INTELLECTUAL DISABILITIES IN PRESCHOOLERS: MENTAL HEALTH DETERMINANTS DURING THE PERINATAL PERIOD OF DEVELOPMENT.

OBJECTIVE

The aim: The aim of the study is to identify correlations between mental health indicators for preschoolers with intellectual disabilities and specifics of their prenatal, natal and postnatal development.

PATIENTS AND

METHODS

Materials and methods: Analysis of special medical, psychological and pedagogical literature; comparison and systematization of research material to determine mentalhealth indicators for preschoolers with mild and moderate degrees of intellectual disability; mathematical methods of statistics.

RESULTS

Results

Empirical research, delineating formation of mental health indicators for senior preschoolers with intellectual disabilities, specified in low level of formation of both criteria, has been conducted. In general, we can conclude that the formation of mental health against the background of intellectual disability of preschool children is associatedwith low levels of self-awareness as a member of a social group; below age expectations' ability to perceive self and produce information about themselves, their preferences and meaningful adults; inability to adhere to social norms and values in behavior; high levels of anxiety; aggressive tendencies; lack of independence; helplessness concerning helping others; expectation of help from adults; content inappropriate emotional outbursts accompanied by frequent mood swings; and desire for solitude.

CONCLUSION

Conclusions

The obtained results confirm the conditionality of intellectual disability on negative factors in the perinatal period of development and strong correlation withmental disorders. It is important to correctly diagnose the existing manifestations of comorbid mental health disorders at preschool age and earlier, in order to implement appropriate measures for intervention and development.