Експериментальне дослідження стану сформованості соціальної компетентності підлітків з інтелектуальними порушеннями

Abstract

The article defines the most essential components of social competence: operational-content, personal-regulatory, motivational-emotional, behavioral. For their research, the indicators of social competence are singled out: the ability to analyze social situations, forecast, plan and achieve results, social awareness, the formation of social reflection, the ability to evaluate and regulate one's own behavior, the formation of socially oriented motivation, the formation of empathic tendencies in behavior, the application of acquired competences in behavior, having the ability to work in a team. Generalized levels of the formation of social competence among adolescents with intellectual disabilities were developed: high, sufficient, average, minimal. It was established that adolescents with intellectual disabilities mostly have a minimal level of social competence development (56.52%), which is characterized by a low level of perception and understanding of social life situations, lack of social expectations and prognostic abilities, lack of socially oriented motivation and empathic tendencies in behavior, lack of development skills of assessment and regulation of one's own behavior, application of acquired competences in activity and behavior, lack of social reflection, ability for team interaction. Some of them show an average (35.96%) and sufficient (7.53%) level of social competence formation. Adolescents with an average level show a partial understanding of the essence of social-normative behavior, do not always fully demonstrate social awareness, and show difficulties in transferring acquired competences into behavior. Children with a sufficient level are aware of the essence and content of social-normative behavior, show the ability to analyze social situations, however, apply the acquired competences mainly in typical and familiar situations.