The Style of Interpersonal Relationships as a Determining Factor in the Social-Psychological Adaptation of Adolescents with a Slight Degree of Mental Retardation and with Normotypical Development in the Context of Co-Education in Secondary School

Abstract

The article presents and describes the style models of interpersonal interaction revealed through regression analysis, providing socio-psychological adaptation of adolescents with mild mental retardation and with normotypical development, studying in secondary schools. 75 adolescents from rural schools were examined, who had a sufficient level of social and psychological adaptation, identified through the methods of diagnosing the social-psychological adaptation of R. Rogers and R. Diamond. Characteristics of interpersonal interaction studied using a modified version of T. Leary's interpersonal diagnosis in the adaptation of L.N. Sobchik. The differences in the structure of interpersonal relations, contributing to the adaptation of adolescents with normotypical development and with a slight degree of mental retardation revealed. The analysis of the correspondence of the presented results to modern studies of interpersonal relations among adolescents made possible to discover originality in the determination of socio-psychological adaptation not only among adolescents with mild mental retardation, but also with their normally developing peers in inclusive education.

Keywords

• socio-psychological adaptation
• the style of interpersonal communication
• inclusive education
• regression equation
• light degree of mental retardation
• adolescent crisis
• new growths in adolescence
• rural schools students