PSYCHOLOGICAL ANALYSIS OF FEATURES OF EMOTIONAL REGULATION OF COMMUNICATION IN CHILDREN WITH INTELLECTUAL DISABILITIES AND TYPICAL DEVELOPMENT

Abstract

The article provides a theoretical analysis of the features of emotional
regulation of communication in adolescents with intellectual disabilities.
It is determined that emotional qualities influence the formation of their
communicative relationships with peers. The essence of the concept of
“emotional regulation of communication” is substantiated. The psychological
features of emotional regulation of communication in adolescents
with a diagnosis of mild mental retardation (F70) have been empirically
studied.
According to the results of the study, a differential analysis of emotional
regulation of communicative behavior in schoolchildren with intellectual
disabilities and typical development was performed. The main
differences in the formation of emotional qualities, which are the basic
factors in the formation of communicative behavior of students of both
categories. It was found that in adolescents with intellectual disabilities
are relatively preserved indicators of social activity and positive orientation
of communicative behavior. But high levels of these characteristics
were not detected. Insufficiently formed were the ability to manage their
emotions, the ability to respond to criticism in conflict situations and the
ability to empathize.
These qualities need correction. On the basis of the research the main
directions of correctional work are singled out, which are also the formation
of such skills: to manage emotions; coordinate mental states; optimize
potential means of emotional regulation; respond to criticism; act
in tense situations; to master the technique of neutralization of remarks
while defending one’s beliefs; to form empathy in communication as an
interactive ability.
Graphic analysis of the results of empirical research allows us to state
the deviation of the graphs of functions in children with intellectual disabilities
in the direction of low values of function. Characteristic is the
shift in the indicators of emotional regulation of communication to the
left of the mathematical expectation. This indicates a predominance of low, below average and medium levels. At schoolboys with typical development
deviations towards high values are fixed. The predominance of
average and above average levels is determined.