Personal characteristics of troubled adolescents in residential care

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of School and Educational Psychology Pub Date : 2021-05-26 DOI:10.1080/21683603.2021.1925181

Elena A. Azarova, V. Basyuk, Alexander V. Vikhtodenko, S. Zholudeva

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Abstract

ABSTRACT Background Personal characteristics of troubled adolescents are affected by psychological deprivation, which contributes to the manifestation of deviant and delinquent behavior in individuals. Aim This study comprehensively examines structural units of self-consciousness, higher mental functions, and the emotional sphere of troubled adolescents (girls and boys) in residential care as well as develops a program for their psychological support. Methods and Results The results of the biographical method, observation, and psychological testing with the VI.ZI.ES Alpha test produced generalized psychological profiles of the adolescents. The methodology “Phenomenology of a Person’s Development and Being” underpinned development of their higher mental functions and structural units of self-consciousness. The obtained data formed the basis for a psychological support program for the personal development of troubled adolescents, with both traditional (discussions, trainings) and innovative (initiation, reflection) methods included. Conclusion The psychological support program allows educational psychologists to correct adolescents’ deviant and delinquent behavior.

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寄宿照料中问题青少年的个人特征

摘要背景问题青少年的人格特征受到心理剥夺的影响，心理剥夺导致了个体越轨和违法行为的表现。目的本研究全面调查了寄宿照料中有问题青少年（女孩和男孩）的自我意识、高级心理功能和情感领域的结构单元，并制定了他们的心理支持计划。方法和结果采用传记法、观察法和VI.ZI.ES-Alpha测试法进行心理测试，得出青少年的一般心理特征。“人的发展和存在的现象学”方法论支撑了他们更高的心理功能和自我意识结构单元的发展。所获得的数据构成了问题青少年个人发展心理支持计划的基础，其中包括传统（讨论、培训）和创新（启动、反思）方法。结论心理支持计划使教育心理学家能够纠正青少年的越轨和违法行为。

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来源期刊

International Journal of School and Educational Psychology Social Sciences-Education

CiteScore

4.00

自引率

0.00%

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期刊介绍： The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.