Исследование связи уровня интеллектуального развития с показателями автономии у молодых людей с ментальными нарушениями, обучающихся первичным профессиональным навыкам по инклюзивной программе

Abstract

<p style="text-align: justify;"><strong>Objectives. </strong>In connection with the reform of the system of mental health, the system of residential institutions for psychiatric patients (PRI) and the development of assisted living, the relevance of the socialization of people with mental disorders has increased. An inclusive approach also implies their inclusion in work activities, the creation of opportunities and the organization of support for successful integration into the work environment.</p> <p style="text-align: justify;"><strong>Methods.</strong> The results of a pilot study of the level of intelligence and the severity of the need for support in young adults with mental disorders are presented. The study involved respondents aged 19 to 42 years (N=20; 9 men, 11 women) with mental disabilities who are being trained in primary professional skills with the aim of possible integration into work activities in the future. We used the standardized “WAIS” (Wechsler Adult Intelligence Scale) and a specially developed “Questionnaire for assessing the degree of independence of persons with mental disorders and the support they need”.</p> <p style="text-align: justify;"><strong>Results. </strong>The study of intelligence revealed a wide range of results — from normative indicators to moderate mental retardation. The need for some degree of support is experienced by everyone, including those who do not have intellectual disabilities. Respondents with lower levels of verbal intelligence show more significant difficulties in autonomy, respectively, they need for more intensive social support.</p> <p style="text-align: justify;"><strong>Conclusions. </strong>The assessment of the possibility of independent living and mastering professional skills should not be based only on the level of intellectual development. A comprehensive assessment should include the ability for social cognition, communication skills, daily living and social skills. However, lower levels of verbal intelligence determine a greater need for accompaniment, help and support. In future work, it is intended to expand the sample of study individuals by adding comparison groups.</p>