CORRECTION OF ATTENTION OF ADOLESCENTS WITH MENTAL RETARDATION

  • Svitlana Braga
  • Ruslana Bilous
Keywords: special psychology, mental retardation, mental processes, attention, adolescence

Abstract

The article analyzes the issue of determining the features of the attention of adolescents with mental retardation and the main theoretical approaches of domestic and foreign scientists to study this issue. It is established that mental retardation is a common deviation of children due to disorders of the central nervous system and unfavorable conditions of education in early and preschool childhood. Psychological features of adolescents with BPD are identified, which allows to identify insufficient use of their own life experience in the process of acquiring knowledge, inability to generalize previously formed ideas, inertia, selectivity and stability of attention as a result of which all children with BPD use of means of correctional and psychological influence. The selection of factors accelerating the mental development of children with BPD requires further study and involves in-depth study of the features of attention, in order to comprehensively identify the relationships between the properties of attention and clarify the importance of their development. These studies indicate the complexity of the simultaneous perception of surrounding objects and distractions during important activities, resulting in no assimilation of relevant information; non-involvement in the activity, the inability of the subject to keep in focus a certain number of objects simultaneously, the impossibility of simultaneous successful performance of two or more activities. There is a significant direct correlation between concentration and selectivity of attention, as well as between concentration and volume, selectivity and volume, stability, distribution of switching with the volume of attention. The results of the study led to the development of a program of psychological support, taking into account the interaction of signs of attention.

References

Astapov V. M., Mikadze Yu. V. Psihodiagnostika i korrektsiya detey s narusheniyami i otkloneniyami razvitiya: Hrestomatiya. Piter: Praym EVROZNAK; 2008. 341 s.
Babiak O. O. (2011). Psykholohichni osoblyvosti mizh osobystisnykh stosunkiv u pidlitkiv iz ZPR. Osvita osib z osoblyvymy potrebamy: shliakhy rozbudovy: naukovo-metodychnyi zbirnyk [za red. V. V. Zasenka, A. A. Kolupaievoi]. Vypusk 2. 6–15.
Vyskovatova T. P. (2001). Dyfferentsyatsyia zaderzhky psykhycheskoho razvytyia ot normы do olyhofrenyy. Praktychna psykholohiia ta sotsialna robota. № 9. 13–23.
Kolesina T. P. (2000). Diahnostyka i korektsiia psykhichnoho rozvytku ditei yak zasib profilaktyky vidkhylen u yikhnii povedintsi. Pochatkova shkola. № 5, 30–33.
Sergeeva O.A., Fillipova N.V., Baryilnik Yu. B. (2015). Problema psihologicheskoy gotovnosti k shkolnomu obucheniyu detey s zaderzhkoy psihicheskogo razvitiya. Byulleten meditsinskih internet-konferentsiy.. №5. S. 20-24.
Tkachuk T.A., Taube Ya.I. (2018). Osoblyvosti uskladnen zatrymky psykhichnoho rozvytku ditei. Molodyi vchenyi. № 1 (53), 62-66.
Andrade J. (2010).What does doodling do? Applied Cognitive Psychology. № 24, 100–106.
Hafen C. (2015). Teaching Through Interactions in Secondary School Classrooms: Revisiting the Factor Structure and Practical Application of the Classroom Assessment Scoring System-Secondary. J Early Adolesc. № 35, 651–680.
Published
2021-12-23