Ivannikova H. Personal resources for psychological well-being of students with disabilities

The thesis presents the theoretical-methodological substantiation and develops practically the psychological bases of psychological well-being as a problem of self-determination during personality development. The author generalized approaches studying an individual’s psychological well-being and determined two main ones: hedonistic, according to which well-being was understood as a condition appeared because an individual’s needs were met in various life spheres, and eudemonic, when well-being was understood a result of creative potential implementation. An individual’s psychological well-being is defined as an integral indicator revealing the individual’s need and desire to implement the main components of positive functioning, as well as a degree of actual fulfilment of such orientation, which is subjectively expressed in satisfaction in self and life. Psychological well-being of students with disabilities is determined by complex and multifaceted internal factors, the most important of which are personal autonomy, self-expression, implemented creative potential, purposefulness, positive relationships with others and self-acceptance. The most important components forming the structure of psychological well-being of students with disabilities is the students’ implemented inner potential, self-expression, self-acceptance, self-identity, openness to new experiences, immediatism and naturalness of experiences. However, positive relationships with others, the need to be supported by others, the desire for autonomy and personal growth can be explained with compensation mechanisms, which also explain the very noticeable needs for self-expression and self-acceptance. Personal resources for psychological well-being of students with disabilities includes: awareness of their own life goals; positive attitude towards oneself; understanding of their capabilities; positive relationships with others; the ability to create conditions and circumstances helping to meet personal needs and achieve own goals; active acquisition of knowledge and experience and their further use. The predictors for psychological well-being are: personal autonomy, self-acceptance, involvement, self-esteem and the expected attitude of others. The author has proposed and tested a comprehensive program developing personal potential and promoting psychological well-being of students with disabilities in the integrated educational environment. The results of its implementation and tested effectiveness are presented in the thesis.