Barabanov Rodion Evgenievich 

 

Psychological and medical-pedagogical assistance to persons  with the pathology of the vocal apparatus in improving the quality of life through teaching discursive-evaluative behavior in social-evaluative networks

 

Specialty IPIY 004 - Philosophy of Psychology

 

Dissertation abstract for a PhD degree of Doctor of Philosophy in Psychology under the program of the Institute of Psychology and Informal Justice Ecosocial Technology Academy

 

Saint Petersburg - 2021

 

The work was carried out in the Laboratory of  Nravstvennoi Psychology of the Institute of Psychology and Informal Justice of the Academy of Ecosocial Technologies.

http://pi.ast.social

 

scientific adviser:

Doctor of Philosophy, Associate Professor

Chedia Konstantin Olegovich

 

Official opponents:

 

Doctor of Psychology, Professor

Danilov Andrey Viktorovich

 

PhD in Psychology

Vorkina Ekaterina Viktorovna

 

Leading organization: 

State budgetary institution of the city of Moscow Center for the Promotion of Family Education No. 1 of the Department of Labor and Social Protection of the Population of the City of Moscow.

 

The defense of the dissertation will take place in January 05, 2022 at 15.00 at a meeting of the international dissertation council DS IPIY AEST 003 for the PhD degree of Doctor of Philosophy in Psychology under the program of the Institute of Psychology and Informal Justice of the Academy of Ecosocial Technologies at the address: 196070, St. Petersburg, Chernyshevsky Square, d. 2, office. 51.

The dissertation can be found on the website of the Institute of Psychology and Informal Justice at: http://pi.ast.social

Abstract was sent out on December 05, 2021.

 

Scientific Secretary

international dissertation council

Candidate of Historical Sciences, Associate Professor

E.F. Matveychuk

General description of work

 

The relevance of research. At present, the problem of the quality of life of the population is attracting more and more attention of researchers. An important role in it is played by the holistic development of the personality and the quality of life of persons with special educational needs (OEP).

According to the definition given by the Institute of Correctional Pedagogy of the Russian Academy of Education, a person with special educational needs is a newly emerged and not yet established term that appeared in all countries of the world during the transition from a unitary to an open civil society, when it realized the need to reflect its changing attitudes towards people with developmental disabilities, new understanding of their rights.

Currently, this term displaces from widespread use such terms as: "abnormal development", "person with developmental disabilities", "person with developmental disabilities", "person with disabilities", "person with disabilities" and specifying their special terms as labels, perceived as a designation of a person's inferiority.

Expressing the refusal of society from dividing people into a full-fledged majority and an inferior minority, the new term consolidates the shift in emphasis in the characteristics of these people from shortcomings, violations, deviations from the norm to a special line of development, which, on the one hand, is combined with specific opportunities, and on the other - sets a number of requirements for the organization of conditions for this development. The new approach emphasizes the responsibility of society for the identification and implementation of special needs associated with the characteristics of the psychosomatic health of the individual.

The term “person with special educational needs (educational needs)” is used in both a broad humanistic and scientific context.

The socio-psychological view of special needs is based on the idea of inclusion and is focused on two areas of psychological and pedagogical work aimed at satisfying the OOP. First, it is necessary to create an educational environment aimed at the optimal implementation of the cognitive, emotional-volitional, psychophysiological capabilities available to such a child in the learning process. On the other hand, special educational needs are understood as the special relationship of the subject with the social environment, which is a source of personal development. This idea underlines the social and psychological nature of the term “special educational needs”. This approach assumes that the educational process should be comprehensive and ensure the solution of the goals and objectives of advanced development.

In a scientific context, this term is important because it orientates researchers towards the "permeability" of the boundaries between the sciences of abnormal and normal development, since persons with special educational needs can be young men and women with a pathology of the vocal apparatus.

Voice impairment is one of the most common pathologies of the larynx in otorhinolaryngology among the young population, ranking third in the structure of diseases of the respiratory system and second in the structure of the entire ENT pathology (Chireshkin D.G., 1997). In this case, a pathological change in the voice can be a consequence of such speech disorders as dysarthria, rhinolalia and stuttering.

Today, a full-fledged voice is required not only for teachers, educators, artists, singers, lecturers, leaders, clergymen, but also for representatives of many other professions. Recently, in the conditions of scientific and technological progress, a large number of new specialties have appeared, the range of traditional ones has expanded, where they began to impose high requirements on the vocal apparatus. As a result, there are practically no specialties in which the voice would not be used as a tool of labor. This led to an increase in diseases of the vocal apparatus among the population of Russia and the whole world.

As indicated by I.A. Mikhalevskaya. in his 2005 study, as a result of a survey of 234 studentsOrthodox St. Tikhon University for the Humanitiesand by the method of anonymous questioning, the functional inferiority of the vocal apparatus was revealed in 81.6% of students of speech faculties and 95% of students-vocalists, while in 21.2% of students of speech faculties and 38.3% of students of singing faculties, voice disorders occurred repeatedly during the year , which impeded both training and work, which could not but affect the quality of life of these students. In this case, it is important to note that even minor defects in voice-leading for persons of speech and singing professions are often psycho-traumatic and lead to the emergence of neurotic reactions, a decrease in the quality of life. This is especially true for persons of the singing profession (51.4% and 88.4%, respectively).

The study of the psychological component of the quality of life of persons with voice impairment acquires particular relevance in adolescence. One of the leading vectors of development in this age period is the social formation of the individual. The authors distinguish the following as psychological characteristics of communication in adolescence:

- the desire to satisfy the leading social needs: recognition, self-affirmation, the acquisition of new experience, etc.;

- focus on building mature relationships with peers and adults.

Communication affects all reference areas of interaction: friendship, love, study, profession, etc. The most important tasks of adolescence are associated with a quantitative expansion of the range of social roles and interests, as well as their qualitative transformation, aimed at increasing independence and individual responsibility.

Thus, adolescence is characterized by active socialization, during which verbal communication is the most important tool, the frustration of which can negatively affect the solution of age-related problems of personal development, and naturally leads to a decrease in the quality of life.

The degree of elaboration of the research problem.Until now, the issues of studying the quality of life in otorhinolaryngology have not received due attention. There is an opinion that if clinical and functional indicators improve in the course of treatment and rehabilitation, then the quality of life also improves. The weak link in assessing the effectiveness of treatment-socializing, as well as rehabilitation measures is that clinical and paraclinical data are evaluated exclusively by medical workers (based on the results of repeated consultations, examinations, medical examination and MSE). There is no clear understanding of the ongoing changes from the point of view of psychology. There is no psychological rehabilitation and support.

A. K. Verdolini, LO Ramig (2001) report that approximately 28 million people in the United States each year have voice problems that negatively affect their work and quality of life. In relation to these, as well as other persons with pathology of somatic, as well as psychophysical development, by the mid-2000s in the countries of North America and Western Europe, the term "people with special needs" began to be widely used (Barth, Richard P., 2004; Miller, Julie M., 2000). Despite the fact that this term appeared in Russia later than in America and Western Europe, its introduction into the everyday life of Russian science cannot be qualified as a direct borrowing of the Western term “People with Special Needs”.

The content of the term “persons with special educational needs” organically reflects the traditional for Russian psychology understanding of a person with developmental disabilities as in need of “workarounds” to achieve those tasks of socio-cultural development, which, under normal conditions, are achieved by ways of upbringing ingrained in culture and methods of mass education adopted in society. learning. Modern scientific concepts make it possible to highlight the general aspects of special educational needs of different categories of people with mental, physical and somatic developmental disorders. In this regard, the study of the phenomenon of the quality of life has recently become more and more widespread, both in the West and in Russia. Scientists are actively studying the content of this concept, its connection with personal determinants, practical tasks are set to improve the quality of life. Of particular interest are works devoted to the study of the psychological components of the quality of life in the context of special educational needs. The quality of life of a person with special educational needs, especially within the framework of the socio-cultural space, should be thoroughly studied, since society is gradually humanizing, and the process of integrating such people into the “ordinary” environment begins.

In the modern socio-political situation in the Russian Federation, research topics related to the study of the psychological components of the quality of life of persons with special educational needs is acquiring national significance. So in the Strategy of the State National Policy of the Russian Federation for the period up to 2025, adopted in 2012, one of the directions is "improving the quality of life of persons with disabilities", which is impossible without a deep study of the psychological components of the quality of life. With the adoption of the Federal Law of November 24, 1995 "On social protection of disabled people in the Russian Federation", the goals of the state policy in relation to disabled people were officially enshrined, new concepts of disability and socio-cultural rehabilitation of disabled people were highlighted, changes were made to the institutional framework of social policy. For the first time, the goal of state policy was not to help the disabled, but to improve the quality of life of persons with disabilities, to provide disabled people with equal opportunities with other citizens in the implementation of civil, economic, political, social rights and freedoms provided for by the Constitution of the Russian Federation. The same applies to the Federal Law "On the Education of Persons with Disabilities" of September 1, 2001, which enshrined the legislative framework to meet the needs of persons with disabilities in education, adaptation and integration into society. providing disabled people with equal opportunities with other citizens in the implementation of civil, economic, political, social rights and freedoms provided for by the Constitution of the Russian Federation. The same applies to the Federal Law "On the Education of Persons with Disabilities" of September 1, 2001, which enshrined the legislative framework to meet the needs of persons with disabilities in education, adaptation and integration into society. providing disabled people with equal opportunities with other citizens in the implementation of civil, economic, political, social rights and freedoms provided for by the Constitution of the Russian Federation. The same applies to the Federal Law "On the Education of Persons with Disabilities" of September 1, 2001, which enshrined the legislative framework to meet the needs of persons with disabilities in education, adaptation and integration into society.

Thus, in the social sphere, the research topic is relevant in connection with the implementation of federal state programs to support persons with disabilities and their adaptation in a “healthy” environment. In the field of health, the topic is important, since the pathology of the voice is one of the most common phenomena for otorhinolaryngology, occupying a leading position in the structure of laryngeal diseases. The medical and social significance of the work in general is determined by the high prevalence and heterogeneity of voice pathology, a significant proportion of people with socio-psychological maladjustment, disability and stigmatization. The topic of the quality of life of persons with PLO in adolescence acquires particular importance for the education system and psychological science and practice, since during this period the tasks of professional self-determination are being solved, the choice and training of a profession is realized, the first professional experience is acquired. The solution of these life tasks is complicated in the presence of special educational needs, which, in turn, has a significant impact on the quality of life of boys and girls with a pathology of the vocal apparatus and requires special psychological, acmeological and pedagogical support.

It should be noted that, despite the urgency of this issue in modern Russia, the quality of life issues with an emphasis on its constituent elements in the context of special educational needs have not been sufficiently studied to form a comprehensive model of the quality of life of persons with OOP. Therefore, it seems very relevant to study the problem of psychological components of the quality of life of boys and girls with special educational needs.

Proceeding from the existing problem, we formulated the goal and objectives, determined the object and subject of research.

Purpose of the study:

To identify psychological conditions and develop a comprehensive philosophical, psychological, medical, pedagogical program for the formation of a nravstvennost scientific worldview of persons with a pathology of the vocal apparatus on the basis of teaching discursive-evaluative behavior in social-evaluative networks. 

Object of study:

The process of formation, worldview and quality of life of persons with pathology of the vocal apparatus.

Subject of study:

The content of the worldview, psychological and medical-pedagogical components of the training program for discursive-evaluative behavior in social-evaluative networks for persons with pathology of the vocal apparatus.

Research hypothesis:

Mental processes, education and personality states are formed and corrected by other people. The pathology of the vocal apparatus creates difficulties in the formation, socialization of children and youth. These difficulties can be compensated for by educational programs specially developed in the course of the research, based on discursive and evaluative practices on all issues of the quality of life, aimed at the formation of a scientific nravstvennost outlook.

Scientific and ethical system (scientific ethical system) is a system of ethical rules based on the moral principle as an unconditional fundamental value. Reflects the connection between morality and living management practice. Does not contradict any of the existing religious ethical systems (doctrines) and is compatible with any political system (monarchy, democracy, etc.). The practical use of this system makes it possible to stop the shortcomings of any form of government, while preserving their best properties.

Nravstvennost education - a purposeful impact on a social subject from other social subjects, which allows (helping, forcing, encouraging, etc.) to consciously make a nravstvennost choice - a choice according to conscience. 

With the help of social-evaluative networks, with built-in ethics and nravstvennost ideology, it is possible to carry out a directed discourse on a specific person. This process will carry out the function of nravstvennost education and the formation of a scientific nravstvennost worldview of the object of discourse. For the formation of the scientific component of the nravstvennost worldview, it is necessary to participate in discursive and evaluative practice, focused on a specific subject, representatives of science, whose ideology is the ideology of nravstvennosti, the main idea of which is formed by the nravstvennost (ethical) principle.

Socio-evaluative networks (networks of influence, discursive-evaluative networks) - a concept introduced into the scientific turnover in 2012 V.A. Chigirev and P.I. Yunatskevich meansan automated network system designed for mass and group ethical assessment of harm (threats) from the actions of social actors. The social-evaluative network performs the functions of an ethical corrector and self-regulator of the social environment, is a tool for the nravstvennost education of social subjects, limiting their parasitic and development of creative, constructive activity, the formation of a scientific nravstvennost outlook.

Examples of such networks: 

  https://globalnrav.ast.social

  https://euroopen.ast.social

  To test the hypothesis, the following tasks were set:

Research objectives: 

1. To investigate the peculiarities of the worldview and psychological reactions of persons with pathology of the vocal apparatus.

2. To analyze the psychological and medical-pedagogical possibilities of the discursive-evaluative behavior of persons with the pathology of the vocal apparatus in the social-evaluative networks.

3. To reveal the compensatory possibilities of discursive-evaluative behavior in social-evaluative networks for persons with pathology of the vocal apparatus. 

4. To substantiate the specifics of the worldview and the ways of its formation for the education and improvement of the quality of life of persons with pathology of the vocal apparatus.

5. To develop a comprehensive philosophical, psychological, medical, pedagogical program for the formation of a moral scientific worldview of persons with a pathology of the vocal apparatus on the basis of teaching discursive-evaluative behavior in social-evaluative networks.

Research hypothesis:

Mental processes, education and personality states are formed and corrected by other people. The pathology of the vocal apparatus creates difficulties in the socialization of children and young people. These difficulties can be compensated for by educational programs specially developed in the course of the research, containing discursive and evaluative practices on all issues of the quality of life.

To achieve the goal and the implementation of the tasks, the following methods were applied: analysis and synthesis, discursive-evaluative method.

The reliability and reliability of the data obtained were assessed based on the methods of mathematical statistics, which were Pearson's correlation coefficient, Fisher's angular transform, Mann-Whitney U test, factor analysis, Wilcoxon's T-test. 

The obtained data were processed using the SPSS 22.0 statistical software package.

Research methods and description of research participants:

Techniques: 

1. Content analysis of extended essays on the topic of quality of life in order to determine the psychological structure of the quality of life of boys and girls with voice impairments in comparison with conventionally healthy peers.

2. Methodology "Subjective quality of life" T.V. Exacusto and A.A. Zaichenko, makes it possible to assess the cognitive, affective, value-incentive elements of the quality of life.

3. Methodology "Assessment of the level of satisfaction with the quality of life" N.Ye. Vodopyanova makes it possible to assess the importance of individual areas for the feeling of life satisfaction, as well as to calculate the total indicator of the subjective quality of life.

4. Spielberger-Khanin's “Reactive and Personal Anxiety Scale” methodology makes it possible to assess the level of anxiety as a result of the perception of a particular situation or a stable emotional personality trait. These characteristics are related to the resource elements of the quality of life.

5. “Test ᅟ for depletion of vital ᅟ forces ᅟ and depression” ᅟ А.А. Appelsa allows you to assess the risks of developing unfavorable emotional states that deplete a person's vital resources.

6. The questionnaire "Life style index" by R. Plutchik, G. Kellerman and H. Conte reveals the general tension of psychological defenses, as well as the tension of individual defense mechanisms that create significant difficulties in accepting certain life events and interfere with the trauma, which makes it difficult for personal growth.

7. Methodology for diagnosing readiness for self-development A.M. The parishioners reveal the general level of readiness for self-development.

Theoretical and methodological basisstudies were drawn up by the approaches of famous scientists such as Jürgen Habermas (German Jürgen Habermas; June 18, 1929, Dusseldorf) - German philosopher and sociologist, professor in Frankfurt am Main (since 1964), director (along with K. Weizsäcker) of the Institute on the study of the living conditions of the scientific and technical world of the Max Planck Society in Starnberg (1970-1981). Considered a representative of the Frankfurt School. Jurgen Habermas's views influenced the student movement in many Western countries in the 1960s and 1970s, and today Jurgen Habermas is Germany's largest contemporary philosopher.

Jürgen Habermas defines discourse as a way of testing a controversial claim to value through the use of arguments in the process of dialogue, carried out with the aim of reaching a universally valid agreement between people. Discourse according to Jurgen Habermas is based on the following rules:

- participation in a discourse is open to any subject capable of speech, given his full equality with all other participants in the discourse;

- in discourse, it is prohibited to exercise any coercion in order to reach an agreement;

- participants in the discourse have the right to act only on the basis of the motive for achieving cooperative and reasoned consent.

In relation to the actually existing communication, discourse is, according to Jurgen Habermas, an ideal speech situation.

Jurgen Habermas believes that the ideal speech situation is a necessary prerequisite from which participants in actual communication practices proceed if they are serious about the prospect of recognition of their claims by others.

Jurgen Habermas interprets the discursive ethics of communication as a language game in which both consent and violence, suggestion, manifestation of force and manipulation are possible. 

However, practice shows that discourse itself needs ethics so that the participants in the discussion do not harm each other by thought, word or deed.

Karl-Otto Apel (German Karl-Otto Apel; b. March 15, 1922, Dusseldorf) is a German philosopher. As part of the Wehrmacht, he participated in the Second World War. Graduated from the University of Bonn in 1950. He taught at universities in Germany. From 1972 to 1990 Professor of Philosophy at the University of Frankfurt am Main, since 1990 - Professor Emeritus.

Karl-Otto Apel introduced the concept of transcendental pragmatics, "ontic reduction", when existence is defined through another being. Karl-Otto Apel argued the primacy of dialogue as intersubjective communication over individual consciousness. The basis of such a dialogue K.-O. Apel considers the language understandable to its participants.

According to Apel, the solution to all ethical problems must be sought in discourse.

The language game is able to normalize relations in social systems. Both of the aforementioned researchers understand discursive ethics as a kind of process, behind which is discourse as a mechanism for achieving a convention regarding the norms of mutual behavior.

French scientists have made a significant contribution to the development of the problem under consideration. Gilles Deleuze (French Gilles Deleuze; January 18, 1925, Paris - November 4, 1995, ibid.) - the French philosopher began to use the concept of "rhizome" together with Pierre-Felix Guattari.

Pierre-Felix Guattari (April 30, 1930, Villeneuve-le-Sablon, Department of Oise, France - August 29, 1992, Cours-Cheverny, France) - French psychoanalyst, philosopher and political activist, one of the founders of antipsychiatry, who wrote together with the philosopher Gilles Deleuze the famous treatise Anti-Oedipus. Capitalism and Schizophrenia "(1972).

A rhizome (fr. "Rhizome") is a decentralized network, an analogue of a rhizome: unlike a tree, it has no roots, trunk or leaves, a specific shape or territory. Rhizome is a series of neutral plateaus that occupy a middle place between thinking, material reality, culture and society.

The rhizome has the following characteristics:

- connection and heterogeneity - any point of the rhizome can connect with another, there is no sequence of elements; 

- plurality - there is no subject and object, as well as the terminology of the One and the Many;

- meaning a rupture - the destruction of any point does not lead to a rupture, but to the renewal of the rhizome at one point or another;

- cartography and decalcomania - there is no hidden structure and genesis.

The plurality of rhizomes is an alternative to the logic of representation, the binary subject-object structure of Western thinking.

Deleuze and Guattari distinguish two types of sets: extensive (molar) and intensive (molecular). Extensive sets are divisible, they can be ordered and combined; intense sets cannot be divided or completed without changing their nature. This division corresponds to the difference between rhizome and tree, leveling and hierarchy, micro-level and macro-level of political or sociological analysis, rhizomatic and tree sets, two types of Riemann manifolds. The sets are not opposed, but coexist: the tree has rhizomes, and the rhizome has tree roots. The rhizome is immanent, not transcendent; the rhizomatic process has no properties, structure, or causes.

In the discursive-evaluative approach of Chigirev V.A. and Yunatskevich P.I. the concept of rhizome is considered as a concept of postmodernity, which fixes a fundamentally non-structural and non-linear way of organizing integrity; nonequilibrium integrity (an analogue of the nonequilibrium environment studied by synergetics - the theory of catastrophes); permanent creative form, immanent (inherent) instability.

The classic example of a rhizome is not a root, but a bulb containing a hidden, potential stem. 

In the models of philosophical analysis, social subjects are conveniently represented as a garment.

Rhizomorphic environment is a substance consisting of interacting rhizomes, which has an immanent potential for self-organization and self-development. In fact, all social environments are rhizomorphic environments. They are also sometimes referred to as chaos (controlled chaos, control in chaotic environments).

A classic example of a rhizomorphic environment is the writing environment (text is a product of writing as a process that does not result in a given text).

A social subject is an individual, groups of people and their associations, organizations, enterprises, states, corporations, etc., humanity as a whole.

According to V.A. Chigirev's definition, the discursive-evaluative approach is the creation of a special network structure that allows a directed network discourse and mass ethical assessment in real time, to quickly visualize the harm (threat) to the "health" of a social subject. Such "highlighting" allows any network activists (socially active people) mobile to exert an accurate humane influence on a social subject, and prevent harm caused to them (destroy the threat they pose), change behavior, correct the lifestyle that caused the "disease".

The general approach to the construction of discursive ethical regulators in all spheres of life makes it possible to create network information regulators of the behavior of specific social subjects, aimed at humanizing their relations and solving the problem of inequality.

The discursive-evaluative approach was developed by the Soviet scientific school (Chigirev V.A., Yunatskevich P.I., 1986-2021). It is based on the procedure for assessing the harmfulness of the behavior of specific social subjects, while reliance is made on the discursive practices of the specific life of these social subjects. In the course of these procedures, discursive evaluative regulators arise.

Discursive ethical regulators are extremely humane. They simply remind the subject, advise him without violence: “you cannot behave like that, think about it,” give him the opportunity to understand why they are doing this and not otherwise. At the same time, all subjects are given the opportunity to evaluate the social actions of other subjects.

Social action is the result of the activity of a social subject, expressed in an intention, statement, decision, action, etc., which are capable of causing harm or benefit, create a threat or help for more than one social subject.

According to P.I. Yunatskevich's definition, the foundation of the discursive-evaluative approach and practical discursive ethics are massive ethical (nravstvennost) assessments of the actions of social subjects.

Ethical assessment - determination of the level of nravstvennosti of a social subject.

Morality is a special mood of thinking and behavior of a social subject, which allows not to harm (create threats) to oneself, others, the environment, harmony of spiritual and material aspirations and actions, balance of rights and obligations of social subjects (universal nravstvennosti ensures safe life and spiritual dominance of social subjects without violence against each other).

The nravstvennost (ethical) principle is a way of human behavior that ensures the development of mankind, based on the accounting and assessment by each social subject of the harm (threat) caused by one or another activity (inaction) of other social subjects in the process of communication (discursive practices).

The ethical assessment of the actions of a social subject is based on an innate sense of harm, which is immanent in every person.

A person's ability to feel harm has biological and ethological grounds.

Konrad Zacharias Lorenz (German Konrad Zacharias Lorenz; November 7, 1903, Vienna - February 27, 1989, Vienna) - an outstanding Austrian zoologist and zoopsychologist, developed ethology - the science of animal behavior.

Lawrence described the typical forms of aggressive behavior, the physiology of instinctive manifestations in general and aggressive in particular. Lawrence showed the clarity of spontaneous and irrepressible, rhythmically repetitive outbursts of aggression. The process of ritualization carries out the isolation of new instinctive urges needed to restrain aggression. Human nature has "invented" mechanisms to channel aggression in a safe direction through ritual. The ritual is dictated by responsible morality.

To create not a ritual, but a motivated nravstvennost custom (turning into a traditional spiritual need) as a cultural value and a resource for the humane development of human civilization is a practical task that the Institute for Cultural Values and Resources of the Academy of Social Technologies solves.

If aggression is not dispelled, then it goes to the person himself and manifests itself in his destructive behavior, aimed at satisfying his own selfish motives at the expense of causing harm to others. Aggression directed at others leads to inequality of people, terrorism, extremism, war and crime.

A motivated nravstvennost custom of dispersing a person's aggression against himself, others, and the environment is formed on the basis of a synthesis of modern technologies. This synthesis provides a modern level of development of IT-technologies, social technologies, media convergence.

Today we can already create systems of effective regulation of the behavior of social subjects in order to effectively humanize all spheres of human interaction and ensure justice in the regulation of the distribution of resources and benefits.

Consider an example of a specific discursive regulator based on the scale of harm (Chigirev V.A., Yunatskevich P.I.). It can be called a social "traffic light".

Green means that others evaluate the subject's behavior as acting without harm, which can continue further action.

Blue color means difficulty in assessing the subject, difficulty in recognizing the harm from him, the success of the social masking of the assessed, whose threats are not distinguished by others.

The appearance of red reminds the actor that in his actions others see harm or threat, the cause of future crimes against himself and society, the state and the world community.

The red color of the traffic light gives rise to thought, to analyze the current situation, to bring new arguments for and against the appropriate action.

An important constructive feature of discursive ethical regulators is the principle of social self-punishment used in them, without the use of violence by the state.

It is realized by “other people” through a mass ethical assessment of a person's actions, if such actions lead to social parasitism, exacerbation of inequality.

Mass ethical assessment is the determination of the level of nravstvennosti of a social subject by others, by a mass of evaluators who restrain, create motives for refraining from an act leading to self-destruction of a person and causing harm to others.

The Voice of the People is the Voice of God. The object of mass ethical assessment is formed responsibility for the commission of an action that, in the opinion of “other people,” may lead to a social catastrophe, the death of human civilization. In the case of a harmful action, a feeling of guilt arises, without which there can be no talk of a full-fledged correction, restoration of justice in relations with others. This feeling helps a person to engage in creation, nravstvennost correction and spiritual healing. A person develops the ability to empathize with other people, he ceases to be "deaf", begins to hear and fulfill all the recommendations of society and the state. The humanitarian, ecological sense of guilt and the associated sense of shame leads to a more creative, nravstvennost model of human behavior.

At the same time, ideally, a mass ethical assessment should lead a person to a clear understanding that no one else, except him, is to blame for his own social parasitism. He is faced with an inner question: "Why did I do this?" And this is the path to his creation, the nravstvennost formation of oneself in the world with others. One of the most important points: this path is indicated without the loss of personality, with the preservation and revival of the personality, as an independent part of the "multitude".

In 2016, Professor V.A. Chigirev celebrated 40 years of scientific activity. In 1976 Chigirev V.A. became the Laureate of the All-Union Competition of Young Scientists in Philosophy and Social Sciences. And surprisingly, in the same year, the fundamental works of Konrad Laurens, Karl-Otto Apel, Gilles Deleuze, Pierre-Felix Guattari came out. Then it seemed to many that these were purely theoretical things, far from practice. And today we use them to describe purely practical things. Unique measures of human behavior have been created - harm scales as various ways of digitizing and visualizing the assessment of the level of harm done to oneself.

Being essentially quasi-metric scales, they allow one to obtain “smooth” evaluation functions and, accordingly, to apply in scientific measurements the entire arsenal of well-developed methods of optimal control, game theory, etc.

The use of harm assessment scales in the knowledge of the world of people allows you to effectively influence (manage) the behavior of everyone, make him follow by creating thought, word, deed for himself, others and the environment.

The discursive-evaluative approach of V.I. and Yunatskevich P.I. is aimed at regulating people's attitudes to their own behavior and the distribution of resources, it allows you to eliminate the harm that a person does to himself, to establish justice in the regulation of the distribution of public goods.

In order for the practice of verbal behavior of persons with defects in the vocal apparatus to improve the quality of their life, it is important to teach them the technology of discourse and mass ethical (nravstvennost) assessment of specific fragments of a person's behavior in relation to himself and others.

This motivated custom is reinforced by the training and education of persons with defects in the vocal apparatus, the content of which is the training of discourses and mass ethical assessments of social subjects.

Where there are measurements, there is also science. Chigirev V.A. and Yunatskevich P.I. achieved such an opportunity: to measure a complex construct of human behavior - his individual nravstvennosti, found ways of organizing discourses in social networks, correcting human behavior and visualizing the meaning of his individual nravstvennosti. All this creates the basis for humanitarian progress and the transition to a new paradigm of human thinking, based on the observance of the nravstvennost rule "Three S": do not harm yourself, your neighbors, the environment, either by thought, word or deed; create for yourself, neighbors, the environment with thought, word and deed. A person's observance of a nravstvennost rule allows him not to harm himself and others, which is important for solving the problem of inequality of citizens. The discursive evaluative approach can be called a nravstvennost compass for everyone. Using this approach, people will be able to see threats in real time and respond to them. Practical participation in eliminating threats to society through verbal behavior in social-evaluative networks, constructed on the basis of the discursive-evaluative method, allows you to return social optimism and improve the quality of life for persons with defects in the vocal apparatus.

The discursive-evaluative approach to solving the research problem allows us to disassemble the parasitic model of behavior, and to carry out the primary assembly of the creative behavior of a person with a speech defect.

To achieve the goal and implement the tasks, a set of scientific research methods was applied:

1) theoretical methods: analysis and synthesis, bibliographic method, discursive-evaluative method; 

2) an empirical method of psychological experiment, observation, analysis of the verbal behavior of persons with defects in the vocal apparatus in social-evaluative networks;

3) quantitative and qualitative analysis of the experimental results: the reliability and reliability of the obtained data were assessed on the basis of the methods of mathematical statistics, which were Pearson's correlation coefficient, Fisher's angular transformation, Mann-Whitney U test, factor analysis, Wilcoxon's T-test.

Fisher's angular transformation - this criterion was used to assess the differences in the choice of categories of quality of life in two independent samples - respondents with voice pathology and conditionally healthy boys and girls, as well as when assessing differences in readiness for self-development in the group of people with voice pathology.

The Mann-Whitney U test is the main method of mathematical statistics used to confirm the differences in the elements of the quality of life in the group of people with voice pathology and in the group of conditionally healthy respondents.

Pearson's correlation coefficient was used to establish the relationship between the structural components of the quality of life in groups with voice pathology and in conditionally healthy respondents. The result of the application of this coefficient was the development of correlation matrices.

In the work, factor analysis was applied, which was used to study the relationship between the values of the selected variables and determine the structure of the quality of life with the identification of factor loads in certain categories (indicators) of the quality of life. 

Wilcoxon's T-test made it possible to establish the differences between the elements of the quality of life before and after psychological, acmeological and pedagogical activities. 

The obtained data were processed using the SPSS 21.0 statistical software package.

 Empirical baseresearch was performed by two sites: the phoniatrics department of the Federal State Budgetary Institution "Scientific and Clinical Center of Otorhinolaryngology of the Federal Medical and Biological Agency of Russia", as well as "Moscow Information Technology University - Moscow Institute of Architecture and Civil Engineering". The study was conducted in small groups or individually. The study involved young men and women undergoing treatment and rehabilitation activities in the phoniatrics department of the FMBA of Russia, students of various vocal and pop departments of Moscow universities, as well as young men and women who do not have voice pathology and calls to phoniatric rooms, students of the Faculty of Humanities the department of psychological, pedagogical and theatrical disciplines of "MITU-MASI", in the amount of 220 people (128 boys and 92 girls).

The sample included persons aged 17 to 23 years, according to the chosen periodization of age development, who at the time of the study were students of higher educational institutions. 

The main stages of the study:

1. Analytical and methodological stage. The analysis of the problem under study in the scientific literature was carried out. The degree of its relevance for psychological science was studied, the conceptual apparatus was determined. The goal, object, subject, tasks, hypothesis were formulated, the program block of the research was developed.

2. Empirical stage. An empirical study was carried out using the testing method and document analysis. Programs for accompanying persons with PLO were developed, in practice their effectiveness was tested in relation to improving the quality of life of boys and girls with voice pathology.

3. Generalizing stage. Processing, analysis and generalization of the results obtained in the study were carried out. The theoretical provisions were clarified, the materials of the dissertation research were formalized.

The validity and reliability of the research results obtainedare provided with theoretical and methodological substantiation of key research positions, multifaceted analysis of the quality of life problem, adequate goals and objectives of the study, meaningful analysis of diagnostic results, consistency of theoretical provisions, obtained empirical data and conclusions drawn. The reliability and validity of the results were assessed by a large sample size, thorough quantitative and qualitative analysis based on the methods of mathematical statistics.

Scientific novelty of research

1. For the first time, the study of the quality of life of boys and girls with pathology of the vocal apparatus was carried out, the peculiarities of the worldview are revealed, the psychological components of the quality of life are established. It has been established that an unethical, immoral and antiscientific worldview based on the cult of money (ideology of money) increases the level of aggression and conflict of a person, reduces the quality of his life, turning a person into a social parasite. A nravstvennost scientific worldview based on the idea of not harming oneself and other people (ideology of morality) improves the quality of life, develops the communicative abilities of persons with a pathology of the vocal apparatus.

2. It has been established that discursive-evaluative behavior in social-evaluative networks is based on the following reflexes of a person: avoidance of danger; assessment of the situation; solidarity. By participating in discourses and assessments of other social subjects in the social-evaluative network, a person with a defect in the vocal apparatus compensates for his deficiency, implements a communicative function, and is reborn as a subject of civil, economic, social and other relations.

3. The psychological aspects of discursive-evaluative behavior in social-evaluative networks of persons with defects of the vocal apparatus are described: when assessing other subjects in the social-evaluative network, a person experiences a feeling of anxiety, his own inferiority, fear of committing a civil act assessed by a social subject. Overcoming these feelings is carried out in the course of teaching behavior in social-evaluative networks, based on inclusion in discourses, the implementation of verbal actions in the form of comments, and the production of evaluations. At the same time, verbal behavior in a social network is supported by the ability to carry out, then verbally reflect in the form of text comments and assessments, critical thought processes formed during training by a specialist in working with persons with a defect in the vocal apparatus.

4. The definition of the scientific moral worldview is given asscientific-ethical (scientific ethical) system of ethical rules based on the moral principle as an unconditional fundamental value of a person. Reflects the connection of morality with life and management practice. Does not contradict any of the existing religious and philosophical ethical systems (doctrines) and is compatible with any political system (monarchy, democracy, etc.). The practical use of this system allows a person to stop functional disorders caused by a particular disease, to carry out socially significant actions in social-evaluative networks and to influence the improvement of his own life.

5. The dualism of a social subject is shown as a property of a social subject to simultaneously be a separate subject (particle, atom) and a social process (wave). This duality makes it possible to integrate the creative experience gained by a person in such a social process as mass ethical assessment in social-evaluative networks into the system of personality relations, into cognitive processes. Integration is carried out through the performance of evaluative actions by social subjects of social actions (nravstvennosti) of any other social subjects from the standpoint of causing or not causing harm (threats) in order to achieve civil consent to block immoral (harmful, threatening, parasitic) decisions and actions.

6. The program for the formation of a scientific and ethical worldview and teaching discursive-evaluative behavior in social-evaluative networks for persons with a pathology of the vocal apparatus has been substantiated.

The essential differences in the novelty of scientific provisions from the results obtained by other authors are as follows. 

- for the first time, an analysis of the worldview and psychological components of the quality of life of boys and girls with a pathology of the vocal apparatus was carried out; 

- for the first time, the philosophical, psychological and medical-pedagogical aspects of discursive-evaluative behavior in the social-evaluative networks of persons with a pathology of the vocal apparatus and their healthy peers were highlighted;

- for the first time, the influence of discursive-evaluative behavior in social-evaluative networks on the formation of a scientific nravstvennost worldview and the quality of life of persons with voice pathology was determined.

Theoretical significance. The study consists in the fact that its results expand the scientific understanding of the specifics of the quality of life of persons with pathology of the vocal apparatus. The analysis of the problem of the quality of life of young men and women (on the example of people with voice impairment and their healthy peers) made it possible to develop an ideological philosophical, psychological and medical-pedagogical program for improving the quality of life of this category of patients.

The practical significance of the study. As a result of the study, the content of the scientific nravstvennost worldview was substantively revealed, the structure of the quality of life was revealed, taking into account the characteristics of adolescence and the existing voice pathology. The ways of successful socialization of persons with vocal apparatus pathology are shown on the basis of the practical application of the discursive-evaluative method.

The data obtained formed the basis of a training program for discursive-evaluative behavior in social-evaluative networks for persons with a pathology of the vocal apparatus. Practical developments are aimed at optimizing the health-improving and educational process for this category of boys and girls.

The main provisions for the defense: 

1. Phenomenologically, the quality of life model includes objective and subjective components. The most important determinants of the quality of life are, on the one hand, factors of personal efforts, striving for self-development, readiness for self-change, and on the other hand, a special form of organizing social support for people with special educational needs. At the same time, the main factor determining the quality of life is not the conditions of the living environment, but the personality itself and its position in relation to life in a situation of illness, its ability to activate socially significant behavior aimed at overcoming inequality and minimizing social parasitism.

The psychological (subjective) model of the quality of life includes the system-forming (cognitive, affective, value-incentive, activity) and mobilizing element of discursive-evaluative behavior in social-evaluative networks. 

2. Voice pathology in adolescence acts as an external factor that determines the quality of life in this age period. We consider voice pathology as a trigger that triggers a special development scenario due to the frustration of the most important needs of age: socialization, self-realization, life planning and goal-setting, which significantly affects the quality of life of persons with voice pathology.

3. Psychological and medical-pedagogical aspects of discursive-evaluative behavior consist in the visualization of intersubjective and subjective relationships on all issues of the subject's life through participation in a group expert and mass nravstvennost assessment of all issues of life in social-evaluative networks.

4. In the course of the study, it was found that the quality of life of persons with speech disorders is influenced by quantitative and qualitative changes in metabolism under stress caused by the chronic fear of other people due to the loss of a sense of solidarity and mutual trust. 

5. An organism, properly supplied with food in qualitative and quantitative terms, as well as an actualized instinct of solidarity, a sense of community and mutual trust, worsens the patient's quality of life under stress from the pathology of the speech apparatus. 

6. The fear of others is caused by non-ecological behavior of people who behave towards others as parasites of a new class - social parasites. They harm other human organisms, depriving them qualitatively and quantitatively of nutrition, reproduction and influence on their own vital activity, deliberately create an environment of mutual hostility and mistrust, which leads to a decrease in the quality of life.

7. Inequality in the qualitative and quantitative distribution of nutrition reduces the quality of human life. The restoration of equality in the distribution of food is ensured by the use of discursive-evaluative procedures that visualize the harm from social parasites, which fetters their harmful activity and minimizes harm to other people. Discourse-evaluative procedures consist in organizing discussion and assessment of all issues of human life in real time using a special set of scales for group expert and mass ethical, nravstvennost assessment of managerial decisions on the distribution of food resources, reproduction and mutual influence in accordance with the global ethical principle: do not harm others and yourself. Participation in discussion and assessment helps to activate the instinct of group solidarity, restore a sense of mutual trust and security, minimize social parasitism through the timely removal of pests from the power hierarchies of the organization of life. This provides a sense of optimism and confidence in predicting human functioning.

8. Thanks to the active participation of patients with the pathology of the speech apparatus in a group expert and mass ethical, nravstvennost assessment of the distribution of food, their quality of life is actively improving.

The structure and scope of the thesis. The dissertation consists of an introduction, two chapters, a conclusion, a bibliography and annexes. The main text of the thesis is 138 pages, illustrated with 11 tables, 19 figures. The bibliography contains 269 references, of which 43 are in English.

Publications. On the topic of the research, 22 publications have been published, including 7 articles in scientific peer-reviewed journals approved by the List of the Higher Attestation Commission of the Russian Federation, 1 work in the foreign press, 1 monograph (total circulation of 50 copies) and 4 works in collections of proceedings of scientific conferences. All articles reflect the main provisions of scientific research.

Material approbation and implementation research results. The main provisions, conclusions, results of the study were reported and discussed at meeting of the Department of Developmental Psychology, Faculty of Educational Psychology, Moscow State Psychological and Pedagogical University; at a meeting of the Department of Psychological, Pedagogical and Theatrical Disciplines of the Humanities Faculty of the Moscow Information Technology University - Moscow Institute of Architecture and Civil Engineering; at the I All-Russian scientific and practical conference with international participation "Psychological service of the university: reality and perspective" (October 27-28, 2017, Moscow), at the II All-Russian scientific and practical conference "Modern problems of psychology and education in the context of working with various categories of children and youth"(April 26-27, 2018, Moscow), at the IV All-Russian with international participation scientific and practical conference" Psychological and pedagogical aspects of creative self-realization"(April 26, 2018, Moscow), at the I All-Russian with international participation scientific and practical conference" Innovative methods of diagnosis, treatment and rehabilitation of children and adolescents with developmental disabilities "(November 29, 2019, Moscow) and others.

The research materials were introduced into the treatment and rehabilitation process of the Phoniatrics Department of the Federal State Budgetary Institution "Scientific and Clinical Center of Otorhinolaryngology of the FMBA of Russia", as well as the educational process of the ANO VO "Moscow Information Technology University - Moscow Architectural Institute" (Moscow). The program of acmeological support for boys and girls with voice impairments became the winner of the Pedagogical Assembly competition "Grani of Childhood" in the nomination "Experimental and experimental activities in an educational organization" (2019).

 

The main content of the work

 

In the introduction substantiates the relevance of the research topic, its scientific novelty and practical significance, determines the object, subject, hypothesis of the research, formulates the goal and objectives of the work, presents research methods and provisions for defense.

Chapter I the analysis of history, philosophy, psychological theory and practice of helping people with vocal apparatus pathology is carried out. Describes the history and philosophical views in relation to helping people with defects in the vocal apparatus. A generalization of the psychological theory and practice of helping people with vocal apparatus pathology is made. A new approach to improving the quality of life of persons with a pathology of the vocal apparatus is substantiated by means of mastering the technology of discursive-evaluative practices in social-evaluative networks of the 21st century.

The research was based on the concept of G.M. Zarakovsky, where the psychological component of the quality of life is the leading criterion for assessing all vital properties. The author proposes to assess the quality of life by studying the socio-psychological state of the population,which is determined through a set of psychological and psychophysiological characteristics that have different significance in the life of a community, or an individual. At the same time, in modern psychology, the term "quality of life" is often associated with the concept of "happiness", which in numerous research works is presented in a rather diverse way. For example, V.I. Merenkov defines this concept as "an indicator of the successful adaptation of the subject to the conditions of his life." Viktor Frankl associates it with "realizing the meaning of life." M. Seligman connects happiness with "subjective well-being of the individual." The common definitions, as noted by G.M. Zarakovsky, is that happiness is largely represented in the form of a positive emotional state that dominates in a person's life due to various factors and constitutes a subjective block of the quality of life.

Based on the ideas and ideas about the quality of life and its elements available in modern research, we propose an integrated model of the quality of life, which includes both external factors, that is, the real life situation of a subject in relation to the level of health, social interaction, the possibility of satisfying spiritual and educational needs, the availability of material goods, and internal, psychological (subjective) elements.

As part of the discursive-evaluative approach, we consider psychological elements from the standpoint of two key functions: 

1) System-forming elements constitute the very essence of the quality of life. They determine the general satisfaction of the subject with an individual developmental situation. In the tradition of Russian psychology, we consider four groups of system-forming elements:

- affective elements, including self-acceptance, kalokagatiya, psychological well-being and other evaluative parameters that determine the emotional background of an individual developmental situation;

- cognitive elements, among which we consider the system of a person's relationship to his health, other people, himself;

- value-incentive elements are represented by a set of motives and needs associated with life-meaning orientations and values that determine the most profound life attitudes in relation to an individual developmental situation;

- activity elements include self-regulation, self-realization, assessment of the level of one's own activity, general productivity, i.e. assessment of those behavioral activities through which the affective, cognitive and value components of the quality of life are realized.

2) Resource elements of the quality of life are also included in the general model, since they are represented by complex psychological qualities that create internal conditions for a high-quality living of a person's own life. In theoretical analysis, it has been established that there can be many such individual properties and qualities, and their set is very variable among different authors. In the presented model (see Figure 1.3), in relation to patients with voice pathology, we consider the most significant resource qualities to be:

- resilience, coping behavior, emotional stability, allowing the individual to maintain their integrity in a situation of illness and rely on their own resources in the treatment process;

- communicative qualities that allow, in conditions of objective limited means of interaction, to find opportunities to communicate with others and use the resources of other people to support in the treatment process;

- motivation for achievement as a powerful resource of the value-motivational sphere, based on positive self-esteem and positive self-attitude, is necessary for an optimistic attitude towards future changes in the level of health and a willingness to make maximum efforts to implement these predictions. 

Thus, the quality of life, in our opinion, is an undifferentiated long-term state of internal satisfaction based on a system of individual values and motives, including positive assessments and attitude to the individual developmental situation, as well as behavioral activity, in which actions are taken to maintain and improve the quality of life of the subject. An integrated model of the quality of life includes objective (conditions external to the subject that allow satisfying the needs of various levels) and subjective (psychological) elements. Psychological elements perform system-forming and resource-providing functions.

In this context, the resourceth (or personallystny) onindividual potential provides a person with special needs with the opportunity to maintain a high quality of life, to show an active life position; to live their own emotions, without fixing and not focusing on health problems; satisfy the needs of a higher order. Mental resources are fromboth not single construct, and the system is mutuallyrelated elementsin, including resilience, coping behavior, emotional resilience, communication skills, achievement motivation, positive self-esteem and positive self-attitude.

In the case of voice pathology, it is the most important objective factor affecting the quality of life of the subject. The pathogenesis of voice pathology is associated with psychogenic factors, which makes it possible to attribute these disorders to the group of psychosomatic diseases. This is related to the need for comprehensive studies of unfavorable emotional states, incl. emotional stress as triggers for the development of voice pathology.

In adolescence, voice pathology significantly reduces the quality of life due to the frustration of the most important needs of the age: socialization, professionalization, self-realization, life planning and goal-setting. In adolescence, individual regulatory and compensatory mechanisms are at the stage of formation, which most often does not allow the individual to independently carry out internal work to improve the subjective quality of life.

The scientific basis of the technology of discursive-evaluative practice of persons with defects in the vocal apparatus to improve the quality of their life is the global ecological principle - not to harm the environment, other people and oneself (environment, neighbors, oneself). The global ethical principle stems from the global ecological principle - one must behave in such a way as not to harm other people, oneself and the environment.

Importantto use various groups of methods that allow not only to solve communication problems for such a category of persons, but also to satisfy their needs in the development of various qualities and resource states that increase the overall quality of life. Among the main groups of methodspsychological and pedagogical support, we consider general pedagogical methods, special methods focused on discursive-evaluative technology, methods of teaching team interaction, interactive methods based on the active involvement of respondents in the eco-moral process, as well as methods aimed at activating internal resources in case of difficulties in making decisions.

At the same time, it is important to study the psychological components of the quality of life in the context of adolescence and special educational needs (against the background of the existing somatic pathology) in conjunction with resource qualities and system-forming elements. The author's model of the quality of life, presented above, allows you to form your own definition of this interdisciplinary scientific and practical category. The proposed model, as well as the author's concept of the quality of life and special educational needs from the standpoint of the psychological approach, is the methodological basis for planning and conducting further empirical research.

In their substantive part, they turn out to be insolvent history, philosophy, psychological theory and practice of helping people with vocal apparatus pathology of the 20th century, which allows to substantiate the author's psychological experiment to improve the quality of life of persons with vocal apparatus pathology by mastering the technology of wild-evaluative practices in social-evaluative networks.

Chapter 2 "Psychological experiment to improve the quality of life of persons with pathology of the vocal apparatus by means of mastering the technology of wild-evaluative practices in social-evaluative networks" is devoted to the description of the conducted empirical research.

At the first stage, the study design included the study of the subjective assessment of the quality of life of healthy respondents and respondents with a disease of the vocal apparatus by writing extended essays on the topic of quality of life. The processing of the results was carried out using content analysis. As a result, on the basis of an expert assessment of self-report texts, 54 categories of quality of life were obtained. For a clear demonstration of the obtained results of the content analysis, a ranking was carried out: the categories that received more than 50% of the elections among the respondents of one or another group.

A qualitative analysis of the data obtained allows us to talk about a variety of needs that need to be satisfied in persons with voice impairments - career, health, safety, family, social contacts, financial situation, positive emotional state - all these characteristics are presented in the respondents' essays. 

In the context of the discursive-evaluative approach to confirm the identified trends, all identified categories of quality of life were subjected to mathematical processing using Fisher's angular transformation. This test was used to assess the differences in two independent samples. The analysis revealed the following differences.

In the group of respondents with a pathology of the vocal apparatus, more often than in healthy respondents there are such categories of quality of life as: health (personal and loved ones) (φ * emp = 3.725, p≤0.01), communication (φ * emp = 2.958, p≤0.01), specialty (φ * emp = 3.675, p≤0.01), quality of medical services (φ * emp = 3.527, p≤0.01), education (φ * emp = 2.005, p≤0 , 05), good relations with family and other people (φ * emp = 2.388, p≤0.01), the possibility of self-realization, self-development (φ * emp = 3.867, p≤0.01), achievement of goals (φ * emp = 3.675, p≤0.01), demand in society (φ * emp = 2.843, p≤0.01), active lifestyle (φ * emp = 3.253, p≤0.01), absence of anxiety, stress (φ * emp = 1.84, p≤0.05), satisfaction, happiness (φ * emp = 3.347, p≤0.01), kalokagatia (φ * emp = 1.643, p≤0.05), the presence of purpose and meaning in life ( φ * emp = 2.656, p≤0.01), the presence of motivation (φ * emp = 2.196, p≤0.05), joy, pleasure (φ * emp = 2.322, p≤0.01), acceptance, support (φ * emp = 4.064, p≤0.01), trust (φ * emp = 4.842 , p≤0.01), understanding, mutual understanding (φ * emp = 1.824, p≤0.05), self-satisfaction (φ * emp = 2.196, p≤0.05), the level of self-esteem (φ * emp = 3.867, p≤0.01), the feeling of being needed (φ * emp = 2.054, p≤0.05), the possibility of self-giving (φ * emp = 2.536, p≤0.01).

In the group of conditionally healthy respondents, more often than in the group of respondents with voice impairments, there are such categories as: food, satiety (φ * emp = 7.455, p≤0.01), housing, real estate (φ * emp = 5.127, p≤ 0.01), security (φ * emp = 2.777, p≤0.01), image, appearance, clothing (φ * emp = 2.684, p≤0.01), the presence of movable property (φ * emp = 2.218, p≤0.05), money, stable income (φ * emp = 3.861, p≤0.01), financial position, level of prosperity (φ * emp = 3.018, p≤0.01), availability of work, profession (φ * emp = 1.857, p≤0.05), career, career growth (φ * emp = 2.295, p≤0.05), social status (φ * emp = 2.421, p≤0.01), participation in society (φ * emp = 2.903, p≤0.01), a favorable political environment (φ * emp = 3.407, p≤0.01), the ability to control time, self-organization (φ * emp = 3.023, p≤0.01), love (φ * emp = 2.788, p≤0.01),the possibility of familiarizing with culture (φ * emp = 2.207, p≤0.05), freedom (φ * emp = 2.142, p≤0.05).

The obtained results of the study were used in the development of a program of psychological and medical-pedagogical support for persons with pathology of the vocal apparatus.

The following methods were used in psychological and pedagogical work:

• Methods of organizing activities and creating conditions for the formation of socially adapted behavior;

• Methods for the formation of consciousness and the creation of conditions for the awareness and rethinking of social experience, for the formation of new views and the development of emotional intelligence: conversations, discussions;

• Methods for motivating socially evaluative activities.

At the same time, the effectiveness of the use of discursive evaluative technologies is due to the following factors:

• creating an atmosphere of safety and trust, conducive to the manifestation of personal creativity and improved communication with others;

• the ability to understand and understand the psychological reasons for events occurring with a person and find ways out of the most difficult situations;

• a significant decrease in censorship in the mind of a person, which facilitates the work of specialists with his intrapersonal attitudes;

• creation of safe conditions for finding, formulating and making decisions in social and evaluative networks;

• promoting the launch of internal recovery processes, the search for unique ways out of crisis situations.

In general, the purpose of the program: 

- Adaptation and resocialization of persons with voice impairment.

The main task of the programis the creation of the necessary conditions for the development of personality. These conditions include:

- Social adaptation.

- Formation of motivation for positive changes in your life, changing your assessment of yourself and your attitude to the world around you.

- Development of activity, social skills, reflection.

- Formation of skills for solving problems, predicting the consequences of their actions, planning their lives.

- Mastering socially acceptable methods of response in socially evaluative networks.

- Assessment of the orientation of social ties and socio-psychological status.

Target group: persons with pathology of the vocal apparatus.

In the process of conducting psychological and pedagogical training, discursive and evaluative practices are used that form the ability to resist negative pressure from outside, methods of behavior modification that contribute to the creation of internal mechanisms of self-control and self-regulation of activity, emotions and behavior.

Communication in social networks was accompanied by an atmosphere of trust and a sense of security necessary for self-disclosure, achieved through a confidentiality agreement. The feeling of psychological and physical safety was achieved by observing the rule not to give negative assessments to each other's statements.

Thus, the Program uses techniques and tools from various areas of psychological counseling, teaching practice, career guidance, etc. The program is interdisciplinary in nature and solves complex problems of the quality of life of boys and girls with voice pathology.

After the implementation of the Program, psychodiagnostic techniques were carried out.

The result of the implementation of the Program was a significant decrease in the level of situational anxiety, which indicates the formation of mechanisms to counteract stress factors and the development of a more objective position in the individual in relation to the changes occurring to her. To reduce personal anxiety, a deeper study of internal attitudes associated with the general emotional background of the personality is required.

It should also be noted that as a result of the implementation of the Program, the participants showed a pronounced increase in the quality of life coefficient, the overall indicator of life fulfillment, as well as a significant decrease in the tension of psychological defenses. This testifies to the growth of internal openness, appeal to internal resources, readiness to use the proposals of the outside world, adaptability. We also see an increase in satisfaction with various areas of life, which is largely associated not with a change in external conditions, but with the formation of more harmonious relations among the Program participants with themselves, the outside world and illness. In addition, participation in the Program allows you to actualize the need for self-development, which, according to the results of the previous stages of the study, can influence the improvement of the quality of life of persons with special educational needs. Thus, the Program has proven its effectiveness and the feasibility of using this development in the process of implementing therapeutic, rehabilitation and supportive measures in relation to persons with voice pathology.

We can talk about a significant decrease in neuropsychic stress, an improvement in mood, an increase in stress resistance and mental activity, normalization of physiological tone, which had a significant impact on the subjective assessment of the quality of life, and also contributed to the development of strategies for constructive behavior in a situation of illness.

In Chapter 3 "Rationale for the use of the philosophical categories of afterpostmodern in the education of persons with defects in the vocal apparatus" the development of a psychological and pedagogical training program for persons with vocal apparatus defects using the philosophical categories of after-postmodernity is highlighted, practical recommendations for psychologists and educators on teaching the technology of dicursive-evaluative practices of persons with vocal apparatus defects in social-evaluative networks are substantiated.

The importance of using the philosophical categories “other”, “subject revival”, “trace” of after-postmodernity in the formation of persons with defects in the vocal apparatus has been determined.

This research, which contributes to the world psychological science in the form of the developed author's methodology, and also contributes to philosophy, using in theoretical conclusions the categories of philosophy of afterpostmodern "others", "revival of the subject", "trace", showing their role in solving the problem research.

The category "others" was developed by the philosophical school of V.A. Chigirev and P.I. Yunatskevich, reflects the influence of other people on the process of becoming a person. Others give a person a name, education, determine his entire life path, nravstvennost or immoral choice in various situations of life.

In the work, it is important to reflect how to organize the influence of others on the solution of the research problem.

The influence of others is directed to the "revival of the subject" - the restoration of the quality of an active subject of activity in a person by involving him in discursive and evaluative practices to discuss all issues of life, in order to show a person's influence on improving the life situation in personal spheres and in society. Subjectivation is carried out through human participation in the discussion, group expert and mass ethical assessment of socially significant actions. As a means, modern and promising discursive-evaluative networks are used, which have built-in ethics - the moral rule "Three Cs": do not harm yourself, neighbors, the environment either by thought, word or deed; to create for oneself, neighbors, environment by thought, word, deed.

By participating in the discussion and assessment of socially significant actions of other subjects, a person (with a defect in the speech apparatus) leaves an informational "trace" in these networks, i.e. carries out verbal behavior in the form of the production of texts, comments, assessments of social subjects, thus correcting their behavior. Giving feedback in the form of assessments and comments, indicating the harm from the assessed act, the subject is revived, a person begins to positively influence another person, thus minimizing the manifestation of social parasitism, harm to others.

The author has developed a psychological and pedagogical training program for persons with defects of the vocal apparatus using the philosophical categories of afterpostmodern; substantiated practical recommendations for psychologists and educators on teaching the technology of dicursive-evaluative practices of persons with defects of the vocal apparatus in social-evaluative networks; practical psychological recommendations were introduced for persons with defects in the vocal apparatus on verbal behavior in social-evaluative networks.

In the conclusion, the results of the study are summarized. It has been proven that the presence of a defect in the vocal apparatus prevents full participation in verbal communication with peers and adults. Discursive-evaluative behavior in social-evaluative networks allows individuals with a defect in the vocal apparatus to successfully socialize, create and occupy jobs in the digital economy, medicine, education, science, security, law, and improve the quality of their own life through active participation in the discussion and assessment of all questions of life in the social-evaluative networks of the new generation.

Teaching people with defects in the vocal apparatus to ecological behavior in the information and communication space is to master the ecological imperative (to behave so as not to harm others and oneself), and psychological and pedagogical methods of using new generation social evaluative networks to influence the improvement of the quality of life. other people and their own life.

The quality of life is determined by others and the ability of the subject himself to build communications, to produce and exchange socially significant information, to influence the minimization of social parasitism that generates inequality and a low quality of life for people.

An analysis of the psychological and medical-pedagogical possibilities of discursive-evaluative behavior in social-evaluative networks showed that a subject performing this type of behavior mobilizes his mental states, a feeling of social optimism, solidarity with others, which contributes to socialization and an improvement in the quality of his life ...

Discursive-evaluative behavior in social-evaluative networks has compensatory capabilities for people with a pathology of the vocal apparatus. 

The training program for discursive-evaluative behavior in social-evaluative networks for persons with pathology of the vocal apparatus is to use a certain set of psychological and medical-pedagogical targeted influences that ensure compliance with the ecological standard of behavior in information environments and participate in influencing the improvement of the quality of life of other people and their own life activity. 

Participation in solving the fundamental contradiction of reality - inequality through teaching the use of social-evaluative networks aimed at minimizing social parasitism, timely rotations from administrative hierarchies that distribute public goods, sociopaths - allows you to improve the quality of life.

In the course of the study, the author investigated discursive-evaluative activity in social-evaluative networks, developed a psychological model of this activity, and created a training program for this activity for persons with pathology of the vocal apparatus.

The main content of the dissertation is reflected in the following publications:

Articles in the magazinenalah, rivermendovannyх VAK RF

1. Barabanov R.E., Fantalova E.B. Features of the emotional and personal sphere in persons with voice impairment [Electronic resource] // Clinical and special psihology. 2016. Volume 5. No. 4. P. 3 9–49. DOI: 10.17759 / psyc lin.201605040 3

2. Barabanov R.E., Fantalova E.B. Application of relaxation biocontrol in the treatment and rehabilitation of patients with vocal apparatus diseases [Electronic resource] // Clinical and special psihology. 2017. Volume 6. No. 3. P. 2 3–46. DOI: 10.17759 / psyc lin.2017060 302

3. Barabanov R.E. Comparative analysis of the subjective assessment of the quality of life of persons with special educational needs (on the example of the pathology of the vocal apparatus) and healthy people // Bulletin of the Russian New University. Series: Man in the Modern World... 2018.one... S. 53-65. DOI: 10.25586 / RNU.V925X.18.01. P.053

4. Barabanov R.E. On the question of the structure of the quality of life of persons with pathology of the vocal apparatus // Bulletin of the Russian New University. Series: Man in the Modern World... 2018.No. 2... S. 74-86. DOI: 10.25586 / RNU.V925X.18.0 2.P.074

5. Barabanov R.E. Analysis of the psychological components of the quality of life of persons with pathology of the vocal apparatus and healthy people // Bulletin of the Russian New University. Series: Man in the Modern World... 2019.No. 1... S. 10-26. DOI: 10.25586 / RNU.V925X.1 9.01.P.00

6. Barabanov R.E. Comparative analysis of the psychological structure of the quality of life of young men and women with a pathology of the voice device and their healthy peers // Modern Science: Actual Problems of Theory and Practice. Series "Knowledge". 201 9. No. 4. S. 24-29.

7. Barabanov R.E. Psychological structure of the quality of life of young men and women (for example, persons with a p atology of the voice apparatus and healthy people) // Modern Science: Actual Problems of Theory and Practice ... Series "Knowledge". 2019. No. 7. S. 14-21.

Monographs

1. R.E. Features of the emotional and personal sphere of persons with voice impairment // Modern research and development in phoniatrics / Be au Bassin, 2018.109 p. 

Scientific statyas

1. Barabanov R.E. Game biocontrol as a method of psychological correction in the complex rehabilitation of diseases of the vocal apparatus // Bulletin on Pedagogy and Psychology of Southern Siberia. - 2016. - No. 1. - S. 120-133.

2. Barabanov R.E. The problem of diagnostics and rehabilitation of persons with voice impairment //Scientific Review. Medical sciences- 2016. - No. 1. - S. 5-7.

3. Barabanov R.E. Psychological diagnostics in phoniatric practice //PEM: Psychology. Educology. Medicine... 2016. No. 3. S. 3 3-38.

4. Barabanov R.E. Emotional and personal sphere in persons with voice impairment // Human Factor: Social Psychologist... 2016.No. 1 (31)... S. 363-36 9.

5. Barabanov R.E., Chistyаkova  I.G. Anxiety at patients with voice disorders hypotonic / In the collection: Modern problems of psychology and education in the context of working with various categories of children and youth...Materials for scientific and practical conference. 2016.S. 185-18 9.

6. Barabanov R.E. Voice as i ndicator of somato-veget ative dysfu nction. International Jou rnal Of App lied And Fu ndamental Rese arch. - 2016. - No. 2 - U RL:www.science-sd.com/464-25119(14.06.201 9).

7. Barabanov R.E. Personalized approach and inclusive / integrated education as a means of forming a psychologically comfortable environment in teaching people with special educational needs // Human Factor: Social Psychologist... 2017.No. 2 (34)... S. 18-24.

8. Barabanov R.E. Investigation of the subjective assessment of the quality of life of students with special educational needs (as exemplified by the pathology of the voice apparatus) and healthy people / In the collection: Psychological Center of the University : reality and perspectives. Materials of the 1st All-Russian scientific-practical conference with international participation. 2017.S. 171-178.

9. Barabanov R.E. Analysis of the subjective assessment of the quality of life of persons with special educational needs (using the example of the pathology of the vocal apparatus) / In the collection: Contemporary research in psychology...Materials of the International Conference of Young Scientists. Edited by S.I. Kudinov, G.N. Kameneva. 2017.S. 211-216.

10. Barabanov R.E. Analysis of the subjective assessment of the quality of life of persons with special educational needs (using the example of the pathology of the vocal apparatus) and healthy people / In the collection: Modern problems of psychology and education in the context of working with various categories of children and youth...Materials of the II All-Russian Scientific and Practical Conference with International Participation. Chief editor R.E. B arabans. 2018.S. 1 36-152.

11. Barabanov  R.E. Study of the structure of the quality of life of persons with pathology of the vocal apparatus // Bulletin of the Moscow Information Technology University - Moscow Institute of Architecture and Civil Engineering... 2019.No. 1... S. 51-61.

12. Barabanov R.E. Correlation analysispsychological coquality componentslife young manth and girlto a violationby voicewow apparata and their shousehold verstsnicknames // Bulletin of the Moscow Information Technology University - Moscow Institute of Architecture and Civil Engineering... 2019. No. 2. P. 35-40.

13. Barabanov R.E. Theoretical approaches to the study of the quality of life of persons with special educational needs (for example, persons with a pathology of the vocal apparatus) / In the collection:Modern issues of psychology and education in the context of working with various categories of children and youth: psychological and pedagogical aspects of creative self-realization... Collection of scientific articles based on the materials of the IV All-Russian scientific and practical conference with international participation. Chief editor R.E. Drums; executive editor S.V. Zhundrikov; Moscow Information Technology University - Moscow Institute of Architecture and Civil Engineering. 201 9, pp. 10-28.

14. Barabanov R.E. Psychological aspects of the study of adolescence (in the context of diseases and quality of life) // PEM: Psychology. Educology. Medicine. - 2019. - No. 3. S. 21-37.