Development of social intelligence of children with cerebral palsy as a means of life hardships overcoming

Problems ofpsychosocial rehabilitation of children with orthopaedic disorders have been relevant for a long time, which is proved by numerous studies ofdomestic and foreign authors. Involving parents and close relatives in the process of psychosocial adaptation is particularly important: family isthe basic forming and developing environment for the child. The experiences of ones good or bad health are very important in the context of theoverall self-identity, the definition of life line, plan of life, and lifestyle. Health and well-being is possible only in case of an adequate adaptationto the social and natural environment; and the processes of adaptation never stop. The effectiveness of compensation is largely determined bythe nature of interpersonal relationships of the disabled with the loved ones. Concern, mutual help, emotional support, understanding, and toleranceare powerful psychological tools to learn the hidden potential that strengthens ones belief in ones strength, restores a positive attitudetowards oneself. The key personality traits to overcome crises are stability, optimism and confidence. Viability is more related to the choice ofone of the alternatives of human behaviour in a problem situation. For successful realisation of an individual in life and work the most importantelement is the ability to interact effectively with other people. We concentrated on the study of social intelligence of children with cerebral palsy,on the dependence of the development of social intelligence on the family where the child is brought up, on the role of social intelligence in thelife of a disabled child. We studied 306 students of special (correctional) schools of the 6th type for children with orthopaedic disorders inYekaterinburg, Sverdlovsk region towns. Of these, 90 people had a combined defect, cerebral palsy and mental retardation in the degree of moronity.The social intelligence of children with cerebral palsy was studied using the tests of J. Guilford and M. Sullivan. The results showed thatthe social intelligence of teenagers is not formed. Only with age, with family joint activities, with the childs reaching personal maturity theharmonization of the structure of social intelligence and the balance of learning skills develop.

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