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Clinical Psychology and Special Education
2019. Vol. 8, no. 1, 19–32
https://doi.org/10.17759/cpse.2019080102
ISSN: 2304-0394 (online)

The Influence of the Social Situation of Development on the Social Cognition in the Children-Orphans

 
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Abstract

The influence of a specific social development situation on the operational and motivational components of social cognition in orphan adolescents investigated. The theoretical basis of the study was the provisions of the "social situation of development" L.S. Vygotsky, theories of attachment by J. Bowlby, the multifactor model of social cognition A.B. Kholmogorova, O.V. Rychkova. 68 orphans aged from 10 to 17 years old living in the orphanage examined. It shown that orphaned teenagers with an insecure type of attachment have more difficulty in understanding their own feelings, regardless of the length of their stay in the institution. Orphans living in institutions for more than 5 years have a higher level of social anxiety and distress during social interaction.

General Information

Keywords: orphans, attachment, the social situation of development, social cognition

Journal rubric: Empirical Research

OpenAlex citations: 4

OpenAlex trends: Psychology of Development and Education, Educational and Psychological Assessments, Child and Adolescent Psychosocial and Emotional Development

Information about the work in OpenAlex

Number of citations: 4

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: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Educational and Psychological Assessments

This cluster of papers focuses on the application of dynamic assessment in educational psychology, emphasizing Vygotskian praxis, mediated learning experience, and the zone of proximal development. It explores the use of dynamic assessment for language development, cognitive modifiability, and the effectiveness of nurture groups and peer mediation. The papers also discuss assessment practices and the role of educational psychologists in promoting learning potential.

Number of works: 88848  |  Total number of citations: 952482

Topic detailsв OpenAlex

Child and Adolescent Psychosocial and Emotional Development

This cluster of papers explores the intricate relationship between emotion regulation, psychopathology, and developmental trajectories in children and adolescents. It delves into the impact of various factors such as parenting, anxiety disorders, depression, and behavioral problems on the mental health and well-being of young individuals.

Number of works: 195228  |  Total number of citations: 4989697

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: scientific article

DOI: https://doi.org/10.17759/cpse.2019080102

Funding. The study carried out with the financial support of the Russian Scientific Fund (grant No. 14-18-03461) in the Serbsky State Scientific Center for Social and Forensic Psychiatry.

Published

For citation: Avakyan, T.V., Volikova, S.V., Sorokova, M.G. (2019). The Influence of the Social Situation of Development on the Social Cognition in the Children-Orphans. Clinical Psychology and Special Education, 8(1), 19–32. (In Russ.). https://doi.org/10.17759/cpse.2019080102

© Avakyan T.V., Volikova S.V., Sorokova M.G., 2019

License: CC BY-NC 4.0

References

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Information About the Authors

Tamara V. Avakyan, Candidate of Science (Psychology), Associate Professor at the Chair of Clinical Psychology and Psychotherapy, Moscow State University of Psychology & Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-0237-866X, e-mail: avakyantv@mgppu.ru

Svetlana V. Volikova, Candidate of Science (Psychology), psychologist, Russian University of Transport (MIIT), Assistant Professor at the Clinical Psychology and Psychotherapy Chair, Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-8982-226X, e-mail: psylab2006@yandex.ru

Marina G. Sorokova, Doctor of Education, Candidate of Science (Physics and Matematics), Associate Professor, Professor of the Department of Psychology and Pedagogy of Distance Learning, Faculty of Distance Learning, Head of Scientific and Practical Center for Comprehensive Support of Psychological Research "PsyDATA", Moscow State University of Psychology and Education, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0002-1000-6487, e-mail: sorokovamg@mgppu.ru

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