Barna M. Psychological characteristics of self-realization strategy development by students with disabilities.

The dissertation is devoted to the problem of self-realization strategy development by students with disabilities professionally trained in universities. The thesis presents theoretical generalization and expanded understanding of a phenomenon of self-realization, elucidates fundamental nature of self-realization strategy, and, relying on the principles of systemic-structural approach, outlines an integrated structure of individual self-realization strategy development. A theoretical structure of the self-realization strategy was developed. It reflects a complex dynamic system of interrelated and complementary components (cognitive-informative, need-motivation, value-semantic, emotional-evaluative, operational-activity), which is formed on the base a two-dimensional strategy of self (internal and external) and which is under influence of determinants and psychological conditions of self-realization. Using the results of empirical research, the author determined four types of dominant self-realization strategies of students with disabilities (an adequate compensation strategy, a strategy with over compensation, a strategy with incorrect compensation, a strategy with insufficient compensation). Detailed analysis of differences between data groups confirmed the hypothesis that availability of necessary personal characteristics determines success in effective self-realization strategy creation. To optimize the process of self-realization strategy development by young people with disabilities the author offered a special program of psychological support for their self-realization. Testing results showed effectiveness of the program, so it can be recommended for use in university practice as a goal-oriented way of optimization of self-realization strategy development by students with disabilities.