Vovchenko O. Phenomenology of emotional intelligence of adolescents with intellectual disabilities

The dissertation considers the phenomenology of emotional intelligence of adolescents with intellectual disabilities. For the first time, the scientific and praxeological principles of the study of emotional intelligence of persons with intellectual disabilities during puberty were theoretically substantiated and developed. A systematic description of the studied phenomenon from the standpoint of system-structural, complex, multidisciplinary and synergetic approaches by means of theoretical and methodological analysis of patterns of typical and atypical development, empirical study of psychological mechanisms, components and structure of emotional intelligence in intellectual development. Emotional intelligence is clearly visible as a folding integral structure of special features with the breakdowns of intellectual development on the stage of an emotional development, but: to manifest itself through the mode of low spheres of specialty, to overcome safeguarding the management of the social camp, the order of the emoticons of the volunteers, the self-knowledge, self-regulation and self-realization of the specialness; infused into the formation of «I-concept» and self-identification of specialness. Emotional intelligence is considered as a separate type of intelligence, which differs from the academic understanding of intelligence in its origin, essence, relatively recent history of research. Structurally, emotional intelligence is considered as a multicomponent education that has different elements, models, forms of functioning, conditions and principles of formation, features of development and is quite difficult to study by standardized methods of psychological diagnosis.