EVALUATION OF COGNITIVE FUNCTIONS, PERSONALITY AND REGULATORY SPHERE IN MINORS WITH DEVIANT AND DELINQUENT BEHAVIOR WITHIN THE AUTHORITY OF THE PSYCHOLOGICAL, MEDICAL AND EDUCATIONAL COMMITTEE

Varvara  V. Delibalt; Artyom  V. Degtyaryov; Elena  G. Dozortseva; Rimma  V. Chirkina; Nikolay  V. Dvoryanchikov; Vladimir  A. Pimonov; Mikhail  G. Debolsky; Dmitry  A. Malkin

doi:10.5937/IJCRSEE1702107D

Authors

Varvara V. Delibalt Moscow State University of Psychology and Education, Moscow, Russia
Artyom V. Degtyaryov Moscow State University of Psychology and Education, Moscow, Russia
Elena G. Dozortseva Moscow State University of Psychology and Education, Serbsky National Medical Research Centre for Psychiatry and Narcology, Moscow, Russia
Rimma V. Chirkina Moscow State University of Psychology and Education, Moscow, Russia
Nikolay V. Dvoryanchikov Moscow State University of Psychology and Education, Moscow, Russia
Vladimir A. Pimonov Moscow State University of Psychology and Education, Moscow, Russia
Mikhail G. Debolsky Moscow State University of Psychology and Education, Moscow, Russia
Dmitry A. Malkin Moscow State University of Psychology and Education, Moscow, Russia

DOI:

https://doi.org/10.5937/IJCRSEE1702107D

Keywords:

psychological, medical and educational committee, special needs, deviant behavior, children, adolescents, psychological evaluation

Abstract

Education of children and adolescents with special needs due to health problems requires particular forms, conditions and assistance by pedagogues and psychologists. A psychological, medical and educational committee (PMEC) appoints a certain program of special education based on the complex evaluation of the psychic state and (dis)abilities of the child. In 2013, inclusion of children and adolescents with deviant behavior in the competence of PMEC became a new challenge for their traditional activities. Development of recommendations for special educational programs aiming at deviant behavior prevention differs greatly from their original tasks, requires comprehensive psychological evaluation, better psychodiagnostic skills and knowledge of various ways of subsequent work with children. The problems arising and ways of their solution are discussed in the article.

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