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Vygotsky, L.S. (1993) The Diagnostics of Development and the Pedological Clinic for Difficult Children. In Rieber, R.W., & Carton, A.S., Eds., The Collected Works of L. S. Vygotsky: The Fundamentals of Defectology (Abnormal Psychology and Learning Disabilities), Plenum Press, New York, 2, 241-291.

has been cited by the following article:

• TITLE: Postnonclassical Methodology in Clinical Psychology: Opportunities and Perspectives of Vygotsky-Luria School

  AUTHORS: Elena Pervichko, Yury Zinchenko

  KEYWORDS: Postnonclassical Methodology, Clinical Psychology, Psychological Syndrome Analysis, Vygotsky-Luria School, Psychosomatic Syndrome, Essential Hypertension, Hypertension at Work

  JOURNAL NAME: Open Journal of Social Sciences, Vol.2 No.5, May 13, 2014

  ABSTRACT: The primary aim of this research is to show the high efficacy of the psychological syndrome analysis (Vygotsky-Luria School) for a variety of issues embraced by psychodiagnostics and psychotherapy. The syndrome approach applied in theoretical and practical fields of clinical psychology is highly efficient at the current state of science evolution. The principal method of this study was the psychological syndrome analysis. We examined 85 patients with hypertension (HTN) at work and 85 essential HTN patients. The results suggest that the psychosomatic syndrome has a multifactorial structure. That is, the structure of the psychosomatic syndrome in patients with HTN at work is determined by three factors. These are as follows: the motivational factor (characterized by the domination of the achievement motivation); the factor of emotion regulation disorder; and the factor of repression and denial of the significance of an alarming situation.