Psychosocial Development of Adolescents with Mild Intellectual Disabilities

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Abstract

The article presents the author’s interpretation of the psychosocial development of adolescents with mild intellectual disabilities.The components of social competence of the adolescents and youths, such as: knowledge and representations about the world around, social representations, communicative competence, and auto-psychological competence are analized. The data on psychosocial adaptation and the significance of its various components for post-school socialization are provided. It is noted that all components of the social competence – results of the interpersonal relationships assessment, attitudes toward school, representations of past and future – are characterized by defects and peculiarities. In particular high expectations from the future, neutral attitude to the past and lack of precision and differentiation of various representations are typical for children in this category. Development of the auto-psychological competence is considered as the least potentially adjustable. The types of deformations in the psychosocial development, its retardation and combinations of these features that have the greatest threat to socialization are highlighted. The necessity of a special monitoring of the psychosocial development, of a special effort on the upbringing the socially approved modes of behavior, on the improvement of the social orientation is justified since outside of the correctional education system there is high percentage of deformation in psychosocial development, manifested in a negative self-presentation, in disordered system of relations, in delinquency.

General Information

Keywords: adolescents, mental retardation, delay in mental development, psychosocial development

Journal rubric: Clinical and Special Psychology

Article type: scientific article

For citation: Indenbaum E. Psychosocial Development of Adolescents with Mild Intellectual Disabilities. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2010. Vol. 15, no. 2, pp. 72–81. (In Russ., аbstr. in Engl.)

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Information About the Authors

Elena Indenbaum, PhD in Psychology, Associate Professor, Head of the Chair of Clinical and Psychological Bases of Defectology and Speech Therapy, Department of Special Pedagogy and Psychology, East Siberian State Academy of Education, Irkutsk, Russia, e-mail: eleon-irk@yandex.ru

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