An Influence of Emotional Intelligence of a Psychologist (Teacher) on the Development of Emotional Intelligence of a Teenager with Intellectual Disabilities

The relevance of the study is being covered through the changes in modern educational standards and the latest approaches of psychology for special needs to people with intellectual disabilities, the search for new opportunities to improve the training, education, and psychological support of the individual at different age stages, in particular such crisis ones as adolescence. The purpose of the scientific work is to determine the specifics of the mutual influence of emotional intelligence of psychologists (teachers – head teachers, social workers) interacting with adolescent students with intellectual disabilities on the development of emotional intelligence and its components in people of puberty with atypical development (intellectual disorders). The study involved only those teachers who often and closely cooperate with teenagers, in particular, conduct educational and explanatory conversations, psychocorrective classes, psychotherapy sessions, etc. To determine emotional intelligence (both for adults and adolescents), two standardised test methods were used: "Emotional intelligence questionnaire (N. Hall)" and "Emotional intelligence questionnaire "Emin" (D. Lyusin)". In the course of the study, positive dynamics were established in experimental groups and an increase in the level of emotional intelligence and some of its components in adolescents with intellectual disabilities, who were influenced by psychologists (teachers, social workers) in the form of conversations, psychological correctional classes, and psychotherapy sessions. The reliable links between the components of emotional intelligence of psychologists/teachers and the level of development of emotional intelligence of adolescents with intellectual disabilities were established and confirmed by the results of statistical analysis. The results obtained make it possible to develop effective psychological support for the adolescents under study, and, if necessary, to carry out supervision of psychologists or conduct psychotherapy sessions with teachers