Results of the experimental study showed that changes in coping, related to age dynamics, suggest that individual efficient coping repertoire arises initially as a result of the development of emotional and cognitive mental processes. Our findings also confirmed that not only emotional, but also cognitive and behavioral inefficient strategies are associated with low life satisfaction. The general conclusion is that a low Coping Intelligence , defined as a predominance in individual repertoire of ineffective strategies, was correlated with high scores on subjective dissatisfaction with personal achievements and relationships with others. On the contrary, a high Coping Intelligence , defined as a predominance in individual repertoire of efficient strategies, was linked to socio-behavioral plasticity and subjective satisfaction with both personal achievements and social aspects of life.
Methodological and practical foundations of Coping Intelligence: Creating a science of human strength
Coping Intelligenceβ’ concept has broader impacts for our understanding of the mediating role of problem solving skills in promoting competence in dealing with difficulties of life. Β«Creating a science of human strengthΒ» is a promising mission of psychology that focuses on Β«systematically building competence, not on correcting weaknessΒ» (Seligman, 2000). This direction of research is based on a healthy, positive model of human behavior. The basic principles of positive psychology correspond strongly to the guidelines of differential psychology, whose primary goal is to explore the uniqueness of human individuality (Libin, A., 2008). The concept of human competence is an ideal starting point for studying the complexity of human individuality as well as investigating the fundamental issues such as quality of life, satisfaction with life self and others. The newly proposed model of Coping Intelligenceβ’ may serve as useful feedback while assessing changes in individual coping repertoire during therapy and consulting, rehabilitation and medical recovery, for it measures flexible individual strategies that can be modified as a result of life experiences or educational training.
Acknowledgments
This book was supported in part by the Coping Institute (USA), the Department of Psychology at the Georgetown University (USA), and the Laboratory of Differential Psychology and Psychophysiology at the Institute of Psychology, Russian Academy of Education. The author would like to express sincere gratitude to Dr. Alexander Libin, Dr. James T. Lamiell, Dr. Nikolai Aminov, and Dr. Michael Kabardov for their continuing support of the Coping Intelligence β’ Project and contribution to this work.
ΠΡΠΈΠΌΠ΅ΡΠ°Π½ΠΈΡ
1
ΠΠ°Π·Π²Π°Π½ΠΈΠ΅ Π‘ΠΎΠ²Π»Π°Π΄Π°ΡΡΠΈΠΉ ΠΠ½ΡΠ΅Π»Π»Π΅ΠΊΡ β’, ΡΡΠ΅Π½ΠΈΠ½Π³ΠΈ, ΠΈΠ½Π΄ΠΈΠ²ΠΈΠ΄ΡΠ°Π»ΡΠ½ΡΠ΅ ΠΊΠΎΠ½ΡΡΠ»ΡΡΠ°ΡΠΈΠΈ ΠΈ ΠΌΠ°ΡΡΠ΅Ρ-ΠΊΠ»Π°ΡΡΡ Ρ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡΠΈΠΌ Π½Π°Π·Π²Π°Π½ΠΈΠ΅ΠΌ Π‘ΠΎΠ²Π»Π°Π΄Π°ΡΡΠΈΠΉ ΠΠ½ΡΠ΅Π»Π»Π΅ΠΊΡ β’, Π’ΡΠ΅Π½ΠΈΠ½Π³ ΡΠ°Π·Π²ΠΈΡΠΈΡ Π‘ΠΎΠ²Π»Π°Π΄Π°ΡΡΠ΅Π³ΠΎ ΠΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΠ° β’, ΡΠ°Π±ΠΎΡΠΈΠ΅ ΠΈ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΠΎΠ½Π½ΡΠ΅ ΡΡ Π΅ΠΌΡ ΠΎΡ ΡΠ°Π½ΡΡΡΡΡ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΠΌ ΠΈ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΡΠΌ Π·Π°ΠΊΠΎΠ½ΠΎΠ΄Π°ΡΠ΅Π»ΡΡΡΠ²ΠΎΠΌ ΠΎΠ± Π°Π²ΡΠΎΡΡΠΊΠΎΠΌ ΠΏΡΠ°Π²Π΅ ΠΈ ΠΏΡΠ°Π²Π΅ Π½Π° ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΡ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΠΎΡΡΡ ( ΡΠ΅Π³ΠΈΡΡΡΠ°ΡΠΈΠΎΠ½Π½ΡΠΉ Π½ΠΎΠΌΠ΅Ρ # 95185386, ΠΡΡΠΎ ΠΏΠΎ ΠΡ ΡΠ°Π½Π΅ ΠΠ²ΡΠΎΡΡΠΊΠΈΡ ΠΡΠ°Π² ΠΠΈΠ±Π»ΠΈΠΎΡΠ΅ΠΊΠΈ ΠΠΎΠ½Π³ΡΠ΅ΡΡΠ° Π‘Π¨Π, ΠΠ°ΡΠΈΠ½Π³ΡΠΎΠ½ ). ΠΡΠ±ΠΎΠ΅ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ Π½Π°Π·Π²Π°Π½ΠΈΡ Π‘ΠΎΠ²Π»Π°Π΄Π°ΡΡΠΈΠΉ ΠΠ½ΡΠ΅Π»Π»Π΅ΠΊΡ β’ Π² ΠΊΠΎΠΌΠΌΠ΅ΡΡΠ΅ΡΠΊΠΈΡ ΡΠ΅Π»ΡΡ , Π²ΠΊΠ»ΡΡΠ°Ρ ΠΏΠ΅ΡΠ°ΡΠ½ΡΠ΅ ΠΈΠ·Π΄Π°Π½ΠΈΡ, ΡΡΠ΅Π½ΠΈΠ½Π³ΠΈ, ΠΌΠ°ΡΡΠ΅Ρ-ΠΊΠ»Π°ΡΡΡ, Π° ΡΠ°ΠΊΠΆΠ΅ ΡΠΈΡΡΠΎΠ²ΡΠ΅ Π½ΠΎΡΠΈΡΠ΅Π»ΠΈ ΠΈ ΡΠ°Π·ΠΌΠ΅ΡΠ΅Π½ΠΈΠ΅ Π² ΠΠ½ΡΠ΅ΡΠ½Π΅ΡΠ΅, Π·Π°ΠΏΡΠ΅ΡΠ°Π΅ΡΡΡ. ΠΠ°ΡΡΡΠ΅Π½ΠΈΠ΅ Π°Π²ΡΠΎΡΡΠΊΠΈΡ ΠΏΡΠ°Π² Π±ΡΠ΄Π΅Ρ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ Π² ΡΡΠ΄Π΅Π±Π½ΠΎΠΌ ΠΏΠΎΡΡΠ΄ΠΊΠ΅ Π² ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠΈ Ρ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΠΌ ΠΈ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΡΠΌ Π·Π°ΠΊΠΎΠ½ΠΎΠ΄Π°ΡΠ΅Π»ΡΡΡΠ²ΠΎΠΌ ΠΎΠ± ΠΎΡ ΡΠ°Π½Π΅ Π°Π²ΡΠΎΡΡΠΊΠΈΡ ΠΏΡΠ°Π² ΠΈ ΠΏΡΠ°Π²Π΅ Π½Π° ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΡ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΠΎΡΡΡ.
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ΠΠ°Π·Π²Π°Π½ΠΈΡ ΠΠ΅ΡΠΎΠ΄ΠΈΠΊΠ° Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΠΊΠΈ ΡΠΎΠ²Π»Π°Π΄Π°ΡΡΠΈΡ ΠΈ Π·Π°ΡΠΈΡΠ½ΡΡ ΡΡΡΠ°ΡΠ΅Π³ΠΈΠΉβ’, ΠΠΏΡΠΎΡΠ½ΠΈΠΊ Π‘ΠΎΠ²Π»Π°Π΄Π°ΡΡΠ΅Π³ΠΎ ΠΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΠ°β’ (Coping Intelligence Questionnaireβ’), ΠΈ Π’Π΅ΡΡ ΠΠΈΠ·Π½Π΅Π½Π½ΡΡ ΠΡΠ΅Π΄ΠΏΠΎΡΡΠ΅Π½ΠΈΠΉ β’, Π° ΡΠ°ΠΊΠΆΠ΅ Π»ΡΠ±ΡΠ΅ ΠΈΠ·ΠΌΠ΅ΡΠΈΡΠ΅Π»ΡΠ½ΡΠ΅ ΠΈΠ½ΡΡΡΡΠΌΠ΅Π½ΡΡ ΠΈ Π΄ΠΈΠ°Π³Π½ΠΎΡΡΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΠΏΡΠΎΡΠ΅Π΄ΡΡΡ, ΡΡΠ΅Π½ΠΈΠ½Π³ΠΈ ΠΈ ΠΌΠ°ΡΡΠ΅Ρ-ΠΊΠ»Π°ΡΡΡ Ρ ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΡΡΡΠΈΠΌΠΈ Π½Π°Π·Π²Π°Π½ΠΈΡΠΌΠΈ, ΠΊΠΎΠ½ΡΠ΅ΠΏΡΡΠ°Π»ΡΠ½ΡΠ΅ ΠΈ ΠΈΠ½ΡΠ΅ΡΠΏΡΠ΅ΡΠ°ΡΠΈΠΎΠ½Π½ΡΠ΅ ΡΡ Π΅ΠΌΡ ΠΎΡ ΡΠ°Π½ΡΡΡΡΡ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΠΌ ΠΈ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΡΠΌ Π·Π°ΠΊΠΎΠ½ΠΎΠ΄Π°ΡΠ΅Π»ΡΡΡΠ²ΠΎΠΌ ΠΎΠ± Π°Π²ΡΠΎΡΡΠΊΠΎΠΌ ΠΏΡΠ°Π²Π΅ ΠΈ ΠΏΡΠ°Π²Π΅ Π½Π° ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΡ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΠΎΡΡΡ ( ΡΠ΅Π³ΠΈΡΡΡΠ°ΡΠΈΠΎΠ½Π½ΡΠΉ Π½ΠΎΠΌΠ΅Ρ # 95185386, ΠΡΡΠΎ ΠΏΠΎ ΠΡ ΡΠ°Π½Π΅ ΠΠ²ΡΠΎΡΡΠΊΠΈΡ ΠΡΠ°Π² ΠΠΈΠ±Π»ΠΈΠΎΡΠ΅ΠΊΠΈ ΠΠΎΠ½Π³ΡΠ΅ΡΡΠ° Π‘Π¨Π, ΠΠ°ΡΠΈΠ½Π³ΡΠΎΠ½ ). ΠΡΠ±ΠΎΠ΅ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ ΠΏΡΠΈΠ²Π΅Π΄Π΅Π½Π½ΡΡ Π²ΡΡΠ΅ Π½Π°Π·Π²Π°Π½ΠΈΠΉ Π² ΠΊΠΎΠΌΠΌΠ΅ΡΡΠ΅ΡΠΊΠΈΡ ΡΠ΅Π»ΡΡ , Π²ΠΊΠ»ΡΡΠ°Ρ ΠΏΠ΅ΡΠ°ΡΠ½ΡΠ΅ ΠΈΠ·Π΄Π°Π½ΠΈΡ, ΡΡΠ΅Π½ΠΈΠ½Π³ΠΈ, ΠΌΠ°ΡΡΠ΅Ρ-ΠΊΠ»Π°ΡΡΡ, Π° ΡΠ°ΠΊΠΆΠ΅ ΡΠΈΡΡΠΎΠ²ΡΠ΅ Π½ΠΎΡΠΈΡΠ΅Π»ΠΈ ΠΈ ΡΠ°Π·ΠΌΠ΅ΡΠ΅Π½ΠΈΠ΅ Π² ΠΠ½ΡΠ΅ΡΠ½Π΅ΡΠ΅ Π·Π°ΠΏΡΠ΅ΡΠ°Π΅ΡΡΡ. ΠΠ°ΡΡΡΠ΅Π½ΠΈΠ΅ Π°Π²ΡΠΎΡΡΠΊΠΈΡ ΠΏΡΠ°Π² Π±ΡΠ΄Π΅Ρ ΡΠ°ΡΡΠΌΠ°ΡΡΠΈΠ²Π°ΡΡΡΡ Π² ΡΡΠ΄Π΅Π±Π½ΠΎΠΌ ΠΏΠΎΡΡΠ΄ΠΊΠ΅ Π² ΡΠΎΠΎΡΠ²Π΅ΡΡΡΠ²ΠΈΠΈ Ρ ΡΠΎΡΡΠΈΠΉΡΠΊΠΈΠΌ ΠΈ ΠΌΠ΅ΠΆΠ΄ΡΠ½Π°ΡΠΎΠ΄Π½ΡΠΌ Π·Π°ΠΊΠΎΠ½ΠΎΠ΄Π°ΡΠ΅Π»ΡΡΡΠ²ΠΎΠΌ ΠΎΠ± ΠΎΡ ΡΠ°Π½Π΅ Π°Π²ΡΠΎΡΡΠΊΠΈΡ ΠΏΡΠ°Π² ΠΈ ΠΏΡΠ°Π²Π΅ Π½Π° ΠΈΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΡΠ°Π»ΡΠ½ΡΡ ΡΠΎΠ±ΡΡΠ²Π΅Π½Π½ΠΎΡΡΡ.
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ΠΠΎΠ»Π΅Π΅ ΠΏΠΎΠ΄ΡΠΎΠ±Π½ΠΎ ΠΎ ΡΡΠ΅Π½ΠΈΠ½Π³Π΅ Π‘ΠΎΠ²Π»Π°Π΄Π°ΡΡΠ΅Π³ΠΎ ΠΠ½ΡΠ΅Π»Π»Π΅ΠΊΡΠ° ΡΠΌ. ΠΠ»Π΅Π½Π° ΠΠΈΠ±ΠΈΠ½Π° . Π‘Ρ Π²Π°ΡΠΈ ΡΡΠ΄ΡΠ±Ρ Π·Π° Ρ Π²ΠΎΡΡ! ΠΡΠΈΡ ΠΎΠ»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΡΠ΅Π½ΠΈΠ½Π³ΠΈ ΡΡΠΏΠ΅Ρ Π° Π² ΠΊΠ°ΡΡΠ΅ΡΠ΅ ΠΈ Π»ΠΈΡΠ½ΠΎΠΉ ΠΆΠΈΠ·Π½ΠΈ. Π.: ΠΠΠ‘ΠΠ, 2006.
ΠΠΎΠ»Π΅Π΅ ΠΏΠΎΠ΄ΡΠΎΠ±Π½ΠΎ ΠΎ Π·Π°ΡΠΈΡΠ½ΠΎΠΌ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΠΈ ΠΈ Π·Π°ΡΠΈΡΠ½ΡΡ ΡΠΎΠ»ΡΡ ΡΠΌ. ΠΠ»Π΅Π½Π° ΠΠΈΠ±ΠΈΠ½Π° . ΠΠ½ΡΠΈΠΊΠ»ΠΎΠΏΠ΅Π΄ΠΈΡ ΠΆΠΈΡΠ΅ΠΉΡΠΊΠΎΠΉ ΠΏΡΠΈΡ ΠΎΠ»ΠΎΠ³ΠΈΠΈ. Π€Π΅Π½ΠΎΠΌΠ΅Π½ΠΎΠ»ΠΎΠ³ΠΈΡ ΡΡΠ΅ΡΠ΅ΠΎΡΠΈΠΏΠΎΠ², ΠΊΠΎΠΌΠΏΠ»Π΅ΠΊΡΠΎΠ² ΠΈ Π·Π°ΡΠΈΡΠ½ΠΎΠ³ΠΎ ΠΏΠΎΠ²Π΅Π΄Π΅Π½ΠΈΡ. Π.: ΠΠΠ‘ΠΠ, 2006, 2007 ΠΈ ΠΠ»Π΅Π½Π° ΠΠΈΠ±ΠΈΠ½Π° . ΠΠ°ΠΊ Π²ΠΈΠ΄Π΅ΡΡ Π»ΡΠ΄Π΅ΠΉ Π½Π°ΡΠΊΠ²ΠΎΠ·Ρ. Π.: ΠΠΠ‘ΠΠ, 2004, 2005, 2007.
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Π‘ΠΌ. Π ΡΡΠ°Π»ΠΎΠ² Π. Π., ΠΠΏΡΠΎΡΠ½ΠΈΠΊ ΡΡΡΡΠΊΡΡΡΡ ΡΠ΅ΠΌΠΏΠ΅ΡΠ°ΠΌΠ΅Π½ΡΠ°. Π.: ΠΠ Π ΠΠ, 1990.