Ψ65Psihologie revistă științifico-practică, 2017, nr.1-2 (30) [620407]

65
Ψ65Psihologie revistă științifico-practică, 2017, nr.1-2 (30)
ISSN 1857-2502; ISSN E 2537-6276; p. 65-69
PSIHOLOGIE CLINICĂ
УДК:616.89-008.454
EMOTIONAL OVERSTRAIN AS A FACTOR IN THE FORMATION
OF MALADAPTATION AT STUDENTS OF MEDICAL COLLEGE
TRATAMENTUL TULBURĂRILOR EMOȚIONALE CA CONSECINȚĂ
A INADAPTĂRII STUDENȚILOR COLEGIILOR DE MEDICINĂ
Natalia BURDUN
Keywords : students, disadaptation state, adaptation readiness to
teaching, psycho-emotional disorders, behaviors, anxiety, depression, ag –
gression, hostility index.
Abstract
Disclosed the current state of the problem of the increase in disadaptation states
at students of medical college and described pathopsychological mechanisms of their
formation. The basic aspects of adaptation in violation of the medical college students: the psycho-emotional state, behavior patterns and the level of aggression of the index.
Termeni-cheie : studenți, stare de dezadaptare, adaptabilitate la pre –
dare, tulburări psiho-emoționale, comportamente, anxietate, depresie, agresivitate, indici de ostilitate.
Rezumat
Articolul dezvăluite starea actuală a problemei creșterii stărilor de dezadap –
tare la studenții colegilor de medicină și descrise mecanismele patopsihologice ale formării acestora. Aspectele de bază ale inadaptării care se manifestă la studenții investigați sunt: starea psiho-emoțională, modelele de comportament inadaptiv și nivelul înalt al indicelui de agresivitate.
The degree of social adaptation stu-
dent at the college defines a set of fac-tors: individual psychological character-istics of man, his personal, business and behavioral qualities, values, scientific activity, health status, social environ-ment, family status.
The problem of adaptation to the
conditions of college students is another of the important issues of general and to date is the traditional subject of debate. We know that young people adapt to college life – a complex and multifaceted process that requires the involvement of social and biological reserves are not yet fully formed person.
Background tasks determined by
process optimization “entry” in yester-day’s pupil student: [anonimizat]. Acceler-ate the process of adaptation to the new freshmen to their lifestyle and activities of psychological features of mental states that arise in educational activities at an early stage of study and identify peda-gogical and psychological conditions for activation of the process is critical. How-ever, the organization of training activi-ties in the first year does not provide ap-

66 67
Ψ Natalia BURDUN
propriate adaptation to the specific con-
ditions of students of the college.
Health issue students is one of the
most difficult and priorities at all stages of social development [4, 10, 11]. A spe-cial social status, specific conditions of work, life and lifestyle of students dis-tinguish them from all other groups and make this group of extremely vulnerable in social terms, subject to the influence of negative factors of social life [8, 9].
Therefore, efforts to maintain and
strengthen their health, do not give cause long-term success and need to find optimal ways to health manage-ment students. The significance of this problem is determined by its public im-portance, as the only healthy physically and morally generation can provide a progressive and progressive develop-ment of society, its security and interna-tional prestige. [1]
High mental and psycho-emotional
stress, perception and processing of di-verse information in a shortage of time and labor intensity discrepancy use-fulness rest, especially during periods of sessions, intensive use of computer technology in the educational process are factors that provoke disadaptation states in students [7, 2]. Particularly relevant issue in this current situation, characterized by a significant decrease in quality of life for most people, and especially its vulnerable groups, which include students as well as reforms in the health system, accompanied by fun-damental changes in the organization of health -social and preventive care. [5]
The adaptation of students to the
new process of learning (Medical Col-lege) in modern conditions extends over the entire period of study in which iso-lated and some “critical points” which correspond to different stages of train-ing. They require maximum attention to the individual student, as the load on the adaptive resources during these periods is highest. Each period of adap-tation to specialized training requires the mobilization of mental and physi-cal resources of man. Hence the change of psychological, physiological, physi-ological functions and personality char-acteristics that determine the success of adaptation and adaptability as the prop-erty of the individual. [3]
Among the causes of disruption of
adaptation to specialized and higher institutions of learning identified two groups of factors: external (exogenous) and internal (endogenous). Based on the proposed criteria for evaluating the success of adaptation to training activi-ties, the following performance to adapt to the learning process in institutions for pre-university, university and post-graduate levels of education:
– A group of objective criteria, suc-
cessful training activities (current and examination performance); Stability in learning the functional state of stu-dents (no abrupt changes in the state of physiological functions); no distinct signs of fatigue when performing train-ing activities;
– Group subjective criteria: the sat-
isfaction of the learning process; staff satisfaction and established relation-ships in it (psychological climate); dis-play of students active in educational and social activities.
Physiological adaptation criterion
pupils to special schools was a steady performance or improvements during the first half academic coupled with im-proved performance and stabilization of conditioned reflex activity of students,

67
ΨPsihologie revistă științifico-practică, 2017, nr. 1-2 (30)
ISSN 1857-2502; ISSN E 2537-6276; p. 65-69autonomic performance and good aca-
demic achievement [6].
As criteria of social – psychological
adaptation used features students stay-ing in different spheres of life education, skills acquisition training activities, ac-quisition of friendly contacts with class-mates, establishing trusting relation-ships with teachers, forming adequacy behavior.
“Subjective indicators” that reflects
the satisfaction of the students stay in the educational institution serving the emotional response.
During maladjustment to learn-
ing refers to “a certain set of symptoms that indicate a discrepancy and socio-psychological, and physiological status of the individual training requirements of the situation, the mastery of which a number of reasons becomes difficult or sometimes impossible.” One of the most important problems of maladjustment to learning is “improper organization of educational process and psychosocial information overload” [6].
The second most important fac-
tor in violation of adaptation of pupils to learning, most researchers believe the quality of the individual. This is a violation of his emotional status, in-cluding psychological unpreparedness for school, emotional instability, anxiety and high stiffness, low level of motiva-tional and volitional, depression.
Need to develop new approaches
to the diagnosis and correction of the manifestations of maladjustment in stu-dents specialized medical institutions, the need for a systematic approach to their analysis because the state of mal-adjustment covers not only individual-level operation rights, but also the suc-cess of the whole person.Objective: to develop criteria for
early diagnosis and psychological treat-ment system states of mental maladjust-ment in students specialized medical schools, based on the study of phenome-nology and determination of their mech-anisms of formation pathopsychological.
Materials and methods. The
study was conducted at the Medical College of Kharkov Medical Academy of Postgraduate Education. The study involved 258 students. The group in-tervention includes students who have symptoms of psychological maladjust-ment, according to the survey. Later were formed intervention group and control group.
The second stage examined indi-
vidual psychological characteristics, psycho-emotional state of the scope and level of social functioning students, spe-cialized medical schools.
Assessment of the emotional sphere
was conducted using the methodology of “self-assessment scales situational and personal anxiety Ch.Spilberger” adapted Yu.L.Hanin and Beck Depres-sion Inventori.
Research results. Initial analy-
sis of the students specialized medical institutions showed the presence of dis-tinct complaints to various areas of so-cial functioning.
Analysis of complaints received
during the initial study showed that stu-dents most common complaints about the general state:
– the feeling of fatigue in 93.58%
and general weakness of 92.31%; com-plaints about the daily routine in a feel-ing of overload and lack 89.74% holiday 88.46%;
– complaints of failure in education
found in 61.53%.

68 69
Ψ Natalia BURDUN
– complaints decreased performance
– at 66.67%, the overall physical state
– at 11.54%, sleep disorders – 15,38%, loss of appetite – in 14,10%, headache – at 8.97%, lower emotional background (low mood, frequent mood swings) – at 5.13%, pain in the heart – at 3.84%.
The relative satisfaction with the
education process, which was observed in 61.53% was supplemented by selected faculty dissatisfaction at 17.95%.
In 30.77% observed poor relations
in the team, to 28.21% frequent con-flicts, 24.36% poor family relationships and 8.97% conflicts with teachers.
We were the results emotional state
students. The highest reactive anxi-ety found in the first-year students (at 86.67%). While students in second year high reactive anxiety was observed in only 46.81%, which is the criterion of angular transformation of Fisher significantly less (φemp = 4.24> = 2.31 φkr, ρφ<0, 01). But significantly more common moder-ate level of reactive anxiety third-group (at 27.66%), with φemp = 2.06> = 1.64 φkr, ρφ<0,05. According to the signifi-cant differences in the group of students from different years of study inherent high or moderate level of reactive anxiety.
Thus, high levels of reactive anxiety
as a manifestation of stress reactions in student’s strip depends on the proposed requirements of the institution, in turn, increases the level of emotional stress, exhaustion of resources and the general destabilization of the social functioning of the individual.
The next step was to identify de-
pression as emotional state of the per-son. Depression is always implemented in the inseparable unity of mental and physical changes has some dynamics at different stages of depression.Even in mild depression have some
influence on various aspects of person-ality. An objective assessment of their condition leads to a subjective feeling of constant dependence on him and acts, in turn, one of the factors resulting in changes in patient perception of himself and the world. In the study of the emo-tional sphere, we have assessed the mood of students, its fluctuations during the day and adequate response to events that take place in their lives. Compatible with those obtained using a questionnaire A. Beck Depression was obtained objective assessment of the depressed state of the students in the learning process.
For students who have specific so-
matic complaints, emotional and profes-sional conditions not typical expressive levels of depressive symptoms. That in-dicates the absence of comorbidity with other psychiatric disorders account. Some observed differences in distribu-tion between a moderate level of depres-sion: a second year student presence of moderate manifestations of depressive symptoms obtained in 19.5% (average of 17,34 ± 1,42), while first-year students – at 62.22% (average of 18,38 ± 2,15), with ρφ<0,05. Light levels of depression were 55.32% (average of 14,87 ± 1,09) students of the third year. The absence of depressive symptoms was observed in all 25.53% (average of 3,65 ± 1,11).
Thus, the typical student cognitive-
affective symptoms of depression. For the first courses typical physical signs of depression, namely, dissatisfaction with appearance, decreased performance, sleep disturbances, fatigue and high concern for their health. For graduates characteristic concern for their future, unhappiness, guilt, irritability, weight in decision-making and instant action.

69
ΨPsihologie revistă științifico-practică, 2017, nr. 1-2 (30)
ISSN 1857-2502; ISSN E 2537-6276; p. 65-69Conclusion. Summarizing the
presence of complaints of the students
may be noted that the highest percent-
age of students learning failure associat-
ed with the load capacity that they can
not overcome, which in turn, reduces performance and manifests itself in con-
stant fatigue and weakness. Also, special
attention drawn to the fact that 89.74% of students were complaints after receiv-
ing a medical college. This fact indicates
the presence of signs of psychological
maladjustment of students in the first
year of study, unconstructive restructur-ing activities and workloads and the rest
of his life, which leads to exclusion.
The study showed the prevalence of
psycho-emotional disorders in the stud-ied contingent. These data suggest that
alteration of physical activity at an early
age makes the greatest contribution to
reducing the quality of life of students. There is increased tension most psycho-
logical defense mechanisms, indicating
the urgency of studying the mechanisms
of adaptation of students to mental
stress and the formation of constructive
behaviors to traumatic situations.
References.
1. Алиева Т. А. Нарушения психичес-
кой сферы студентов-инвалидов с забо-леваниями сердечно-сосудистой систе-
мы. / Т. А. Алиева // Psihologie. 2013. №2.
c. 68 – 77, ISSN 1857-2502.
2. Асеев В. Г. Теоретические аспек-
ты проблемы адаптации. // Адапта-
ция учащихся и молодежи к трудовой и
учебной деятельности. – Иркутск: Изд-во
ИГПИ, 1986. – 216 с.
3. Безруких М. М. Региональные про-
граммы «Образование и здоровье» как
вариант комплексного решения про-блем здоровья студентов. // Здоровье
и образование: тез. Международ. конф. СПб., 1999. c. 33–34.
4. Гавенко В. Л. Психологическая
служба ВУЗа: структура, содержание работы, перспективы. / В. Л. Гавенко, В. М. Сінайко, И. М. Соколова // Мат. межрегион. Российской научн.-практ. конфер. „Современные проблемы психо-
терапии, пограничной психиатрии и ме-
дицинской (клинической) психологии„ Ставрополь, 2000. c. 146-148.
5. Казин Э. М., Литвинова Н. А.,
Броздовская Е. В., Ефремова Г. В. Роль
психофизиологических и социальных
факторов в формировании психоэмоци-
онального состояния и биологического возраста педагогов. // Валеология: су-часний стан, напрямки та перспективи-розвитку: мат-лыVII Между- народ. на-учно-практ. конф. Харьков: Харьков. нац. ун-т, 2009. c. 157.
6. Марута Н. О. Стан психічного
здоров’я населення та психіатричної допомоги в Україні. // НейроNews психо-неврология и нейропсихиатрия. №5 (24), 2010, c. 83-90.
7. Михайлов Б. В. Проблема оценки
эффективности и качества оказания психотерапевтической помощи. // Укр. вісн. психоневрології. 2010. Т. 18, вип. 3 (64). c. 137–138.
8. Михайлов Б. В. Сердечно-сосу-
дистые заболевания как предиспози-
ционный фактор психоэмоциональных
нарушений у студентов-инвалидов. / Б. В. Михайлов, Т. А. Алиева // Таври-ческий журнал психиатрии. 2012. Том 16. №3(60). c.71 74
9. Соколова И. М. Психофізіологічні
основ и попередження дезадаптації сту –
дентів перших роківнавчання. / И. М. Соколова. Дис д-ра наук:19.00.02-2008.
10. Зелезинская Г. А. Качество жиз-
ни студентов-медиков и клинических ординаторов./ Г. А. Зелезинская, П. Н. Коренько, М. А. Кравченок, А. И. Саллум
// Клиническая медицина. 2005. № 8. c.
29–31.
11. Haaga D. A., Dyck M., Ernst D.
Empirical status of cognitive theory of de-pression. // Psychol. Bull. 2010. Vol. 110. p.
215–236.
Primit redacție 02.02.2017
Natalia BURDUN, Lecturer of medical college of
the Kharkiv Medical Academy
of Postgraduate Education of the Ministry of Health of Ukraine, Kharkiv; e-mail:nataliaburdun@ukr.net