PSYCHOLOGICAL ANALYSIS OF FEATURES OF EMOTIONAL REGULATION OF COMMUNICATION IN CHILDREN WITH INTELLECTUAL DISABILITIES AND TYPICAL DEVELOPMENT

Abstract

The article provides a theoretical analysis of the features of emotionalregulation of communication in adolescents with intellectual disabilities.It is determined that emotional qualities influence the formation of theircommunicative relationships with peers. The essence of the concept of“emotional regulation of communication” is substantiated. The psychologicalfeatures of emotional regulation of communication in adolescentswith a diagnosis of mild mental retardation (F70) have been empiricallystudied.According to the results of the study, a differential analysis of emotionalregulation of communicative behavior in schoolchildren with intellectualdisabilities and typical development was performed. The maindifferences in the formation of emotional qualities, which are the basicfactors in the formation of communicative behavior of students of bothcategories. It was found that in adolescents with intellectual disabilitiesare relatively preserved indicators of social activity and positive orientationof communicative behavior. But high levels of these characteristicswere not detected. Insufficiently formed were the ability to manage theiremotions, the ability to respond to criticism in conflict situations and theability to empathize.These qualities need correction. On the basis of the research the maindirections of correctional work are singled out, which are also the formationof such skills: to manage emotions; coordinate mental states; optimizepotential means of emotional regulation; respond to criticism; actin tense situations; to master the technique of neutralization of remarkswhile defending one’s beliefs; to form empathy in communication as aninteractive ability.Graphic analysis of the results of empirical research allows us to statethe deviation of the graphs of functions in children with intellectual disabilitiesin the direction of low values of function. Characteristic is theshift in the indicators of emotional regulation of communication to theleft of the mathematical expectation. This indicates a predominance of low, below average and medium levels. At schoolboys with typical developmentdeviations towards high values are fixed. The predominance ofaverage and above average levels is determined.