СТАНОВЛЕНИЕ СОЦИАЛЬНОГО ИНТЕЛЛЕКТА СТУДЕНТОВ-ИНВАЛИДОВ КАК ФАКТОРА РАЗВИТИЯ ПСИХОЛОГИЧЕСКОГО РЕАБИЛИТАЦИОННОГО ПОТЕНЦИАЛА ПРОФЕССИОНАЛИЗАЦИИ

Abstract

The paper deals with the study of the mechanisms of the formation of the disabled students’ social intelligence that determine the development of psychological rehabilitation potential of professionalization (PRPP). The authors consider the PRPP development as a gradual deployment of the ability to analyze, predict, and implement the option of educational and vocational training that will provide a health-protecting way of mastering professional actions, i.e. preserving and stabilizing vital activity of a disabled person depending on the specifics of the disease. The paper presents the formation of social intelligence as the maturation of a complex of special cognitive-personal systemic structures (depending on the specific and general trends in the course of the disease) determining the willingness to master professional actions within the educational environment of the university without aggravating the valeological (bio-medical-psychological) indicators of the disease. The authors specify two mechanisms (internal and external) that explain the formation of disabled students’ social intelligence. The internal mechanism reveals the relationship between the productive self-esteem of the valeological components of a particular disease and the acquisition of professional actions with the “involvement” in professional communication. The paper describes the external mechanism as the interdependence of an objective comparison of oneself with similar other subjects of vocational labor with the setting for implementing a favorable scenario of future professional life. The authors consider the general level of living meaningfulness as a significant condition for the formation of a disabled student’s social intelligence. The paper highlights value orientations associated with the focus on leading a lifestyle that stabilizes the underlying disease and long-term involvement in professional communities as an important condition for the development of the disabled student’s social intelligence. The authors carried out the modeling of three levels of formation of social intelligence and considered them as stages of the development of a disabled student.