Psychophysiological Status of Schoolchildren with Social and Visual Deprivation

Abstract

Cognitive disorders of children are one of the most important problems worldwide. According to the World Health Organization, 15% of children have gross intellectual disabilities. Published data show that cognitive impairment concerns at least 20% of children and adolescents. To a large extent, this applies to children left without parental care and children with sensory disorders. In the social sphere of many countries, the problem is solved with the help of social centers (SC), special educational institutions, foster families, etc. The nature of the development of such children attracts the attention of teachers, doctors, psychologists, however, there is not enough data in the literature about the features of their psychophysiological functions. The subject of the study: psychosocial development of schoolchildren aged 7-10. New data have been obtained on a similar, and sometimes more unfavorable effect on the psychophysical status of subjects with social deprivation, compared with sensory (visual). All the subjects showed signs of functional tension, but the indicators of personal anxiety and aggressiveness in the groups of social and visual deprivation were higher than in the control group, and cognitive functions were insufficiently activated. Children from the SC revealed a high potential of cognitive abilities. When creating adequate psychosocial conditions in the educational environment of these children, their mental development can be significantly accelerated, which is also necessary for the prevention of maladaptive behavior. It is recommended to introduce into the educational process programs of psychophysical correction of students, including technologies of self-regulation of emotions and behavior and reducing the level of functional tension.