Development and validation of a psychodiagnostic technique for assessing the rehabilitation potential of an individual

Abstract

A psychodiagnostic technique for a comprehensive assessment of an individual's rehabilitation potential has been developed. The content of the rehabilitation potential includes components and scales for diagnostics: a psychophysiological component – a scale of the index of deep-seated aggression, a professional and pedagogical component – scales of training, learning ability, motivation for retraining and work, awareness of the possibilities of secondary professionalization; a social environment component – scales of external-environmental factors, socio-environmental factors and socio-anthropological factors. Each scale is contains with a set of indicators that reflect levels of rehabilitation potential. The validity of this approach is confirmed by the results of the psychodiagnostic instrument formalization procedures. Methods. The study involved 345 respondents aged 18 to 42 years, 54% of whom were female and 46% male. Standardized methods were used for validation: the A. Buss and A. Durkee test (adapted by A.K. Osnitsky), the "Motivation for learning: levels and types" method (I.S. Dombrovskaya), the WHOQOL-26 Quality of Life Questionnaire, the Tromso Social Intelligence Scale, and the Multidimensional Scale of Perceived Social Support (N.A. Sirota, V.M. Yaltonsky). The obtained data were processed using relevant statistical methods. Results. The developed instrument has been tested for reliability. The optimal number of indicators is 85 items. Based on exploratory and subsequent confirmatory factor analysis, these items were combined into factor models for the components of rehabilitation potential, which exhibit high values for the validation indicators of these models' fit to empirical data. High rates of convergent and divergent validity were obtained. Discussion. A two-factor model was obtained for the psychophysiological component (factors "Resentment" and "Guilt" of the index of deep-seated aggression), a four-factor model for the professional-pedagogical component (factors "Training", "Trainability", "Motivation for retraining and work" and "Awareness of secondary professionalization"), and a three-factor model for the social environment component (factors "External-environmental factors", "Socio-environmental factors" and "Socio-anthropological factors"). Levels of assessment for individual factors and complex indicators for the components of an individual's rehabilitation potential were identified.