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Cultural-Historical Psychology

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1816-5435

ISSN (online): 2224-8935

DOI: http://dx.doi.org/10.17759/chp

License: CC BY-NC 4.0

Started in 2005

Published quarterly

Free of fees
Open Access Journal

Affiliated ISCAR

 

Social deprivation and dysontogenesis as developmental settings for adolescent personality 2072

Kulagina I.Y., PhD in Psychology, Professor, Senior Researcher, Department of Educational Psychology, Moscow State University of Psychology and Education, Moscow, Russia, dissovetmgppu@mail.ru
Polyakov E.A., Associate Professor, Faculty of Extreme Psychology, Moscow State University of Psychology and Education, Moscow, Russia, EP@cst`m.ru
Abstract
The paper presents a study of personality variables in orphanage adolescents with normal and challenged development (two different forms of dysontogenesis: mental retardation and mental deficiency). Compared to adolescents growing in families, differences in the development of motivation, values, time perception, and aggressiveness are found in orphans. It is shown that in adolescents growing in a closed institution setting, regardless of their normal or challenged development, there is increased hedonistic motivation dominated by pleasure principle, increased aggressive responses to frustration, and the subjective speed of perceived time is diminished. Personality development of mentally retarded adolescents exhibiting higher conformity in absence of external asocial influences is closer to normal. A hypothesis is proposed that educational effect in correc-tional institutions of type 8 is situationally specific. The issues of the role of educational setting and disonto¬genesis in personality development are discussed.

Keywords: social deprivation, dysontogenesis, adolescence, development, motivation, value orientations, temporal experiences, aggressiveness, behavioural patterns.

Column: (null)

For Reference

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