Psychological Prerequisites of and Obstacles to Self-Presentation of Sight-impaired Schoolchildren
Nadezhda V. Zaigraeva, Candidate of Sciences (Psychology), Associate Professor, Department of Comprehensive Correction of Child Development Disorders, ORCID https://orcid.org/0000-0003-3382-7090, Pedagogical Institute, Irkutsk State University
Lyubov S. Khatskevich, Teacher-psychologist, ORCID https://orcid.org/0000-0001-9778-6342, Secondary school No. 18
Abstract. Introduction. The paper is concerned with the study on prerequisites for and obstacles to self-presentation of sight-impaired schoolchildren. Many factors can influence this type of self-expression: self-esteem, communicative abilities, sociometric status, gender, social norms of behavior, and others. All these factors can be considered either as psychological prerequisites that allow a person to present him/herself successfully to the audience or, on the contrary, as obstacles that pose difficulties for self-presentation.
Data and methods. The verbal and non-verbal components in self-presentation of sight-impaired teen- agers were examined and compared with those of a group of peers with normal eyesight. To accomplish the objectives of the research and test the hypothesis, the study employed the analysis of social and psychological literature, empirical methods (sociometry, questionnaire), observation methods, content analysis, and qualitative and quantitative analysis of the results using STATISTICA 6.1 software.
The results of the study. The findings have shown that self-presentation of comparable groups does not differ significantly, i.e., the sight-impaired schoolchildren studying in a correctional school can present themselves on an equal basis with their peers without such disorders. However, there are differences in self-presentation according to the criterion “completeness” of the story. Also, there are gender differences in both compared groups. There are also students with both successful and unsuccessful self-presentation in every group. Personal characteristics of students acted both as prerequisites for and as obstacles to self-presentation.
Conclusion. The study is of practical significance since it shows that favorable psychological and pedagogical conditions allow visually impaired schoolchildren to develop skills for successful self-presentation, which increases the chance of their socialization and adaptation in society.
Keywords: self-presentation, sigh-impaired schoolchildren, verbal and non-verbal components of self-presentation.
For citation: Zaigraeva N. V., Khatskevich L. S. Psychological Prerequisites of and Obstacles to Self-Presentation of Sight-impaired Schoolchildren Pedagogicheskiy IMIDZH = Pedagogical IMAGE. 2020; 14(4): .760–774. DOI: 10.32343/2409-5052-2020-14-4-760-774