DEVELOPMENT OF EMOTIONAL AND VOLITIONAL QUALITIES IN ADOLESCENTS WITH HEARING IMPAIRMENTS IN PHYSICAL EDUCATION CLASSES

Abstract

The article examines features of the development of the emotional-volitional sphere of hearing-impaired adolescents: an understated level of development of the emotional-volitional sphere, expressed by high rates of distrust of people, self-doubt, aggressiveness, high anxiety, weak manifestation of willpower; preservation of infantile judgments, extreme dependence on the situation with the inability to actively influence it; a tendency to leave from difficult situations, weakness of reaction to censure; mental instability, affective excitability, disinhibition of drives; the possibility of successful realization of the development potential of the emotional-volitional sphere of hearing-impaired adolescents, which can lead to correction of the understated to an adequate level of development of their emotional-volitional sphere. As a result of the conducted experiment on the development of the emotional-volitional sphere of hearing-impaired adolescents, the ratio of the levels of development of the emotional-volitional sphere has changed – in the experimental group, the researchers note a tendency to increase the adequate level by 39%, although this growth is not so great, and 58% remained at an understated level, but the understated level itself has changed qualitatively – it has become a “borderline” between the understated, which was earlier, and an adequate level. This fact directly proves that the proposed model of correction of the emotional-volitional sphere of hearing-impaired adolescents is significant and reliable in our study. There are significant changes in a number of indicators in the experimental group: positive changes were noted in all criteria and indicators. The essence of the process of developing the emotional-volitional sphere of hearing-impaired adolescents is that the emotional-volitional sphere of a hearing-impaired teenager has a complex dynamic structure and is understood by the researchers as a multicomponent psychological education and operational mental state. This determines the need to implement a psychological and pedagogical approach to assessing the development of the emotional-volitional sphere of hearing-impaired adolescents, as well as the allocation of methods, the development of criteria, levels and components of its assessment, methodological features of formation and development.