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Bulletin of Practical Psychology of Education
2021. Vol. 18, no. 1, 38–55
https://doi.org/10.17759/bppe.2021180105
ISSN: 2658-3100 (online)

The Work Program of Individual and Group Correctional Classes for Students 5–9 Classes with Mental Retardation “Stages of Development”

 
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Abstract

The program belongs to the category of “psychological correction of behavior and developmental disorders of students” and is aimed at the development of personal self-regulation and prevention of deviant behavior in adolescents with mental retardation (MR). Adolescents with MR are characterized by “loose” connectivity between the structural components of self-regulation, which manifests itself in a weak interdependence and mutual influence on each other of indicators of activity, reflection, value orientations and moral ideas. The weakest in regulation are reflection, the value of responsibility, value-I, self-guidance and moral ideas. Modern studies of domestic and foreign authors show that children with MR have a high risk of behavioral disorders, which becomes most obvious in adolescence and necessitates targeted correctional work with children of this category. Results of research in 2009 made by T.N. Matantseva showed that adolescents with MR have the potential for personal development and the formation of personal self-regulation, subject to the appropriate organization of correctional and developmental work. Personal self-regulation acts as a functional means of the subject, allowing mobilizing personal and cognitive resources for the implementation of activity and achievement of meaningful goals.

General Information

Keywords: junior, middle and older adolescents with mental retardation, psychoprophylaxis and psychocorrec-tion of deviant behavior, development of personal self-regulation

Journal rubric: Scientific Validity of the Practices of Psychological and Pedagogical Work with Childhood Implemented in the Education System

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OpenAlex topics: Psychology of Development and Education, Educational Methods and Teacher Development, Sociopolitical Dynamics in Russia

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Topics

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77596  |  Total number of citations: 232137

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Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 52821  |  Total number of citations: 78980

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Sociopolitical Dynamics in Russia

This cluster of papers explores the intersection of youth, identity, and politics in contemporary Russia. It delves into topics such as civic participation, nationalism, social media, protest moods, and the impact of digital generation on political communication. The research also examines the influence of ethnicity and sociological factors on shaping youth identity and political attitudes.

Number of works: 78270  |  Total number of citations: 135780

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Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/bppe.2021180105

Published

For citation: Bekmuhambetova, A. (2021). The Work Program of Individual and Group Correctional Classes for Students 5–9 Classes with Mental Retardation “Stages of Development”. Bulletin of Practical Psychology of Education, 18(1), 38–55. (In Russ.). https://doi.org/10.17759/bppe.2021180105

© Bekmuhambetova A., 2021

License: CC BY-NC 4.0

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Information About the Authors

Asima Bekmuhambetova, Teacher-Psychologist, Comprehensive Educational School No. 85, Orenburg, Russian Federation, ORCID: https://orcid.org/0000-0001-6293-4245, e-mail: asima.becmuhambetowa@yandex.ru

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