(2025) Science and education, 1, 41-50. Odessa.
Hanna Sokolova,
Doctor of Psychological Sciences, Professor,
Corresponding Member of the National Academy of Pedagogical Sciences of Ukraine,
Educational and Director of the Educational and Scientific Institute
of Physical Culture, Sports and Special Education,
The state institution “South Ukrainian National Pedagogical
University named after K.D. Ushynsky”,
26, Staroportofrankivska Str., Odesa, Ukraine,
ORCID: https://orcid.org/0000-0002-9913-1814
Oleksiy Chebykin,
Doctor of Psychological Sciences, Professor,
Full Member of National Academy of Pedagogical Sciences of Ukraine,
Professor at the Department of Theory and Methods of Practical Psychology,
The state institution “South Ukrainian National Pedagogical
University named after K.D. Ushynsky”,
26, Staroportofrankivska Str., Odesa, Ukraine,
ORCID ID: https://orcid.org/0000-0001-7905-2708
Anatolii Massanov,
Doctor of Psychological Sciences, Full
Professor, Department of theory and methods of practical psychology,
The state institution “South Ukrainian National Pedagogical
University named after K.D. Ushynsky”,
26, Staroportofrankivska Str., Odesa, Ukraine,
ORCID ID: https://orcid.org/0000-0002-1002-4941
Iryna Orlenko,
Doctor of Philosophy, Associate Professor
at the special Department and inclusive education,
The state institution “South Ukrainian National Pedagogical
University named after K.D. Ushynsky”,
26, Staroportofrankivska Str., Odesa, Ukraine,
ORCID ID: https://orcid.org/0000-0002-6322-0217
PATHO-PSYCHOLOGICAL FEATURES OF SELF-CONSCIOUSNESS OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS
SUMMARY:
The article presents the results of an empirical patho-psychological study aimed at studying the features of self-consciousness of children with special educational needs. The relevance of the work is due to the fact that self-awareness plays a key role in the formation of a personality, contributing to the formation of ideas about oneself, one’s own capabilities, social roles and relationships with the world around us. In children with the above-mentioned features, these processes are often disrupted or take on specific forms due to the presence of primary or secondary mental dysfunctions. Pathopsychological analysis of selfawareness of such children involves the study of cognitive, emotional and motivational aspects of their “self-concept”, which are often fragmentary, unstable or contradictory in nature. The use of a specially developed methodological complex that meets the set goal made it possible to carry out empirical research in accordance with all the requirements of psychodiagnostics. The conducted comparative analysis of the level of formation of one of the main components of self-awareness – the idea of one’s own physical “I” – showed that with developmental delay this process occurs more slowly than in children with typical development. The main differences between the groups were observed in the emotional attitude of children to their own appearance. Individualization of children with special educational needs is manifested through a positive attitude towards themselves, a high assessment of their own mood, communication skills, social contacts and academic achievements. In the school environment, this process is implemented through friendly relationships with peers, active communication and interaction with the surrounding social environment.
KEYWORDS:
child with special educational needs, pathopsychological study, self-awareness, self-esteem, physical self, individualization
FULL TEXT:
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