The dissertation investigates the problem related to the forming of social-psychological competence in teenagers with intellectual disabilities.
The main approaches are theoretically substantiated to the definition of social-psychological competence which is understood as a unique personal formation that is an essential component in the interaction process among individuals within a society and various models of human activity. Social-psychological competence involves the ability to understand and effectively interact with other people as well as to adapt to various social situations. Within its structure, social-psychological competence includes specific knowledge, mindset, practical skills and abilities which represent personal manifestations realized in the ability to build healthy and effective relationships with others, to communicate, to listen, to empathize and to understand the needs and feelings of other people. It also involves the ability to resolve conflicts and reach compromises, to adapt to various social environments and situations (to read social signals, to understand cultural differences, to adjust to new conditions) and more.
On the basis of the theoretical generalization of the research on the structuring of social-psychological competence conducted by foreign and domestic scholars, it has been found out that scholars place the main emphasis on communicative components. In particular, these ones have been distinguished: grammatical (words used in the communication process); sociolinguistic (correct use of these words in communication); discourse-oriented (coherence and logical consistency of speech); strategic (appropriate use of communicative strategies).
It has been substantiated that teenager is a period of significant changes and adaptations in the social sphere, which makes it particularly sensitive for the development of social-psychological competence. This period is crucial for the formation of personality and readiness for life in society, namely its social and psychological aspects that determine a manner of interaction with the world: during this period there is a need for social interactions and a sense of belonging to different groups (development of social and psychological competence enables adolescents to build positive relationships with peers and receive support from others); at this age, children begin to realize their social roles and perform them in different contexts; self-esteem and a sense of self-worth are formed (the development of social-psychological competence enables adolescents to understand their strengths and skills as well as to effectively manage their emotions and relationships with other people), etc.
There have been identified and grounded the main competencies which constitute the integral construct of teenagers’ social-psychological competence, enabling them to interact successfully with the surrounding world and achieve positive results in social relationships. The main competencies which constitute this construct include social, communicative and personal skills: social – the ability to establish and maintain healthy relationships with other people, empathy; the ability to sympathize and understand the feelings of others, to resolve conflicts and work in a group; communicative – the ability to effectively express one’s thoughts and feelings, to listen to others, to choose the right methods of communication depending on the situation, to use verbal and non-verbal communication; personal – the ability to develop and use one’s own resources to achieve personal goals, which includes self-regulation, the ability to make decisions, the development of internal motives, as well as the ability to adapt to changes and influence one’s environment).
In cases of intellectual disabilities, social-psychological competence is characterized by insufficiently active social positioning, disruptions in motivation for communicative interaction and difficulties in establishing social contacts with society, leading to reduced orientation towards communication and interaction.
The specificity of the socio-psychological competence of teenagers with intellectual disabilities has been substantiated, in particular, high trust in other people, acceptance of other people, which significantly increases their victimization.
It has been clarified that social-psychological competence of children with intellectual disabilities is not formed at an appropriate level; it exhibits certain characteristics, including subjective feelings of psychological vulnerability, the need for group belonging, selectivity in contacts, inadequate self-esteem (high/low), low levels of aspirations, faint indicators of hostility and depression, increased anxiety, susceptibility to developing fears, and so on.
