Detailed contribution information
| Contribution title | 2987 - The Role of the Family Upbringing in Self-Regulation Development of Children with Mental Retardation |
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| Contribution code | PS02-58 (P) |
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| Form of presentation | Poster |
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| Abstract |
Self-regulation is supposed to be one of the crucial skills for success in life. In case of children with mental retardation this issue has a special importance. The current research was based on the three-level self-regulation model, including the level of mental states regulation, the operational level and motivational level (Nikolaeva, 1991). The first level of self-regulation was tested with the Luria’s neuropsychological battery of tests, adapted by Semenovich (2002), the school results were analyzed when estimating the second level of self-regulation and, finally, the third level was studied with the tests for school motivation by Guinsburg(1996) and Louskanova (1996) . For the characteristics of parent-child relationships the test “Analysis of the Family Upbringing” by Eidemiller &Yustitsky (1990) was used. The experimental group included 39 students of 7-10 years old with slight degree of mental retardation of organic genesis, learning in primary schools of Moscow. The control group included 59 students of the same age with normal development. The research shown that in case of normal development the characteristics of familial relations were extremely important for self-regulation development: the high level of self-regulation has been found only in the families with adequate balance of demands and responsibilities of a child. In families with hyper- or hypo-protection the development of self-regulation has been delayed. But in the families of children with mental retardation we could not find such a strong connection: there was either adequate style of family upbringing or hyper-protection. Thus, the priority in the intervention program for such children should be the compensation of defects of the first level of self-regulation, for instance, with the method of sensor-motor correction of Goryacheva and Sultanova (2003). However the work with parents aiming at development of conscious self-regulation in children with mental retardation should be also included into intervention programs. |