DISABLED STUDENTS’ COPING STRATEGIES AS A FACTOR OF THEIR SELF-REALIZATION

The article presents the empirical research on coping strategies of students studying in integrated groups and the strategies with self-realization. The research purpose was to study the features of self-realization characteristic for students in the integrated educational environment by examining of the structure of their coping strategies, their correlations with self-realization and the predictors of self-actualization. The following methods were used: Folkman and Lazarus' Ways of Coping Questionnaire (adapted by L.I. Vasserman); E. Shostrom's Personal Orientation Inventory, modified by, A. Lazukin, N. Kalina; the methods for data processing and interpretation: quantitative and qualitative analysis (factor, correlation, regression analyses). We have revealed differences in the factor structure of coping strategies characteristic for disabled students and relatively healthy students. Thus, there are correlations between an individual's coping strategies and self-realization. The success of disabled students' self-realization is determined by their ability to use social support (informational, emotional, effective), their rational approach to problem solving, self-regulation, cognitive avoidance of difficult situations. The success of relatively healthy students' self-realization is determined by their rational approach to problem solving, positive reassessment of a problem and its inclusion into the context of personal development.