PSYCHOLOGICAL CHARACTERISTICS OF SELF-REALIZATION OF STUDENTS WITH DISABILITIES

The article presents the results of the study aimed at identifying of psychological characteristics of self-realization of students with disabilities. It was found that selfrealization successfulness for the studied students with disabilities is determined by their desire for self-development and expansion of their potential; existence of positive integral self-attitude that determines their internal activities; availability and awareness of self-actualization values, life goals, emotional richness and comprehensive interpretation of their life processes; balanced time perspectives.


Introduction
Recent decade development of psychological science has led to signi¿ cant changes in understanding of the "personality" concept.Recognition of the reality of a person's inner world, systemic organization of his/her life, reÀection, self-determination and his/her own choice cause increased attention to the study of the content of his/her attitudes to him/herself, to the world and people around him/her, of the principles of individual system organization, his/her strategies, inter-level regulators and such phenomena as self-actualization and selfrealization.This is fully applied for studies of healthy people as well as people with disabilities, for whom every day is a special challenge caused both by diseases, physical injuries and external situations where they try to realize their equal opportunities and rights, in particular, the right for higher education.
Development of integrated educational environment, the main value of which is self-ful¿ lment of people engaged in the educational process, is a challenge for the existing traditional system of education; for the students with disabilities who are trying to implement equal opportunities in the process of training and learning in universities; for healthy students learning in integrated groups, as a challenge to their world view, human qualities, humanity and tolerance.
According to modern views of the psychology of personality, chronic somatic diseases, physical injuries cannot be regarded as factors that determine clearly personal problems, problems of adaptation and self-identity.After all, the same physical and somatic characteristics Characteristics of self-realization together show how a person is a subject, an author of own life, how he/she determines his/her own activities.In this context, the characteristics of self-actualization can be understood as internal conditions necessary for self-realization as a process.Characteristics of self-actualization are psychological criteria of persons' self-realization unfolding.A person's level of formation, manifestation of speci¿ c internal conditions reÀects a relatively higher or lower level of self-realization of the individuality.Therefore, despite the fact that self-realization is a universal process, the person's individuality is implemented to varying degrees, depending on how strongly he/she is a subject that determines the course of his/her own life.Thus, subjective and pre-subjective levels of person's self-realization can be distinguished.
The structure of a self-actualized personality having subject self-realization (a rather high level of self-realization) is characterized by the leading role of self-actualization value, harmony of his/her needs, abilities and values.In other words, during subjective selfrealization, a person through own efforts develops and implements those capabilities that meet his/her needs and are not in conÀict with his/her values and senses.
The peculiarities of pre-subject self-realization (medium and low self-actualization) is persons' manifestation of his/her capabilities, skills through manifestation of his/her integrated personality, but with weak consistency or inconsistency with his/her needs, values and senses, and also unconscious, spontaneous realization of his/her capabilities, needs under situational inÀuence.
Object of the research: features of self-realization of students with disabilities.
Aim of the research: to de¿ ne the features of self-realization of students with disabilities, links of self-realization with personal parameters: self-attitude, life purport orientations and time perspective.

Par ticipants of the research
The empirical study of psychological characteristics of students with disabilities and healthy students has the goal to identify common and distinctive personality traits: values (basic personality attitudes), personality traits (self-attitude and its components, self-actualization, psychological defence mechanisms, coping mechanisms, viability, time perspective), motivational-semantic formations (life purport orientations, the need and subjective perception of social support) Kuprieieva (Купрєєва, 2014), Serdiuk & Kuprieieva (Сердюк & Купрєєва, 2015).
The empirical study embraces 205 students with disabilities and 238 other students.All tested students attend different specialties of the Open International University of Human Development "Ukraine" and Dragomanov National Pedagogical University, Kyiv, Ukraine.The age of the surveyed people is from 18 to 22 years.

Results and Discussion
To assess the differences, the samples were compared using Student's t-test.The results are shown in Table 1.Only those psychological characteristics that have signi¿ cant differences are present.Notes: **differences are signi¿ cant at the level 0,001; *differences are signi¿ cant at the level 0,05.
Of course, we expected to ¿ nd signi¿ cant differences between healthy students and students with disabilities as for the studied parameters, the development of which is hindered due to shortage of personal resources.The data indicate that students with disabilities, as for studied psychological characteristics, do not differ signi¿ cantly from healthy students, only the following parameters show signi¿ cant difference: integral self-attitude and its components: self-respect, self-con¿ dence, self-interest; self-actualization and its indexes: autonomy, selfsympathy, capacity for intimate contact; direction of life sense orientations (life process, life result, locus of control -life).It should be noted that these personality indexes are less pronounced for students with disabilities than those for healthy students.In addition, students with disabilities have a high need for help from their inner circle at life task solving and for getting of feedback describing process and effectiveness of their life; the indicators of "social support" and "support of friends" manifest it.Thus, it could be argued that social environment has signi¿ cant impact on life ef¿ ciency and quality for students with disabilities both in terms of real help and psychological support of their subjective well-being.
Theoretical analysis of the empirical study of psychological characteristics of students with disabilities and healthy students enable us to identify the criteria of a self-realised personality.We can highlight the following: 1. Integral self-attitude as one of the most important determinants of self-realization and its components: self-respect and self-acceptance are closely linked with autonomy -the main condition for the self-actualization process, person's ability to self-determination.Self-attitude as a person's trait is associated most closely with goals of life and activities, with values, and is the most important factor in personality stabilizing.As a stable personality trait, self-attitude is related closely with other personality traits, it inÀuences the content, structure and forms of the entire system of personality psychological characteristics.Self-attitude determines person's internal activity: goals, senses, reÀection and understanding of own Self.
2. Time perspective of a personality is a complete image of Self in time.Time perspective is closely linked to person's time competence -a basic condition of person's selfactualization, i.e., it acts as a prerequisite of integrating of person's individuality, regulates consciousness, behaviour, it is a general indicator of person's maturity, an important factor of person's development and realisation.A person includes plans, goals, aspirations, hierarchy of objectives that represent his/her motivational-need sphere into time perspective and takes into account the time order of expected events.
3. Life purport orientations of a personality are a result of conscious goals and senses of his/her life.A. Maslow in the model of a self-realised personality assigns the main role to the value-sense ¿ eld, because integrity and integration of a mature personality is achieved thanks to the unity of conscious, meaningful life goals that ¿ ll person's life with sense.Life purport orientations are closely related to important conditions of self-realization: the value of self-actualization, autonomy, competence in time and self-actualization as a multidimensional value.Basing on the selected criteria of a self-realizing personality and high indexes, we split the sample of surveyed students with disabilities to those who seek self-realization (subjective self-realization) and those whose desire for self-realization is not expressed enough (presubjective self-realization).Figure 1 shows the manifestation of self-actualization for students with disabilities.These data show that virtually all indexes of self-actualization for the group of selfactualised students with disabilities are signi¿ cantly higher than those for the group of nonself-actualized students with disabilities (signi¿ cant differences at p≤0,001).
Students with prevailing tendency to self-actualization have the following higher indexes: the general "self-actualization" index, "capacity to intimate contact", "self-sympathy", "pursuit of creativity", "value of self-actualization" and "time competence" (these differences are signi¿ cant at p≤0,001).High levels of these indicators demonstrate the existence of the subjective self-realization of the surveyed students.They are characterized by manifestation of self-actualization values, harmonious positive attitude towards own Self, the ability to establish stable and friendly relations with the world and other people, creativity as one of the conceptually important elements of self-actualization.They demonstrate the ability to live in the present, understand the existential value of life, do not lay their lives "for later" and are not hiding in the past.Moreover, they experience continuity of the past, present, and future, i.e. perceive their lives in whole.In other words, students with predominance of subjective selfrealization, ¿ rst of all through awareness of the need for self-actualization, through their own efforts, implement those capabilities that meet their needs, support self-development, which is the basis of their sustainability as a complex, self-organized psychological system.
The students from the group without expressed need for self-realization have signi¿ cantly higher "need for knowledge" index (p≤0,001), which describes person's ability to be always open to new experiences, knowledge, self-understanding, existential knowledge, autonomy, however, together with alienation and loneliness.This suggests that the need for knowledge is personal resource, using which, under adequate formation of other indexes of self-actualization, can contribute not into spontaneous but into conscious realization of their aptitudes by students with disabilities.
Relations of self-actualization indexes of students with disabilities with the criteria of a self-realised personality determined by us -integral self-attitude, integral self-regard that brings together internal consistency, self-understanding and self-con¿ dence, self-acceptance; purport orientations and time perspective -are studied based on correlation analysis.The correlation coef¿ cients are shown in the Table 2 Let us the analyze correlations of self-realised personality criteria with basic scales of the Self-Actualization Test for students with disabilities seeking self-realisation.
Analysis of correlations of time prospects indexes with the basic scales of the Self-Actualization Test for students with disabilities reveals that the "hedonistic present" scale of time prospects does not have signi¿ cant correlations with any basic scale of the Self-Actualization Test.This means that the present in its hedonistic aspect as a desire to have pleasure "here and now", implementing of reckless, impulsive actions and deeds and lack of responsibility for consequences, is not important for students focused on self-realization.The hedonistic present of the studied students is linked to the pleasure of sincere, harmonious interpersonal relationships, faith in people and human potential, with creative attitude to life ("human nature" (r = 0.18, p≤0.001) and "pursuit of creativity" (r = 0.22, p≤0.001).Importance of hedonistic present, which is characteristic, in general, for youth age, is replaced in the students aimed at self-realization with high importance of thoughts and plans for the future, with goals to realize their abilities and potential.So we can say about the development of skills of time organization, goal choice, importance of plan achievements in the present and awareness of plan relations in the future.
The obtained results show clearly that the inclusion of students with disabilities, who are focused on self-realization, into a wide living space, active participation in student life, interpersonal interactions with others, help and support from the social environment, possibility of professional training has a suf¿ ciently high positive impact on balanced time perspectives; students develop positive attitude to life, the present is in their focus with the growing role of the future, it is important for them to build life plans, to set goals and to achieve them, they have a formed sense of meaningfulness of life, self-con¿ dence and abilities to plan and control their own lives, and not to rely on fate, chance, luck.In particular, the evidence of this is the negative relations the "fatalistic present" scale with the scales of "time competence" (r=-0.18,p≤0.001), "values" (r=-0.39,p≤0.001), "self-actualization" (r=-0,34, p≤0,001).

Conclusions
First of all, the study results show that students with disabilities do not differ signi¿ cantly from healthy students as for the most personal psychological characteristics, they only have differences as for such indexes as integral self-attitude, integrated self-respect, self-esteem, self-interest; self-actualization and its indexes: autonomy, self-sympathy, capacity for intimate contact; focus of purport orientations (life process, life result, locus of control -life), social support.
It was found based on the determined criteria of a self-realized personality that all selfactualization characteristics in the group of students with disabilities having a focus on selfrealization are signi¿ cantly higher than in the group of students not aimed at self-realization.Signi¿ cant predominance of the indexes "self-actualization", "capacity for intimate contact", "self-sympathy", "pursuit of creativity", "value of self-actualization" and "time competence" evidences the existence of the subjective self-realization of the surveyed students.They are characterized by high values of self-actualization, harmonious positive attitude towards the self, the ability to establish stable and friendly relations with the world and people around them, creativity, etc.
Success of self-realization of the studied self-actualized students with disabilities is determined by: • presence of a desire for self-development and unfolding of own potential, estimation of own personal resources as suf¿ cient for success, positive integral self-attitude as sense formation of a personality that determines his/her internal activity, reÀection, understanding of Self; • Formation of self-respect that is manifested in internal consistency, systemacity, ability to self-understanding and self-con¿ dence, which provides opportunities for self-development through own efforts and joint activities with others; • Presence and awareness of self-actualization values, goals, life orienteer, emotional richness and content of the life process, satisfaction with a spent part of life; • Idea about him/herself as a strong person having aptitudes to accept and overcome life challenges, con¿ dence in own abilities to construct own life in accordance with own purposes and senses; belief in aptness to control own lives, to make decisions freely and to implement them; • Value of Self and Other that reÀects orientation of the self-realization process, both for themselves and the surrounding world as a whole; • Balanced time perspective as an integral self-image in time and time competence.Inclusion of students with disabilities who are focused on self-realization into a wide living space, active participation in student life, interpersonal interactions with others, help and support from the social environment, possibility of professional training has a suf¿ ciently high positive impact on balanced time perspectives of the surveyed students.In their turn, students develop positive attitude to life with the present in their focus and the growing role of the future, it is important for them to build life plans, to set goals and to achieve them, they have a formed sense of meaningfulness of life, self-con¿ dence and abilities to plan and control their own lives, and not to rely on fate, chance, or luck.

e e d o f k n o w l e d g e P u r s u i t o f c r e a t i v i t y a u t o n o m y s p o n t a n e i t y S e l f -r e g a r d S e l f -s y m p a t h y c a p a c i t y f o r i n t i m a t e c o n t a c t f l e x i b i l i t y i n d i a l o g u e S e lFig. 1 .
Fig. 1.Indexes of self-actualization for students with disabilities

Table 1 .
Comparison of healthy students and students with disabilities

Table 2 .
. Correlations of indexes of a self-realised personality of students with disabilities with the scales of the Self-Actualization Test (modi¿ ed POI) * ,16 -,34 ** Notes: **differences are signi¿ cant at the level 0,001; *differences are signi¿ cant at the level 0,05.