Психология и социология/9. Психология развития

Candidate of Psychological Sciences Shevchenko S.V.

Melitopol State Pedagogical University named after Bogdan Khmelnitsky, Ukraine

Scientific approaches to the problem of the psychology of a person with disabilities

The problem of disability has passed a significant historical path from complete physical destruction from the period of antiquity to the integration of persons with disabilities into modern society. The development of philosophical and medical, as well as pedagogical knowledge contributed to a scientific understanding of the mental development of children with psychophysical handicaps. Psychology of a person with disabilities in recent years has been widely recognized in particular through the development of a methodological base and the training of highly professional psychologists in the field of special psychology. In modern psychological science, there are various approaches to the theoretical substantiation of the problem of the psychology of a person with disabilities. In the framework of the problem of disability as a psychological phenomenon (disability is an "abnormal" norm or "normal" deviation), the problem of social norm was studied by such scientists as P. Berger, P. Bourdieu, M. Weber, S. Durkheim, T. Lukman, R. Merton [7].

The analysis of disability problems as a whole is viewed from the point of view of sociological concepts of a more general level of generalization of the essence of this social phenomenon - the concept of socialization. The main scientific concepts of disability:

1. Structural and functional analysis (T. Parsons, R. Merton, C. Davis). The main concept categories were "disabled people", "children with disabilities". The main ideas were in the social policy of the state in relation to the disabled, in their social rehabilitation, social services and social support of families [3].

2. The socio-anthropological approach (E. Durkheim) was considered in such terms as "children with disabilities", "atypical children." The approach is based on ideas about the forms of social relations, social institutions and mechanisms of social control.

3. Symbolic interactionism (J.G. Mead, C. Cooley), which is based on the ideas of symbols, roles, the emergence of the social self, stereotypes and self-control within the concept of "disabled" [4, p. 301].

4. Classical sociological theory (M. Weber, N. Smelser) reveals ideas: subjectively meaningful actions of the individual, oriented to the behavior of other people; specific mechanisms of social adaptation of persons with disabilities; determination of the basic components of deviation.

5. Phenomenological theory (P. Berger, T. Luhmann). The main conceptual categories of the theory were "children with disabilities", "atypical children." This theory is characterized by ideas about the processes of social construction of reality; specificity of everyday perception of disability, thinking and activity; agents and the product of construction [6, p. 286].

6. The concept of the child's biologic development (L.S. Vygotsky). The main conceptual categories of the concept were "defect", "disabled children". This concept is based on the idea of social education for children with disabilities; formation of approaches of psychodiagnostics in relation to disabled children [2].

From the point of view of a psychological approach to the problem of disability, several scientific theories can be distinguished.

1. Individual theory of personality (A. Adler). One of the basic concepts in this theory within the disability problem is "feelings of inferiority," "compensation," "inferiority complex." According to this theory, individuals with pronounced organic weakness or defect try to compensate for these defects with various exercises and achieve significant success in a certain activity.

2. Psychoanalytic theory of personality (Z. Freud). A well-known psychoanalyst believed that the "inferiority complex" in psychoanalysis is almost not used. The "inferiority complex" has deeply erotic roots. But the feeling of inferiority occurs to a greater extent from the I to his super-I, being, as well as the feeling of guilt, an expression of the tension between them.

3. Theory of A.R. Luria on the brain organization of higher mental functions. The scientist, based on the theory of functional systems, formulated general principles for the brain localization of higher mental functions, which allow one to assume and analyze their various disorders depending on the localization of brain damage [1, 5].

Thus, in modern psychological science there are various approaches to the theoretical substantiation of the problem of the psychology of a person with disabilities. The issue of creating conditions in which persons with disabilities can lead an independent way of life and actively participate in all its aspects remains a topical issue.

Литература:

1. Аммон Г. Психосоматическая терапія /Г. Аммон. - С-Пб., 2000.

2. Виготський Л. С. Зібрання творів: У 6-ти т. Т. 5. Основи дефектології / Под ред. Т. А. Власової. - М .: Педагогіка, 1983. - 368 с.

3. Зайгарнік Б.В. Нариси з психології аномального розвитку особистості /Б.В. Зайгарнік, Б.С. Братусь. - М., 1990. - 157 с.

4. Купреева О.І. Методика діагностики ставлення до іншого людей з інвалідністю /О.І. Купреева // Актуальні проблеми навчання та виховання людей з особливими потребами: Зб. наук. праць. - К .: Університет "Україна", 2004. - С. 301-307.

5. Липа В.В. Формування життєвих компетенцій дітей з особливими освітніми проблемами /В.В. Липа, В.О. Липа // Гуманізація навчально-виховного процесу: Збірник наукових праць (Спецвипуск) / За загальною редакцією В. І.Сіпченка. - Слов'янськ, 2006. - С. 139-145.

6. Місяк С.А. Організація освіти осіб з фізичними вадами в Україні / С.А. Місяк // Актуальні проблеми навчання та виховання людей з особливими потребами: Тези доповідей. - К .: Університет "Україна", 2005. - С. 284-285.

7. Терлецька Л.Г. Психічне здоров'я особистості. Технологія самоаналізу / Л.Г.Терлецька. - К .: ВПЦ «Кіїв.ун-т», 2003. - 150 с.