PECULIARITIES OF SELF-REGULATION OF ADOLESCENTS WITH MENTAL DISORDERS

Abstract

The article presents the results of a theoretical analysis of the state of research on the problem of self-regulation in adolescence of children with intellectual disabilities. Purpose. The concept and features of the adolescent period of development are revealed. It is noted that adolescence is complex and undergoes either passive or active development and is characterized by important psychophysiological transformations: the formation of a value-based “I”, self-education, emotional-volitional and communicative interactions and requires self-control, regulation of behavior and one’s own emotions. Results. It is substantiated that adolescents with intellectual disabilities are characterized by underdevelopment of thought processes, speech and communication, and communication with peers, on the one hand, is a kind of source of information, and on the other hand, it is collective interaction and a specific type of emotional communication, and it contributes to the formation of personality. Joint activity develops social interaction skills, teaches to correlate one’s own interests with public ones. All this is done at the expense of the ability to control oneself and regulate one’s behavioral and emotional processes. The instability of the emotional-volitional sphere and behavior, insufficient socialization, all this causes the lack of self-regulation, which is especially necessary for this category of children. Psychophysiological mechanisms that ensure the self-organization of adolescents with impaired intelligence, which depends on the time of onset of the disorder, interfunctional interaction and intracerebral connections that underlie mental development, are substantiated. The close connection of self-regulation with the function of self-preservation and reflection, which undergoes transformation due to the expansion of knowledge about the surrounding world, is noted. Conclusions. Self-regulation and self-preservation are evolutionarily closely interconnected, because in a constantly changing environment, in adolescents with psychophysiological disorders this ensures survival and adaptation. Self-regulation is closely related to reflection, which is initially unconscious, and with the development of the personality, with the acquisition of knowledge about the world around, the development of independence, active activity and awareness of external processes occurs.