

18. Sheppes G., Scheibe S., Suri G., Radu P., Blechert J., Gross J. J. Emotion regulation choice: a conceptual framework and supporting evidence // Journal of Experimental Psychology. General. 2014. Vol. 143. P. 163–181. DOI: 10.1037/a0030831.

19. Weisberg J. Consciousness. Cambridge: Polity, 2014. 184 p.

20. Williford K., Bennequin D., Friston K., Rudrauf D. The Projective consciousness model and phenomenal Selfhood // Frontiers in Psychology. 2018. Vol. 9 (2571). DOI: 10.3389/fpsyg.2018.02571.