Clinical and psychological determinants of deviant behavior in children with intellectual disabilities
DOI:
https://doi.org/10.33910/Keywords:
intellectual disabilities, deviant behavior, aggression, negativism, impulsivity, autistic behavior, correctional workAbstract
Introduction. In recent decades, there has been an increase in mental pathology in childhood. Affected children exhibit behavioral abnormalities that lead to serious difficulties, interfering with learning and disrupting social interactions. This article examines the clinical and psychological determinants of deviant behavior in children with acquired intellectual disabilities.
Materials and Methods. The research sample included 175 children diagnosed with acquired intellectual impairments, which were frequently accompanied by reduced critical awareness of their condition and, in some cases, severe communication deficits. A control group of 70 healthy peers was also assessed. The study employed the clinical-psychopathological method, incorporating standardized instruments such as the Positive and Negative Syndrome Scale, an author-designed emotional state scale, and an asthenia questionnaire.
Results. The children demonstrated impaired willpower, increased excitability and reduced critical assessment of their behavior, which contributed to the development of various behavioral deviations. Aggressiveness, negativism and impulsiveness — which were both the causes and manifestations of deviant behavior — were also pronounced. In the subgroup of children with communication disorders, a number of characteristic psychological features were identified — such as poor emotional connections, social fears, and low activity when making contact — which formed behavioral deviations.
Conclusions. Psychological and pedagogical correction of deviant behavior should begin with awareness work with teachers and parents. Given the causes of deviant behavior in children with acquired intellectual disabilities, correctional work should be carried out in close collaboration between a psychiatrist, a special education teacher, and a special psychologist, with mandatory family involvement. Correctional programs for children in different groups should be differentiated. For children with deviant behavior, including manifestations of aggression and negativism, correctional work should include a set of exercises and techniques aimed at regulating their emotional state and training the basic norms of acceptable behavior. For children with autistic behavior, a range of measures is needed to engage them in social life, stimulate their activity, and help them overcome various fears.
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