Usatov Ivan Alexandrovich, 3rd year student, major of training 37.03.01 "Psychology", FSBEI HPE "Amur State University”, Blagoveshchensk [email protected]

Annotation. The article contains the author's methodology for determining the level of stress resistance of a person, provides information on the standardization of the methodology. Key words: psychology, stress resistance, stress resistance resources, author's methodology.

In the modern world, the problem of maintaining mental health and the formation of stress resistance in people is very relevant, because stress resistance allows you to maintain optimal performance and efficiency, as well as mental state in stressful situations. Analyzing diagnostic methods on the issue of stress resistance, we can conclude that today a comprehensive a technique that allows you to comprehensively assess stress resistance as a personality quality, they only allow you to diagnose problematic aspects, evaluate the components (resources, factors) of stress resistance. For this purpose, an author's method was developed to determine the level of stress resistance of a person. The methodology can be applied to respondents over 18 years of age, there are no other restrictions on the application of the methodology. In this methodology, stress resistance is understood as an integral psychological property a person as an individual, personality and subject of activity, which provides internal psychophysiological homeostasis and optimizes the impact with external emotional conditions of life. Accordingly, stress resistance can be considered as a property that affects the result of activity, and as a characteristic that ensures the constancy of a person as a system. Stress resistance is considered as a personality quality, consisting of a combination of the following components: A) psychophysiological (properties, type of nervous system), B) emotional component emotional experience of the individual, accumulated in the process of overcoming the negative influences of extreme situations, C) motivational (the strength of motives determines emotional stability. The same person can show a different degree depending on what motives encourage him to be active. By changing motivation, you can increase ( or reduce) emotional stability); solving certain tasks, E) the intellectual component of assessment, forecasting, decision-making on methods of action. The methodology takes into account the resources (factors) of stress resistance, which ensure the ability to effectively cope with stressful effects. According to L.A. Kitaev Smyk, the factors that determine stress resistance can be divided into several groups: 1. Biological features: A) Congenital features of the body and early childhood experience. According to psychogenetic studies, people's reactions to certain environmental factors are 30-40% determined by genes received from parents, and 60-70% depend on upbringing, life experience, training, acquired skills, development of conditioned reflexes in this way, some people are initially more are predisposed to stress, while others are resistant to it. B) The type of higher nervous activity of a person. The type of human higher nervous activity reflects the strength and dynamics of nervous processes in the brain and is little subject to any changes. C) Age and gender characteristics in the manifestation of stress resistance and coping strategies. The same event in different people can cause a sharp opposition, give rise to negative feelings or go almost unnoticed. 2. Personal features: A) Tendency to anger. People who are prone to anger, hostility, irritability are more prone to stress, and open, friendly people with a sense of humor, on the contrary. B) Locus of control. Locus of control measures how effectively a person can control or own the environment. The concept of locus of control was developed by the American psychologist J. Rotter. B) Anxiety. This is the tendency of an individual to experience anxiety, characterized by a low threshold for the occurrence of an anxiety reaction; one of the main parameters of individual differences. D) Self-esteem. Self-esteem refers to the fundamental formations of personality. It largely determines her activity, attitude towards herself and other people. Self-esteem can be high and low, differ in the degree of stability, independence, criticality. D) Orientation of a person, his attitudes and values. In situations that cause the occurrence of mental stress, the motivation to achieve success has an effect on the individual that is opposite to anxiety. 3. Factors of the social environment: A) Social conditions and working conditions. Social conditions and working conditions, that is, social changes; increased responsibility for work; significant predominance of intellectual labor; constant lack of time; chronic fatigue; violation of the regime of work and rest; a drop in personal prestige; lack of elements of creativity in the work; long waits in the course of work; night shifts and lack of free time to meet personal needs; irrational and balanced nutrition; smoking and systematic use of alcohol). B) The immediate social environment. The family is of great importance for the development of the individual, the achievement of social maturity. Family education determines the lifestyle of children for their entire future life, the style of relationships in their own families. It lays an attentive or neglectful attitude to the issues of mental self-regulation, healthy lifestyle skills, and the ability to establish constructive interpersonal relationships. 4. Cognitive factors: A) The level of sensitivity. Sensitivity depends on the sensitivity of the receptors; type of higher nervous activity; ease of formation of conditioned reflex (associative) connections in the cerebral cortex; increase or decrease in sensitivity in the process of individual experience; the presence of skills to consciously increase or decrease sensitivity through training. B) The ability to analyze one's state and environmental factors. The ability to implement one or another type of adaptation to stressful situation depends not only on motives and goals, personality traits, mental state, but also on what stressor affects, what is its strength, in what situation the person is included. A person has the ability to choose in response, activity, behavior, but the degree of freedom of choice is limited by the characteristics of a stressful situation. Thus, the technique takes into account all of the listed components.

“Test to determine the level of stress resistance of a person” Instruction: “You need to answer the questions based on how often these statements are typical for you. You should answer all the points, even if this statement does not apply to you at all. Please tick the appropriate box for each statement. Try not to think for a long time about the choice of answer.” peace of mind if others are oppressed by something.

2 I can't stand criticism.

3I care about the quality of my work.

4 I suffer from insomnia.

5I think people underestimate me.

6 I get irritated over trifles.

7I try to be first in everything.

8I am aggressive.

9I don't have enough free time.

10I am painfully experiencing troubles.

11I have conflict situations.

12I do what I love, I visit exhibitions, concerts, museums.

13Thoughts about the work ahead do not give me rest.

14 I can't concentrate.

15I laugh.

16I feel helpless.

17 Unexpected events drive me crazy.

18I feel inner turmoil.

19I'm nervous.

20I meet friends, acquaintances.

21I feel weak all over my body.

22It's hard for me to hide my irritation.

23I take other people's problems to heart.

24I go in for sports.

25I am quite happy.

26I plan my life.

27I am overcome with fears.

28I drink more than 4 cups of coffee/tea a day.

29Sometimes I tell lies.

30I feel insecure about myself.

31It seems to me that so many difficulties have accumulated that they cannot be overcome.

32I make new acquaintances.

33I muster my "will into a fist" to get the job done.

34I have headaches.

35I don't eat properly.

36I am satisfied.

37I look positively into the future.

38I'm afraid of change.

Data processing. Before processing the results, the number of points scored on the lie scale is calculated. The lie scale is the answer "never / no" to questions: 11, 15, 20, 26, 29. Each match with the lie scale is estimated at 1 point. If more than 3 points are scored on the lie scale, the diagnostic results are unreliable. This indicates the phenomenon of social desirability, that is, the desire to appear somewhat better in the eyes of others and give answers that would be more desirable in terms of the norms, rules and values ​​of society. You should re-test after a while.

Further processing is carried out in accordance with the key, the total number of points scored in the test is calculated. Table 2 "Key" to the test for determining the level of personality stress resistance

No. Affirmation Often / Strongly Rarely / Sometimes No / Never 1 I lose my peace of mind if others are oppressed in some way. 2102 I do not tolerate criticism in my address. 2103 I worry about the quality of the work I do. 2107 I try to be the first in everything. 0128 I am aggressive. 2109 I don't have enough free time.

12 I do what I love, I visit exhibitions, concerts, museums.

16 I feel helpless. 21017 Unexpected events drive me crazy. 21018 I feel inner anxiety.

21 I feel weak all over my body. 21022 I find it hard to hide my irritation. 21023 I take other people's problems to heart.

27 I have fears.21028 I drink more than 4 cups of coffee/tea a day.

30I feel insecure about myself.21031It seems to me that so many difficulties have accumulated that they cannot be overcome.21032I make new acquaintances.01233I muster up my will to get the job done.21034I experience headaches.21035I eat irrationally.21036I am satisfied.01237 I look positively into the future.01238I am afraid of change.210Interpretation of results.Interpretation of results is carried out in accordance with the number of points scored.If you score 0 11 points, you have a high level of stress tolerance. You clearly define goals and ways to achieve them, you know how and strive to rationally allocate time, you can work for a long time with great effort. Surprises, as a rule, do not unsettle you. The range of your interests is quite wide. If you scored 12 23 points, your level of stress tolerance is above average. You are self-confident, perceive strong shocks as a lesson in life and turn on the mechanisms of self-esteem and significance, you know how to show your strengths and quickly restore your mental state. If you scored 24 44 points, you have an average level of stress resistance. Your level of stress resistance corresponds to the extent of the busy life of an active person. Situations have a significant impact on your life, and you don't resist them very much. Stress resistance decreases with the increase in stressful situations in your life. If you scored 45 56 points, your level of stress resistance is below average. You have chain reactions of physical and mental disorders, and you are forced to spend part of your resources on combating the negative psychological states that arise in the process of stress. You should start using stress coping exercises in your daily life as soon as possible. If you scored more than 57 points, you have a low level of stress resistance. You are very vulnerable to stress, very sensitive to stress, so you are forced to spend most of your resources on dealing with stress. You are characterized by a desire to compete, to achieve a goal, usually you are not satisfied with yourself and circumstances and begin to rush towards a new goal. You often show aggressiveness, impatience, detachment. You should take some targeted action against the stress that overcomes you in order to regain your calmness, confidence, performance.

Information about the standardization of the methodology. The standardization of the methodology was carried out on 50 subjects: 28 women aged 18-56 years; 22 men aged 19 53 years. The professional and territorial affiliation of the subjects was not taken into account. Research procedure: the subjects had to answer all the questions of the test, then calculate the results, and then determine the level of stress resistance. The first study was conducted on 11/11/2015, the 2nd study (retest) was conducted on 12/3/2015, diagnostics according to the method "Perceptual assessment of the type of stress resistance" was carried out on 11/16/2015. The results obtained by this method do not differ from the normal distribution law (since according to the Kolmogorov Smirnov Lilliefors criterion, K S = 0.08; р
it is a non-parametric method that is used to statistically study the relationship between phenomena. In this case, the actual degree of parallelism between the two quantitative series of the studied characteristics is determined and the closeness of the established relationship is assessed using a quantitatively expressed coefficient. Hypotheses: H0: The correlation between the methods is not statistically significant. H1: The correlation between the methods is statistically significant. The results obtained: rs = 0.665, rcr (p ≤ 0.05) = 0.27, rcr (p ≤ 0.01) = 0.35. stress resistance” is statistically significant, the relationship is direct and moderate. Thus, the data obtained show that the developed test measures the same area, the same phenomenon as the reference method. This testifies to the theoretical validity of the methodology, that is, the "Test to determine the level of personality stress resistance" has constructive validity. To test the reliability of the measuring instrument, the retest reliability method was used. On December 3, 2015, 3 weeks after the first study (November 11, 2015), the subjects were presented with the same test under the same conditions as the initial one. To establish a correlation between the data, the statistical method of Spearman's rank correlation coefficient was used. Hypotheses: H0: There is no correlation between presentations 1 and 2. H1: There is a correlation between presentations 1 and 2. Results: rs= 0.978, rcr (p ≤ 0.05) = 0.27, rcr (p ≤ 0.01) = 0.35. Since rs rcr we accept the H1 hypothesis, there is a correlation between the first and second presentation of the test to determine the level of personality stress resistance, it is statistically significant, it is direct and very close. Thus, the data obtained show that the developed test has high reliability , which indicates the stability of the trait under study. Summarizing the above, we can conclude that the developed methodology "Test for determining the level of personality stress resistance" has sufficient validity and reliability for use in professional activities, both for group and individual use in order to determine the level of stress resistance of the individual, and can be used as a professional diagnostic tool on par with other methods.

Links to sources 1. Dictionary of psychological / ed. ed. Petrovsky M.G., Yaroshevsky P.N. 3rd ed. RnD.: Phoenix, 1999. 512 p. 2. Katunin, A.P. Stress resistance as a psychological phenomenon / A.P. Katunin // Young scientist. 2012. No. 9. P. 243246.3. Kitaev Smyk, L.A. Psychology of stress. Psychological anthropology of stress / L.A. KitaevSmyk. M.: Academic Project, 2009. 943 p.4. Shcherbatykh, Yu.V. Psychology of stress and methods of correction / Yu.V. Shcherbatykh. St. Petersburg: Peter, 2006. 256 p.5. Meshcheryakov, B.G. Psychological Dictionary / B.G. Meshcheryakov, V.P. Zinchenko. M.: Slovo, 2002. S. 88 89.6. Mileryan, E.A. Discussion and theoretical generalization of experimental materials / E.A. Mileryan // Labor Psychology. M.: MercuryPress, 2000.

P. 15 54.7. Chovdyrova, G.S. Problems of stress, psychic maladaptation and increasing the stress resistance of a person in conditions of social isolation / G.S. Chovdyrov. Tyumen: Tyumen Library, 2005. 287 p. 8. Kitaev Smyk, L.A. UK. op. 9. Dictionary of psychological / under the general. ed. Petrovsky M.G., Yaroshevsky P.N. UK.op.10.Vasilyuk, F.E. Psychology of experience / F.E. Vasilyuk. M., 1984. 200 p. 11. Kitaev Smyk, L.A. UK. op.12. Sirotin, O.A. Emotional stability / O.A. Sirotin. M., 1972. 11 p.13. Selye, G. Stress without distress / G. Selye. M .: Book on demand, 2012. 66 p.14. Dictionary of psychological / ed. ed. Petrovsky M.G., Yaroshevsky P.N. UK. op.15. Kulikov, L.V. Psychological stability of personality / L.V. Kulikov // Psychohygiene of personality: issues of psychological stability and psychoprophylaxis. St. Petersburg: Piter, 2004. S. 87 115.

Stress resistance is a combination of personality traits that help to endure intellectual, volitional, emotional and any other stresses without harmful effects for normal activities or well-being. At the same time, a high indicator of stress resistance usually indicates callousness, which does not have the best effect on a person’s life. If you do not know how high this indicator is in your case, it is worth taking a test to determine stress resistance, which will allow you to understand how strong your psyche is.

Stress test

The methodology for determining stress resistance allows you to understand. How ready are you for stress-related activities, and whether you need to take measures to develop them (this is achieved by attending trainings, etc.). In our time, stress assessment is often carried out when applying for a job, since many specialties require a high degree of nervous tension.

We offer a simple diagnosis of stress resistance, which will reveal your level of irritability and ability to self-control. In this case, for any question you are offered three identical answers:

• "yes, of course" - 3 points;
• "yes, but not really" - 1;
• "no, by no means" - 0.

At the end of the answers add up the scores. The main thing is to be honest with yourself, because this is a self-assessment test of stress resistance, and your sincerity in this case is very important.

Questions:

1. Does a crumpled page in a newspaper annoy you, on which an article of interest to you is printed?
2. Does a woman "in years" who is dressed as a young girl cause hostility?
3. Are you uncomfortable with the excessive proximity of the interlocutor during a conversation?
4. Does a woman who smokes in the public place or in the street? Does a person coughing in your direction annoy you?
5. Do you feel disgust at the sight of a person biting their nails?
6. Do you get irritated when someone laughs out of place?
7. Do you feel a wave of discontent when someone teaches you about life?
8. Do you get irritated if your other half is constantly late?
9. Are you annoyed by people in the cinema who are constantly spinning and commenting on the film?
10. Do you get extremely annoyed when someone retells the plot of a book you plan to read?
11. Do you internally resent when you are given unnecessary things?
12. Are you annoyed by loud conversations or talking on the phone in public transport?
13. Do you dislike smelling strong perfume on someone?
14. Are you annoyed by a person who actively gesticulates during a conversation?
15. Are you indignant when people insert foreign words into speech?

The test is over, calculate the amount of points received before checking the results of stress resistance on the test.

(Psychology of personality. Tests, questionnaires, methods / Compiled by I. V. Kirsheva, N. V. Ryabchikova. - M .: Helikon, 1995)

Conflicts, like a number of other negative factors in our lives, create nervous states and often lead to stress.

Below is a test that will allow you to get an assessment of your level of stress resistance. You will get the more objective the result, the more sincere your answers are. Circle the appropriate option for each statement (if there are no forms on the sheets, a point is put next to the question number).

Statements	Seldom	Sometimes	Often
10. I can fight back my enemies
11. I emotionally and painfully experience trouble.
12. I don't have enough time to rest.
13. I have conflict situations
14. I lack the power to fulfill myself.
15. I don't have enough time to do what I love.
16. I do everything quickly.
17. I am afraid that I will not go to college (or lose my job)
18. I act in the heat of the moment, and then I worry about my deeds and actions.

Total points	Your stress tolerance level
51-54	I - very low
53-50	2 - low
49-46	3 - below average
45-42	4 - slightly below average
41-38	5 - medium
37-34	6 - slightly above average
33-30	7 - above average
29-26	8 - high
18-22	9 - very high

The lower the number (total number) of points you scored, the higher your stress resistance, and vice versa. If you have the 1st and even the 2nd level of stress resistance, then you need to radically change your lifestyle!

Appendix 14

Relaxation techniques (relaxation, auto-training)

(Legal and Illegal Drugs: Russian-German Educational

allowance. A Practical Guide to Teaching Prevention Lessons

among teenagers / ed. V. A. Ananiev. -

St. Petersburg: Imaton, 1996)

MUSCLE RELAXATION Relaxing in a sitting position

/ stage

Watch your breath, inhale and exhale. When inhaling, the stomach protrudes; when exhaling, it retracts. Close your eyes, open your lips slightly. The whole process of further tension / relaxation is best combined with breathing: on inhalation - tension, on exhalation - relaxation. Now we focus our attention on the right hand (if you are left-handed, then on the left). Clench your hand into a fist, firmly but not convulsively. Feel the tension in each muscle of the arm (approximately 5 seconds), then relax the muscles. Unclench your fist. The relaxed hand rests on the front of the thigh. Each finger relaxes, becomes soft, lethargic.

Now focus on the forearm and shoulder: make a fist again, bend your elbow, tighten your muscles, feel how hard they are (5 seconds), and relax them again. Place your hand on your upper thigh. The hand and arm can be completely relaxed. You may feel tremors in your muscles. If so, tense them again for a moment and relax. Your hand, relaxed and heavy, rests on your thigh. She relaxes more and more. Your breathing is even and calm.

Now let's focus on the other hand. Clench your fingers into a fist. Feel a certain tension (5 seconds), but do not squeeze your fingers until they cramp and relax them again. The hand is relaxed on the thigh. You are pleasant, easy, you are relaxed.

Now - shoulder and forearm: clench your fingers into a fist, bend your arm at the elbow, tighten all the muscles, focus on them (5 seconds) and relax again. Place your hand on your thigh, each muscle is relaxed. Breathing is calm and even. With each inhalation, the stomach protrudes slightly, with exhalation it is easily retracted. Enjoy a pleasant feeling of relaxation throughout your body.

Now we focus on the face: raise your eyebrows, wrinkle your forehead, clearly feel the tension (5 seconds) and lower your eyebrows again. The tension is gone. Now bring your eyebrows to the bridge of your nose, close your eyes tightly (5 seconds) and relax your muscles again. Muscles relax more and more, relaxation increases.

Now clench your teeth, but without cramps. Feel the tension in the jaw (5 seconds) and release the muscles again. Press the tongue firmly against the palate (5 s) and release again. The whole face relaxes, you feel light and pleasant. The lips are slightly parted, the teeth do not press against each other, the tongue lies softly in the mouth. You enjoy relaxation in your face. Relaxation increases throughout the body. Breathe calmly and evenly. When breathing, the abdomen rises and falls easily on its own.

Now we focus on the neck and the back of the head: pull the head forward, the chin is pressed to the chest. Feel the tension in your neck and neck

(5 seconds) and lower your head in relief. Record this feeling of relaxation. Now tilt your head back. Consciously feel the tension (5 seconds), then relax, feel the tension go away. All the force of tension leaves the muscles. You sit pleasantly relaxed in a chair or armchair. You feel your stomach rise and fall as you breathe. With each exhalation, the relaxation gets deeper and deeper.

Now focus on the shoulders and stomach: spread the shoulders, they are almost touching, the muscles are very hard (5 seconds), and relax again, lower the shoulders. Now pull your shoulders forward to your chest, clearly feel the tension (5 seconds) and relax again. Relaxation, relief, peace. Now raise your shoulders, they almost touch the ears, fix the tension in the muscles (5 seconds) and relax again. Shoulders drop, hang. You breathe calmly and evenly.

Now lift your legs slightly off the floor. The legs are slightly raised, the stomach tenses up, you feel tension in the abdominal muscles (5 s). Then lower your legs, the stomach relaxes. Breathing is calm, even. With each breath cycle, the abdomen rises and falls evenly. With each exhalation, the relaxation gets deeper and deeper. It's easy for you, it's nice.

Now focus on your legs and feet: to tense your front thighs, press your legs firmly into the floor. Lock the tension in the hips (5 seconds) and relax the muscles again. The front of the thigh is relaxed.

Now turn your toes as if you want to take a pencil with them. Feel the tension (8 seconds), but do not bring it to cramps, and release your fingers again. Pull the tips of your toes towards your body. Fix the tension (5 s) and relax the muscles. Tension flows out of your feet. Relaxation goes deeper and deeper. You breathe calmly and evenly. Your belly rises and falls in rhythm with your breath.

Now again mentally go through all the muscles. If you feel tension somewhere, tell yourself: "Relax, release your muscles." Enjoy the feeling of relaxation. You sit still. Your body is heavy and relaxed. You breathe calmly and evenly. With each exhalation, you become more and more relaxed.

Now you are slowly coming out of relaxation. Avoid any sudden and abrupt movements. You will notice that relaxation gives you freshness and energy, and you will feel better and more pleasant.

4 - you move your hands, give work to your fingers, 3 - you move your arms and legs, slightly shaking them, 2 - you stretch your whole body in all directions, 1 - you open your eyes, slowly get up.

You feel pleasant and refreshed, as if you just took a refreshing shower.

// stage

Sit on a chair with your head down on your chest. Place your hands on the front of your thighs and close your eyes.

Wrinkle your brow and purse your lips as if you want to make a fearsome face. Tighten all the muscles of the face (5 seconds), but without cramps. Now relax the muscles of your face and body. They become soft and fluffy again. Try to consciously appreciate the feeling of relaxation (10 seconds).

The next part of the body that we will take on is the shoulders, arms and hands. Clench your fingers into a fist and tighten each muscle. You will feel how all the muscles become firm and strong. And now you are back in a state of relaxation. All muscles relax, tension goes away. You feel light, free (10 s). Repeat this exercise as well: tighten your shoulders, arms and hands. All muscles become firm (5 seconds) but not to the point of cramping, then relax the muscles again. Shoulders drop, arms hang freely, hands relax (-10 s).

Now we will take up the muscles of the chest and abdomen. Tighten the muscles of your chest and abdomen with force. The arms remain relaxed (5 seconds), relax them again, return to the state of rest, enjoy the feeling of peace that spreads throughout the body (10 seconds). Now repeat the tension in the torso. Tighten the muscles of the chest and abdomen, hold the tension (5 s). Relax again, the tension goes away. All muscles are relaxed. Muscles of the face, llech, chest, arms, abdomen. Breathe calmly and evenly (10 s).

Now we move on to the legs and feet. Try to tighten all the muscles in your legs and feet without moving. Feel the tension to the tips of your toes (10 seconds).

Repeat also the following exercise: tighten the muscles of the thighs, the muscles of the feet. Hold the tension (5 s) and relax the muscles again, the muscles become loose. Now all your muscles are relaxed, relaxation spreads throughout the body ... You breathe calmly and evenly. Stay in this position for another minute. Now slowly come out of the state of relaxation. You move your fingers, lightly shake your arms, move your legs, stretch, open your eyes and come to your senses.

SHORT-TERM RELAXATION OF ALL MUSCLE

If you manage to achieve relaxation of the muscles of the body during prolonged exercises, you can move on to short-term relaxation, in which the whole body tenses at once, and then, in the sequence already indicated, individual muscle groups relax.

1. Voltage phase. Sit down, arch your back like a cat, lower your head to your chest. At the same time, cross your arms in front of your chest. The shoulders rise high up, and the hands rest on the forearms. Turn your legs at an angle, then your feet will easily come off the floor. Inhale, tighten your stomach and buttocks. And finally, tighten your facial muscles: close your eyes, wrinkle your nose and forehead. Increase the voltage in the sequence given above. At the end of the exercise, the body once again tenses with concentration, and the breath is held.

2. Phase of relaxation. Now relax all the muscles, lie down and exhale deeply and freely. Relaxation will take longer than tension. Relax your muscles completely in the order you have learned.

RELAXATION OF INDIVIDUAL MUSCLE GROUPS

All muscle relaxation exercises can be done in isolation. It is possible to strain and relax cramped hands (for example, as a result of prolonged writing for several hours); tense face after prolonged concentration, tense neck muscles after a long train ride.

"King Kong"

7. Voltage phase. The position of the hands in this exercise resembles a huge monkey King Kong. The arms are bent at the elbows and placed in front of the group.

due, hands do not touch, eyes are covered. Breathe calmly and evenly. Squeeze your fingers into a fist, strain all the muscles of the hands - fists, forearms, shoulders. The fists are clenched so tightly that all the muscles in the arms begin to tremble. Breathe calmly and evenly. Tighten your muscles until they hurt.

2. Phase of relaxation. Relax all muscles. Hands fall freely. All arm muscles are completely relaxed. Inhale and exhale slowly. For a while, enjoy the feeling of heaviness and warmth in your hands. Then open your eyes.

If you have long nails, then it is better to squeeze some object - a piece of wood, a stone, you do not need to sit in the King Kong position all the time, this exercise can be done unnoticed by others. You can do this exercise wherever and whenever you want. It is good to use it for internal tension - before control work, as well as in situations where quick and uncomplicated muscle relaxation is needed. It is also good to perform this exercise when your hands freeze.

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Of great importance for the problem of self-esteem are the works of K. Levin and his students, who subjected to a special study the motives, needs, level of claims and their dynamic correlation, which make it possible to understand some dynamic trends in the effective sphere that are important for understanding the function of self-esteem.

R. Burns considers self-esteem to be one of the components of a person's "I - concept". “I am a concept” is not only a statement, a description of one’s personality traits, but also the whole set of their evaluative characteristics and experiences associated with them. “Self-esteem is an affective evaluation of an individual’s idea of ​​himself, which can have different intensities, since specific features of the “I-image” can express more or less strong emotions associated with their acceptance or condemnation” .

Often, self-esteem is considered only as a component of an emotionally valuable attitude towards oneself. For example, W. James understands self-esteem as contentment or dissatisfaction with oneself. R. Wylie believes that the basis of the emotional-value attitude may be the discrepancy between the self-esteem of the individual and the assessment of him by others. He considered this issue from the point of view of functional and adaptive learning and, trying to establish the cause of this phenomenon, he believed that self-esteem is a very complex phenomenon, because many individuals have a simplified self-image than the circumstance requires, so their self-esteem is primitive.

The problem of the emergence and development of self-esteem is one of the central ones in the development of personality. Self-esteem is a necessary component of self-awareness, i.e. a person's awareness of himself, his physical strength, mental abilities, actions, motives and goals of his behavior, attitude to the environment, to other people, to himself. Personal knowledge about oneself is associated with the experience of one's own psychological characteristics. They are mediated by the existence of the individual and arise as a result of her specific life activity in the stream of a constant correlation of values, aspirations, attitudes with the requirements, norms of society and the immediate social environment in which this individual is located.

Self-esteem — it is a moral assessment of one's own actions, moral qualities, beliefs, motives; one of the manifestations of the moral self-consciousness and conscience of the individual.

Self-assessment is seen as a projection of perceived qualities onto an internal standard, a comparison of one's characteristics with value scales, a form of reflection of one's attitude towards oneself, a personal judgment about one's own value, a positive or negative attitude towards oneself.

Self-esteem refers to the central formations of personality. Its formation occurs in the process of activity and interpersonal interaction.

The structure of self-esteem includes two interconnected components: emotional and cognitive, which reflect a person's knowledge of himself and attitude towards himself.

The cognitive component reflects the system of the subject's ideas about himself of varying degrees of differentiation, generalization and awareness. The emotional component reflects the attitude of a person towards himself, it is an assessment of ideas about himself, which has a different degree of intensity. The qualitative originality of these components gives their unity an internally differentiated character.

Self-assessment performs regulatory and protective functions:

Regulatory - solving problems of personal choice;

Protective - provides stability and independence of the individual.

Self-esteem, performing these functions, affects the activity, behavior and development of the individual, its relationships with other people, creates the basis for the perception of one's own success or failure, setting goals, i.e. level of aspirations of the individual.

Overpriced — an idealized idea of ​​one's personality, one's value to others. Such a person does not want to admit his own mistakes, laziness, lack of knowledge, wrong behavior, considers himself smarter than others, often becomes tough, aggressive, touchy, quarrelsome.

Adequate — provides an appropriate level of claims, a sober attitude to successes and failures, approval and disapproval. Such a person is more energetic, active and optimistic. In a good emotional state, a person successfully overcomes the various obstacles that life puts before him daily. Overcoming involves being aware, managing, and expressing feelings appropriately.

understated - inadequate, negative attitude towards oneself, a person underestimates himself in comparison with what he really is. Such people are not self-confident, shy, shy, cannot realize their inclinations and abilities, set lower goals than they could achieve, exaggerate the significance of failures, are in dire need of the support of others, are too critical of themselves.

Personal — how a person evaluates himself and his place among others.

Specific situational — how a person evaluates himself and his actions in a particular situation, in relation to specific goals and objectives.

A variety of feelings emotional state, experienced at different times, in different life situations, constitute the "emotional" fund of self-consciousness, together with the emotional and value attitude of a person towards himself. They constitute his self-esteem. Self-esteem affects the formation of a style of behavior and human activity, resistance to stressful situations.

Resilience is a person's resistance to stress.

Stress resistance is determined by the totality personal qualities that allow a person to endure significant intellectual, physical, volitional and emotional stress without any particular harmful consequences for activities, those around him and his health. Stress resistance as a quality of personality is the unity of the following components: 1) motivational; 2) emotional; 3) volitional, which is expressed in the conscious self-regulation of actions, bringing them in line with the requirements of situations; 4) intellectual - assessment and determination of the requirements of the situation, forecast of its possible change, decision-making on the course of action. The property of stress resistance at all levels of its regulation and manifestation means the stability of the functions of the body and psyche under the influence of stress factors, their resistance and endurance to extreme influences, functional adaptability to life and work in extreme situations and the ability to compensate for excessive functional disorders when exposed to stressors.

Overcoming stressful situations will be more successful if the response of the individual corresponds to the requirements of the situation. One important parameter of the potential fit between coping and situational assessments is perceived control of the situation. Control over the situation is possible with adequate self-assessment. Self-esteem affects a person's behavior in stressful situations.

A person with low self-esteem is more prone to stressful situations, as he constantly experiences fear and anxiety. Being insecure, a person constantly watches his every action and the actions of those around him, becomes too sensitive to any remarks or comments made by other people, as a result, people with low self-esteem are not stress resistant.

A person with high self-esteem considers himself better than others, but when his opinion of himself does not coincide with the opinion of others, he becomes touchy, distrustful, stubborn. This gives rise to internal conflicts, contradictions and stress. As a result, people with high self-esteem have an average resistance to stress.

A person with adequate self-esteem is self-confident, persistent and self-critical. Adequate self-esteem allows a person to "try on" his strength to the tasks and requirements of the environment, and in accordance with this, independently set certain goals and objectives. Therefore, people with adequate self-esteem have a high resistance to stress.

Self-esteem - the ability to evaluate yourself, your capabilities and abilities - plays an important role in the life of each of us. After all, behavior, mood, many important life decisions depend on how you feel. The correct attitude towards oneself, a realistic assessment of one's data helps to reasonably distribute one's forces, set solvable tasks for oneself, and maintain peace of mind.

List of used literature and other sources:

Bodrov V. A. Psychological stress: development and overcoming. Tutorial. - M .: "Progress", 2006.

Selye G. Stress without distress. - M .: "Progress", 2009.

Tarasov E.A. How to beat stress. - M .: Iris-press, 2002

Sudakov K.V. Systemic mechanisms of emotional stress. — M.: Nauka, 1981.

Frankenhäuser M. Emotional stress. — M.: Nauka, 1972

Stress test

Stress resistance is a set of personality traits that help to endure intellectual, volitional, emotional and any other stresses without harmful consequences for normal activities or well-being. At the same time, a high indicator of stress resistance usually indicates callousness, which does not have the best effect on a person’s life. If you do not know how high this indicator is in your case, it is worth taking a test to determine stress resistance, which will allow you to understand how strong your psyche is.

Stress test

The methodology for determining stress resistance allows you to understand. How ready are you for stress-related activities, and whether you need to take measures to develop them (this is achieved by attending trainings, etc.). In our time, stress assessment is often carried out when applying for a job, since many specialties require a high degree of nervous tension.

We offer a simple diagnosis of stress resistance, which will reveal your level of irritability and ability to self-control. In this case, for any question you are offered three identical answers:

At the end of the answers add up the scores. The main thing is to be honest with yourself, because this is a stress tolerance self-assessment test, and your sincerity in this case is very important.

1. Does a crumpled page in a newspaper annoy you, on which an article of interest to you is printed?
2. Does a woman "in years" who is dressed as a young girl cause hostility?
3. Are you uncomfortable with the excessive proximity of the interlocutor during a conversation?
4. Does a woman who smokes in a public place or on the street annoy you? Does a person who coughs in your direction annoy you?
5. Do you feel disgust at the sight of a person biting their nails?
6. Do you get irritated when someone laughs out of place?
7. Do you feel a wave of discontent when someone teaches you about life?
8. Do you get irritated if your other half is constantly late?
9. Are you annoyed by people in the cinema who are constantly spinning and commenting on the film?
10. Do you get extremely annoyed when someone retells the plot of a book you plan to read?
11. Do you internally resent when you are given unnecessary things?
12. Are you annoyed by loud conversations or talking on the phone in public transport?
13. Do you dislike smelling strong perfume on someone?
14. Are you annoyed by a person who actively gesticulates during a conversation?
15. Are you indignant when people insert foreign words into speech?

The test is over, calculate the amount of points received before checking the results of stress resistance on the test.

• over 36 points. Your level of stress resistance is low, any, sometimes even the most innocent detail, can knock you out of a rut. A lot of things around you can easily spoil your mood, and sometimes it is difficult to return it. You are encouraged to take any training to increase stress resistance in order to improve the quality of life.
• from 13 to 36. Your level of stress tolerance is average. You are a person who generally copes well with stressful situations, but if something serious happens, it can lead to a nervous breakdown.
• less than 13. Your level of stress tolerance is high. In order to bring you out, you need a really serious event. You easily endure adversity and are loyal to others. The main thing is not to get too carried away with such a detached attitude: your loved ones may take it personally.

Development of a modified room for psychological unloading for the division of the 3rd company of the Academy of the State Fire Service of the Ministry of Emergency Situations of Russia

2002 (1 course of study)

2003 (2nd year of study)

According to the manifestations of forms of aggression, the following results were obtained:

Conclusion: Based on the results of the survey and comparative data analysis, the following conclusions can be drawn:

1. Indicators of the level of aggressiveness and hostility in the 2nd year increased.

2. The ratio of the prevailing forms of manifestations of aggression has changed, if in the first year of study the dominant form was verbal aggression, then in the 2nd year of study it is physical aggression.

Self-assessment of stress resistance of a person

Testing was carried out in the studied unit among the personnel of the 3rd company. The test consists of eighteen questions to be answered:

“Sometimes”, “Rarely”, “Often”.

Table 3.14. Self-assessment of stress tolerance

% of respondents

Slightly below average

Slightly above average

In order to analyze the test results, we divide the table data into two groups:

the first group average level stress resistance;

The second group is a high level of stress tolerance.

Thus, it was revealed that 56% of cadets have an average level of stress resistance. This level is not enough to carry out successful combat work when extinguishing fires. And only 44% of cadets have a high level of stress tolerance. Based on the foregoing, we conclude that it is necessary to create a psychological relief room in the division of the state fire service.

The professional activity of firefighters, unlike a number of other professions, can take place in extreme conditions of natural disasters and catastrophes. Tense (extreme) situations complicate the conditions of activity and their immediate consequences often manifest themselves in the form of production-conditioned negative mental states.

Thus, the announcement of the "Alarm" signal has a strong influence on the functional state of the cadets. In the first 25-30 s. after rising on alarm, the heart rate rises by an average of 47 beats per minute, and when serving on guard at a training fire department, when following a fire, it can reach 150-180 beats per minute. A firefighter cannot do a job if his heart rate reaches 180 beats per minute after 5 minutes. and more.

Emotional stress that arises from the moment of receiving the signal to leave does not disappear for a long time after the end of work. Research shows that firefighters experience memory changes while on the job when the employee is unable to describe the sequence of their actions. More than 70% of firefighters with less than 4 years of work experience experience neuro-emotional discomfort when receiving an “alarm” signal, and more than 50% of their heart rate shifts are associated with the emotional component of the cardinal reaction. There is a dependence of the response to the "alarm" signal on training: the response of the heart rate in persons undergoing initial training is clearly differentiated depending on the reaction of experienced firefighters. For experienced firefighters, the recovery of the heart rate level to the initial values ​​begins 3-5 seconds after getting into the car. For firefighters who have not completed the initial training period, the heart rate level after the announcement of the “alarm” signal and boarding the fire truck continues to increase until the car leaves the garage or until the “alarm” signal is canceled for almost 30–40 s. Preliminary notification that the alarm will be training significantly reduces the level of heart rate response compared to the action of the signal under conditions of uncertainty. An analysis of the research results indicates a very high emotional impact of the alarm signal under conditions of uncertainty, on the one hand, and, on the other hand, about the good trainability of psychophysiological mechanisms to such a signal.

Test of self-assessment of stress tolerance (s. Kouhena and Mr. Willianson)26

Instruction. Read the question and choose the most appropriate answer.

How often do unexpected troubles throw you off balance?

How often do you feel like the most important things in your life are out of your control?

How often do you feel "nervous", depressed?

Never - 0. Almost never - 1. Sometimes - 2. Quite often - 3. Very often - 4.

How often do you feel confident in your ability to deal with your personal problems?

Never - 4. Almost never - 3. Sometimes - 2. Quite often - 1. Very often - 0.

How often do you feel like things are going exactly the way you want them to? Never - 4. Almost never - 3. Sometimes - 2. Quite often - 1. Very often - 0.

How often can you control irritation?

How often do you feel like you can't handle what's asked of you?

Do you often feel like you are succeeding?

How often do you get angry about things you can't control?

Do you often think that so many difficulties have accumulated that they cannot be overcome?

Interpretation of test results. Processing of the results is carried out by calculating the sum of points scored by the examinees for all questions of the test. Stress resistance is determined by

table 3.7. given below based on the number of points scored by the subjects and their age.

Table 3.7. Stress resistance assessment

Stress resistance- this is a system of personal qualities that help a person to endure the effects of stressors with calmness, without harmful results for the individual, his body, personality, environment. The concept of stress was introduced by G. Selye, and he designated the state of internal tension, which is caused by the activity of the individual in difficult conditions. Depending on the degree of severity, stress can affect the activity of the individual in a positive way or negatively.

What is stress tolerance? This is the ability to withstand psychological stress and not obey negative feelings that would be displayed on others. Psychological stress resistance refers to the ability to restrain a negative reaction to stress, and calmly endure stressful loads. In a stress-resistant individual, stress ends in a natural way, by restoring the body's resources.

The body of a non-stress-resistant individual reacts to psychological problems with psychosomatics, and often people misinterpret diseases of the body, considering them organic. If a person is ill for a long time and is terminally ill, it is worth applying psychological intervention.

Stress resistance of a high-level organism provides an individual with the ability to maintain a state of inner peace in a critical situation, helps to maintain optimism, joy, promotes the adoption of correct, adequate decisions and effective behavior, not allowing to violate the boundaries of the personality and maintain personal psychological emotional integrity.

The stress resistance of the organism of a low degree makes a person vulnerable, leads to a break in his personal boundaries, the destruction of his psycho-emotional state and various diseases. An individual with weak stress resistance cannot control himself completely, he weakens energetically, his behavior is ineffective. The formation of stress resistance can occur regardless of the current age, so everyone should direct their efforts to the development of stress resistance.

Stress resistance of the individual

To define this concept, you must first understand what stress is. The stress resistance of the body determines the ability of a person to withstand stressful situations without bad consequences for his activities and others. Often a person determines whether he is stress-resistant, taking into account external indicators. So, they believe that if he demonstrates all his experiences, splashing out negative emotions on others, it means that he is not stress-resistant, and gives in to stress. If a person is restrained, calm, cheerful, then he is stress-resistant.

Such a classification of stress resistance by observation is very erroneous. The fact that an individual does not express his negativity in front of others at the time of the action of a stress factor does not indicate that internally he does not experience depression or a feeling of oppression at all. This communicates the ability to be tactful, while playing a role well. However, this person harms his own psyche, because he closes the stress, does not give exits and risks being subjected to internal destructive factors. Emotions must find an outlet, but only in the right way.

According to modern research, psychological stress resistance is a characteristic of a person, which consists of several components:

- psychophysiological (characteristics of the nervous system),

- volitional (conscious self-regulation of actions, relative to the situation),

- motivational (the strength of motives determines emotional stability),

- emotional (personal experience accumulated from experienced negative influences of situations),

- intellectual (analysis of the situation and the adoption of the correct course of action).

Psychological resistance to stress is determined by the subjective characteristics and motivational system of the individual. People show different reactions to critical situations: anxiety, fear, excitement or stupor. However, there are people who are resilient and able to control emotions. Such individuals can mobilize internal reserves and overcome the situation without negative consequences for them, but these people are very few.

In the world of stress-resistant people, there are about 30%. If not everyone has stress resistance, then people in such professions as firefighters, policemen or the military should work to increase stress resistance, their lives and the lives of others directly depend on it.

The development of stress resistance should be carried out by each person in order to make the body resilient and not allow external negative factors to weaken it.

Increasing stress resistance helps a person:

- at work, perform the task in stressful conditions; with external distractions (poor lighting, noise, cold); with the psychological pressure of people around (threats from superiors, distraction by colleagues, supervisory control);

- stand out among others as a balanced and thoughtful person;

- do not respond to criticism, insults, provocations or gossip of others;

- easy to find a way out in an acute situation.

How to improve stress resistance

The development of stress resistance is necessary for each individual, since negative stresses have a destructive effect on the psyche. Increasing stress resistance allows you to be a more confident person, to maintain physical health. Chronic diseases very often begin precisely from chronic stress. Endurance and composure help to make the right and swift decisions in tense situations. Stress-resistant employees are highly valued by employers. Some employers even test their employees for stress tolerance.

The formation of stress resistance consists of several factors.

Increasing the professional level will increase a person's confidence, strengthen his knowledge, and accordingly ensure psychological endurance in the workplace. In an incomprehensible situation, you need to weigh every word, this helps not to react sharply to everything at once and to remain patient. Walks in the fresh air, field trips, playing sports contribute to the development of this quality. Also, for the formation of stress resistance, you need to master breathing techniques and meditation lessons, visit a massage, relax in the right and healthy ways. You should do self-organization, ordering things helps to streamline wandering thoughts. When doing things, you need to concentrate on doing it. It is important to study the relevant psychological literature for the development of stress tolerance.

Exercises to help you relax creative activity. Active rest should be alternated with passive. To know how to behave in a stressful situation, you need to observe the behavior of others, see how they express their resistance to stress and learn from their experience. It is also worth analyzing all stressful circumstances and soberly analyze each case, listen to your own inner voice.

A positive attitude will help to increase stress resistance, it forms positive thinking. Everyone's life is filled with many problems, but no difficulties should interfere with a full life and the ability to enjoy it. It is required to throw out unnecessary and insignificant problems from thoughts, think more about joyful life moments and solve difficulties as they come. Sometimes people mistakenly believe that if they think about difficulties all the time, they will resolve themselves faster, but they will not really resolve themselves, but they will undermine their health.

To increase stress resistance, you need to try to change your attitude to everything that happens. For example, if a person cannot really influence the current situation, then it is worth trying to look at certain things in a different way, much easier.

It is necessary to learn to let go of unnecessary emotions, from holding them in oneself, the individual does not become stronger, on the contrary, it exhausts him. It is important to regularly, in an adequate way, release emotions. A good way to splash out emotions and increase stress resistance is physical activity, long walks, dancing, climbing mountains, etc. Thus, negative emotions are released with negative experiences, turning into positive ones, and this will also provide pleasure.

A person should periodically fully rest. If the rhythm of life is tense, and a person sleeps little, and does not even allow himself to relax a little, then his body will begin to function for wear and tear, this should not be allowed, otherwise the body's stress resistance will become minimal, and its protective function will cease to function altogether. To prevent this from happening, you should give the body a rest. It is necessary to go to bed earlier than the usual time, before taking a fragrant bath and drinking tea with lemon balm. So, a person will be able to sleep well, the body will resume a little, stress resistance will increase.

Since stress resistance is associated with the activity of the nervous system, it means that you need to support it by taking vitamins D and B, and getting a full amount of potassium and magnesium. In order not to have to take multivitamin preparations, it is best to balance the diet, in which all useful substances will be present.

Classical music helps to relax many people, but on the contrary, it annoys some people, then you can listen to the sounds of nature and do yoga or meditation under them in a room filled with fresh air, hidden from extraneous noise.

To improve stress tolerance, it is advisable to make time for enjoyable activities, even when they do not bring immediate benefits. If the life of a person is mainly work duties, then it is difficult for the body to withstand stress. Doing your favorite activities one day a week will help relieve accumulated stress.

You don't always have to think about what others will say, how they look at you, what they think. You can’t please everyone, the main thing is to please yourself and surround yourself with people who love you, that’s enough. And thinking about what others think is an extra stress factor that a person creates for himself. It is worth acting according to one's own convictions and conscience, adhering to moral ethics, then thoughts, how it will be perceived by everyone around, will not worry.

The key to good stress resistance is the correct prioritization. The most urgent and urgent things should be done first, minor and less significant things can wait. You need to rely on personal strength and take on the array of work that you can do. When a person starts several things at once, and does not have time to finish a single one, he falls into a panic, of course, the stress resistance of such a person tends to zero.

Children can inherit stress tolerance from their parents when they are brought up. Such children will be able to stand up for themselves, respond with surrender in a showdown, and not fuss when trying to provoke them. Such children then grow up and become successful leaders whom no one can frighten with their intrigues or threats.

The sense of self-importance and confidence of such people is so high that they do not even take threats seriously, do not succumb to provocations. In the thoughts of a stress-resistant person there is no place for fear, he will not be able to spoil the mood or distract him from the main business. A stress-resistant person confidently and cheerfully goes to the goal, this is his lifestyle.

If an individual needs to immediately protect himself from a negative stimulus, he can use breathing practice. For self-control and stress resistance in situations where physical activity is limited, special breathing is suitable. In a stressful situation, a person's breathing becomes labored and shallow, as the muscles of the abdomen and chest tense up. It is necessary to control your breathing, take deep and conscious breaths and slow exhalations, so as to relax the stomach as much as possible, repeat this several times until the pulse and calm breathing are restored.

Modern views on the problem of stress tolerance The text of a scientific article on the specialty " Psychology»

Abstract of scientific article on psychology, author of scientific article - Tserkovsky A. L.

The purpose of the review article is to update the problem of stress resistance in the system higher education through consideration of its most relevant aspects. Socio-psychological and medical significance of stress resistance is determined by its direct connection with the well-being, mental and physical health of a person, the effectiveness of his activities and behavior. The article deals with the main aspects of the problem of stress resistance: phenomenology, individual-personal (type A personalities; strength, inertness-mobility, balance of nervous processes; temperament; anxiety; gender, motivation and attitudes; self-esteem) and subjective (individual style of activity and styles of coping behavior) determinants of stress resistance. The article also reflects such topical aspects of the problem as the impact of stress resistance on human health, on the process of learning at a university and on pedagogical activity.

The aim of this review article is to focus on the problem of stress resistance in the system of higher education by dint of its most urgent aspects consideration. Sociopsychological and medical significance of stress resistance is determined by its direct connection with the well-being, individuals mental and physical health, the effectiveness of his or her activity and behaviour. The article deals with the main aspects of stress tolerance problem: phenomenology, individuality, personality (type A personality; power, inactivity-lability, steadiness of nerve processes; temperament; anxiety; gender; motivation and purposes; self-appraisal) and subjective ( personal style and the styles of coping behaviour) determinative factors of stress resistance. The article also concerns such important aspects as the influence of stress resistance on human health, educational process at the university, as well as the teaching activity.

Related topics of scientific papers in psychology, author of scientific paper - Tserkovsky A.L.,

Modern views on the problem of stress resistance

?© A.L. TSERKOVSKII, 2011

MODERN VIEWS ON THE PROBLEM OF STRESS RESISTANCE

Educational Establishment "Vitebsk State Order of Peoples' Friendship Medical University",

Department of Psychology and Pedagogy

Summary. The purpose of the review article is to update the problem of stress resistance in the system of higher education through consideration of its most relevant aspects.

The socio-psychological and medical significance of stress resistance is determined by its direct connection with the well-being, mental and physical health of a person, the effectiveness of his activity and behavior.

The article deals with the main aspects of the problem of stress resistance: phenomenology, individual-personal (type A personalities; strength, inertness-mobility, balance of nervous processes; temperament; anxiety; gender, motivation and attitudes; self-esteem) and subjective (individual style of activity and styles of coping behavior) determinants of stress resistance.

The article also reflects such topical aspects of the problem as the impact of stress resistance on human health, on the process of learning at a university and on pedagogical activity.

Key words: stress, mental resistance to stress, stress resistance, individual-personal and subjective factors of stress resistance.

abstract. The aim of this review article is to focus on the problem of stress resistance in the system of higher education by dint of its most urgent aspects consideration.

Sociopsychological and medical significance of stress resistance is determined by its direct connection with the well-being, individual's mental and physical health, the effectiveness of his or her activity and behavior.

The article deals with the main aspects of stress tolerance problem: phenomenology, individuality, personality (type A personality; power, inactivity-lability, steadiness of nerve processes; temperament; anxiety; gender; motivation and purposes; self-appraisal) and subjective ( personal style and the styles of coping behaviour) determinative factors of stress resistance.

The article also concerns such important aspects as the influence of stress resistance on human health, educational process at the university, as well as the teaching activity.

At the present stage of development of the domestic system of higher education, the main task is to ensure its quality, the formation of an active, healthy, competitive personality of a professional and a citizen. However, full

Correspondence address: 210027, Vitebsk, Builders Ave., 8, bldg. 1, apt. 52. - Tserkovsky A.L.

a valuable solution to this problem seems difficult without the organization of targeted efforts to develop a number of individual psychological characteristics of a person, among which stress resistance occupies a special place.

Despite the fact that a large number of works have been devoted to the problem of stress, the publication of

At the same time, the phenomenon of stress resistance of the personality of students is of particular interest because of its connection with the success of educational activities and insufficient knowledge.

The appearance of disharmonious and deforming components that negatively affect the quality of life of a student and his development as a professional, which does not contribute to the development of stress resistance, actualizes the consideration of students' resistance to stress.

In modern scientific literature, the problem of stress resistance was developed by such scientists as L. M. Abolin, A. Yu. Malenova,

A. A. Baranov, B. Kh. Vardanyan, V.A. Bodrov, M.Yu. Denisov, L.V. Kulikov, A.V. Libina, A.V. Li-bin, L.A. Kitaev-Smyk, A.A. Rean, S.V. Subbotin and others.

In the works of L.I. Antsyferova, L.G. Wild stability, maturity of the individual is associated with the ability of a person to focus on certain goals, with the nature of the time perspective, the organization of their activities [b, 19].

The problem of the influence of the personal factor in overcoming stress is the subject of works

B.I. Medvedev, V.E. Milman, V.D. Neby-Litsyn, G. S. Nikiforova and others.

Particular interest is given to the problem of personality behavior in relation to difficult life circumstances that arise in the process of coping life activity, called coping strategies of behavior.

The main approaches are reflected by the researchers R. Lasarus, R. Thoits [65, bb, 71]. The specificity of the development of students' resistance to stress is revealed in the works of A.A. Rean, T.V. Sereda, M.L. Tyshkova, A.Yu. Malenova,

O.V. Lozgacheva.

These approaches may allow optimizing the study of stress resistance in medical students.

The purpose of the review article is to update the problem of stress resistance in the system of higher education through consideration of its most relevant aspects.

Phenomenological aspect of stress tolerance

At the moment in psychological science There is a wide variety of definitions of the concept of "stress resistance".

So, under the term "stress resistance" S.V. Subbotin (1992) understands such particular components as emotional stability, psychological resistance to stress, stress resistance, frustration tolerance. This view of the phenomenon of stress resistance is quite common.

In engineering psychology, the problem of stress resistance is considered as the stability of the activity of a human operator in extreme (special) conditions, where it is analyzed in the unity of its three aspects: subject-effective, physiological and psychological.

And if, as V. A. Bodrov (1998) states, the subject-effective analysis of sustainability reflects the resulting parameters of activity that characterize changes in the object of labor, its efficiency and quality, then the physiological and psychological approaches determine the procedural support and provision of sustainable activity.

B.H. Vardanyan (1983) defines stress resistance as a special interaction of all components of mental activity, including emotional ones: “Stress resistance can be more specifically defined as a personality property that ensures a harmonious relationship between all components of mental activity in an emotional situation and thereby contributes to the successful performance of an activity” .

P.B. draws his attention to one of the essential aspects of stress tolerance. Zilberman (1984), speaking about the fact that sustainability may be an inappropriate phenomenon that characterizes the lack of adequate

reflecting the changed situation, indicating a lack of flexibility and adaptability. He also offers his own interpretation of stress resistance, understanding it as “. an integrative property of a personality, characterized by such an interaction of emotional, volitional, intellectual and motivational components of the mental activity of an individual, which ensures optimally successful achievement of the goal of activity in a complex emotive environment.

An essentially close definition of stress resistance from the standpoint of the theory of integral individuality by V.S. Merlina (1986) suggests in his dissertation research S.V. Subbotin:

“Stress resistance is an individual psychological feature, which consists in a specific relationship of multi-level properties of an integral individuality, which ensures the biological, physiological and psychological homeostasis of the system and leads to optimal interaction of the subject with environment in various conditions of life and activity.

As follows from all the above definitions of stress resistance, this phenomenon (quality, trait, property) is considered mainly from functional positions, as a characteristic that affects the productivity (success) of an activity.

And only in the definitions of B.Kh. Vardanyan and S. V. Subbotin, the idea of ​​the dual nature of stress resistance is traced

This feature is manifested in the consideration of stress resistance as a property that affects the result of activity (success-failure), and as a characteristic that ensures the homeostasis of the individual as a system. And from these positions, stress resistance can be considered as an indicator of activity (external) and personal (internal).

The "internal" personal component of stress resistance shows its activity when the subject's potentials do not correspond to the conditions, requirements of a particular activity.

value. The role of this component is to develop such a system for protecting the individual from stress factors that would ensure the stability (protection) of a person from the development of a distressed state.

Individual-personal factors of resistance to stress Personality type A

A large number of works are devoted to the analysis of resistance to stress of individuals of type A. Many researchers state that people of type A (coronary type) are more susceptible to stress.

So, A.G. Maklakov, S. D. Polozhentsev, D.A. Rudnev (1993) cite data indicating a high probability of developing coronary heart disease in young people of type A under conditions of prolonged psycho-emotional stress.

The same conclusions, but regarding representatives of all age groups, are contained in the works of V.N. Vasiliev.

K. V. Sudakov emphasizes the dependence of ensuring individual resistance to emotional stress on the formation of the corresponding mechanisms of the sympathetic-adrenal and pituitary-adrenal functional systems.

Emphasizing the great susceptibility to stress of representatives of type A, foreign authors note their tendency to inadequate assessment of the tasks facing them, haste in making decisions.

Strength of the nervous system

If we consider, in connection with the determination of stress resistance, the neurodynamic group of individual characteristics of a person, which, according to the definition of B. G. Ananiev, is included in the class of primary individual-typical properties, then we will see that the results available here are not entirely unambiguous.

So, E.P. Ilyin notes that with a small and medium degree of psycho-emotional stress, the efficiency of activity increases in all people, regardless of

what typological features of the manifestation of the properties of the nervous system are inherent in them. However, with high stress, the efficiency of activity in people with a weak nervous system worsens earlier. Representatives with a high severity of the strength of nervous processes show greater resistance to significant psycho-emotional stress, while with an average stress level, subjects with a weak nervous system demonstrate high efficiency of activity, sometimes even ahead of those with a strong nervous system. With a further increase in the intensity of activity, an increase in the significance of the result of labor, there is a decrease in the efficiency of activity in people with a weak nervous system. At the same time, representatives of the strong type in such conditions mobilize resources and, as a result, increase the effectiveness of their activities.

Research by A.A. Korotaeva confirm the fact that people with a weak nervous system are much more unstable to any kind of stress compared to representatives of a strong type of nervous system.

In general, noting the greater susceptibility of persons with a weak nervous system to distress, E.P. Ilyin (2008) explains this phenomenon by the fact that “weak” subjects at rest have higher energy costs and this indicates smaller energy resources that can be mobilized under stress.

Inertia and mobility

Analyzing another property of neurodynamics, inertness-mobility, E. M. Borisova proved that subjects with mobility of nervous processes are distinguished by high performance in stressful conditions. Persons with inertia are characterized by reduced activity, high anxiety, isolation, disruptions in activity. These qualities, in general, are indicators of low stress tolerance.

and was carried out when working on simulators) - characteristic of persons with mobility of nervous processes.

The work of Z.G. Turovskaya, E.L. Berezhkovskaya and E.M. Alexandrovskaya.

Also, the extremeness of the situation is a constant background in the widespread profession of a city transport driver, where high reliability of activity and low accident rate are associated with V.A. Troshikhin and his co-authors with high mobility of nervous processes. Although they stipulate that drivers with inertia of nervous processes relatively rarely break the rules traffic but are more prone to accidents. It is noted that the highest reliability in driving is observed in persons with an average degree of mobility of nervous processes and a strong nervous system.

Balance of nervous processes

In the works of J. Reikovsky and L.M. Mitina showed that the imbalance (balance) of nervous processes is accompanied by a decrease in resistance to stress.

It can be argued that in most extreme activities, saturated with unexpected, super-complex, low-stereotypical tasks, people with a strong, mobile and balanced nervous system, which provides high noise immunity and stress resistance, have great chances of success.

But this provision is not transferable to all types of professional activity that have stressogens, in which the productivity of activity and counteracting professional stress factors are mediated by the personal and operational characteristics of the subject of activity.

The totality of the most important properties of an individual and their complex formations

in the most integrative form in the form of temperament.

In the history of the doctrine of personality, researchers have put forward different theories of temperament, depending on their consideration of the factors that determine the manifestations of temperament.

According to Eysenck (1960), temperament is characterized by two linear orthodox symptom complexes: extraversion, introversion and neuroticism, which have a continuous and normal distribution.

R. Cattell singled out a number of factors related to both temperament and character, which are independent and autonomous in relation to each other in the overall structure of personality.

Another group of scientists (K.G. Jung, 1995; Og. Altor% 1937) recognizes the existence of temperament types and considers it as a discontinuous, qualitative characteristic of individual differences.

At one time, the so-called morphological theories of temperament (E. Kretschmer; W. Sheldon), which saw the basis of individual differences in the features of constitutional organization, were widely used.

Theoretically, the teachings of I.P. Pavlov (1951) that it is the nervous system that is the substrate that determines the psychophysiological characteristics of behavior.

Developing the teachings of I. P. Pavlov, V. D. Nebylitsyn distinguishes three main components in the structure of temperament: the general mental activity of a person; motor component; "emotionality" (sensibility, impulsiveness, emotional lability).

V. S. Merlin under the type of temperament understands the pattern of relationships of certain properties of temperament, to which he refers the following mental properties: sensitivity; emotional excitability; activity; reactivity; ratio of activity and reactivity; reaction rate; ri-

hydration-plasticity; extroversion-ness-introversion.

The Polish psychologist J. Reikovsky gives data on the dependence of emotional stability on reactivity.

A.V. Makhnach and Yu.V. Bushov (1988) define a number of temperamental properties that determine the course of stress: extraversion, rigidity, impulsiveness, the type of reaction orientation in frustrating situations.

Most researchers (A. A. Baranov, 1995; V. E. Milman, 1983; L. M. Mitina, 1992) note a direct unidirectional relationship between the severity of anxiety and the measure of exposure to stress.

It determines the entire system of human relations and is very closely related to such neurodynamic and temperamental properties as a weak nervous system, imbalance of nervous processes, sensitivity and emotional excitability.

Research by I.N. Yarushina (1993) showed that there is a negative relationship between the level of anxiety and the level of reliability of decision-making by the subject, that is, anxiety is a subjective factor that negatively affects the reliability of activity.

THEM. Feingerberg (1986) notes that in highly anxious people, performing activities under stressful conditions causes significant neuropsychic stress due to their excessive demands on themselves. As a result, there is a shift in the motive of activity, in which the individual, instead of actively searching for ways to solve the problem, focuses on the quality of the success of his activity, overestimating the significance of the mistakes made and the responsibility for them.

At the heart of the neuropsychic stress developing for this reason are unproductive energy costs, which excessively increase the "cost" or "price of intellectual stress" .

S.L. Rubinstein.

So, he writes: temperament is expressed in emotional excitability - in the strength of emotional excitement, the speed with which it covers the personality, and in the stability with which it persists.

The vast majority of researchers studying a person's susceptibility to stress from the perspective of a gender approach note greater resistance to emotional factors of medium intensity and long-acting representatives of the female half of humanity.

At the same time, it is emphasized that their better stress tolerance is ensured by the biochemical and physiological specificity of the feminine principle, which is called upon to play the main role in ensuring the process of heredity in biological evolution, while the biological purpose of men is to introduce variability into the phenotypic component of the human race, and therefore it is more adapted to special, extreme conditions of activity.

Some typical male or female traits have their own evolutionary-genetic and physiological foundations, prerequisites.

For example, the level of aggressiveness and dominance (considered as typically male traits) turned out to correlate with the level of concentration in individuals of male sex hormones - androgens.

Other traits are formed in the process of socialization, upbringing and development of the individual. It is no coincidence that there are social stereotypes of masculinity and femininity.

Although the matter is predominantly

all the same, it is so that the acquisition of certain typically male or typically female psychological traits occurs as a result of the combined influence of both groups of factors - biological and social order.

In this context, the psychological sex is radically different from the biological sex, but, despite this, it can be assumed with sufficient probability that the level of stress resistance of persons with the prevalence of one psychological gender or another will be determined by: a) the conditions of an unfolding stressful situation; b) requirements of activity (including professional, status-role, etc.); c) the resources of the individual as a subject of activity.

Motivation, personality attitudes

Most researchers of the problem of the influence of the motivational factor on the effectiveness of activity emphasize its conditionality by the Yerkes-Dodson law. The named law states that the higher the strength of motivation (tension, activation), the higher the performance, but this relationship remains to a certain, optimal level, beyond which further motivational-emotional stress leads to a deterioration in performance.

It is also worth noting that the Yerkes-Dodson regularity and the time unfolding of the stages of stress development according to G. Selye represent, in general, the same dependence in configuration.

The socio-psychological attitudes of the individual, which determine her attitude towards other people, and, accordingly, act as a regulator of interaction with them, include localization of control over ongoing events (1.V. Rotter, 1966), otherwise interpreted as externality-internality.

Many researchers of this characteristic emphasize the greater stress resistance of individuals with an internal locus of control.

Externality, on the other hand, complicates the process of overcoming difficulties in professional

activity, more often contributes to the development of psychogenic diseases and reduces the likelihood of success in the chosen profession.

Attitudes towards oneself, according to B.G. Ananiev, complete the character structure, ensure the integrity of the individual, "perform the functions of self-regulation and development control, contribute to the formation and stabilization of the unity of the individual" .

The attitude towards oneself finds its concretization in such a concept as self-esteem. Self-esteem refers to the central formations of the personality, to its core. The very formation of self-esteem occurs in the process of activity and interpersonal interaction.

The society largely influences the formation of self-esteem of the individual. Man's relation to himself is the latest formation in the system of man's relations to the world. But, despite this (and perhaps precisely because of this), self-esteem has a particularly important place in the structure of personality relationships.

Self-esteem is directly related to the process of social adaptation and disadaptation of the individual. Adequate high self-esteem is a significant personality trait that increases stress tolerance under stressful conditions of activity.

Subjective factors of stress resistance

B.G. Ananiev insisted on the need to consider the mental essence of a person not only at the personal and individual levels, but also as a subject of basic social activities - “labor, knowledge, communication”, through which both the internalization of external actions and the formation of the inner life of the individual are carried out.

And if a person, according to B.G. Ananiev, characterizes the top of the entire structure of human properties, then individuality - its depth, and one of the channels through which the individual

visuality has a connection with the outside world, along with the individual and personality - this is the subjectivity of a person.

It is through different types of activity, in the process of subject-subject (communication) and subject-object (labor, knowledge) relations, that individuality and personality are mainly formed and manifested. This process is most accurately reflected in the styles of human activity.

Individual style of activity

He is, according to E.A. Klimov (1969), "the integral effect of the interaction of subject and object" . This is the leading mental formation, determined both by the properties of the individual and by the conditions of the environment. Moreover, the presence of such a style provides a person with the most effective adaptation in general and the ability to withstand stressful influences in particular.

The success of counteracting agents of professional stress depends on the formation of an individual style of activity, although the effectiveness of the activity itself may not be high.

So, E.P. Ilyin (2004) gives the following possible combination of individual style and performance.

1. The style of activity is chosen according to inclination, but contrary to the requirements of activity (an option of adapting activity to a person). Performance may be low.

2. The style of activity is chosen on the basis of expediency, that is, taking into account the requirements of the activity and the situation (the option of adapting a person to activity). The efficiency of activity may increase, but at first a person experiences tension, discomfort, which affects the slowdown in mastering a profession.

3. Style is chosen according to inclination and does not contradict the conditions of activity and the requirements of the situation.

The degree of efficiency of activity is high, the personality is dominated by positive emotions and a sense of satisfaction

(optimal variant of the ratio of style and activity requirements).

When studying the activities of students and workers in various situations and when performing different tasks M.R. Shchukin (1995) found higher speed capabilities in individuals with a mobile and labile nervous system compared to individuals with an inert nervous system.

In some cases, these differences are pronounced, while in other situations they are weakly expressed and insignificant (statistically).

The degree of severity of the noted neurodynamic properties is associated with the speed of mastering labor actions, accelerated workability, ease of switching to a new task, and the pace of activity.

Differences between mobile and inert subjects were revealed during the performance of tasks in the process of mastering the initial labor skills and abilities and during the performance of standard work operations.

In addition, it is noted that in persons with a mobile and labile nervous system, high speed capabilities are combined with an accurate reaction.

At the same time, when performing slow and uniform movements, the advantages of persons with an inert nervous system are revealed. This was found in a special experiment and in preferences for tasks that require slow and monotonous actions.

As an essential feature of the individual style is the ratio of indicative (including control) and executive actions.

E.A. Klimov and his followers showed that in some people the orienting activity is more developed and more strongly isolated from executive actions (in persons with an inert and weak nervous system), while in others this activity is less developed and is carried out to a greater extent in connection with executive actions (in persons with a mobile and strong nervous system).

The noted correlations can be traced not only in the current professional activity, but also in the educational process.

To describe the procedural side of an individual style, it is necessary to consider not only the internal characteristics of the subject, but also the external side - the situation of the implementation of activities (creation of conditions, preparation, selection of tasks).

B.A. Vyatkin described data showing the relationship between students' preferences in relation to certain tasks and the degree of severity of mobility and lability of the nervous system.

Mobile prefer tasks that require performing a variety of operations and frequent switching, while inert ones prefer tasks associated with monotonous and slow actions. In addition, mobile people tend to diversify their activities. Separately, it is necessary to touch on the productive side of the individual style.

Traditional ideas about it are built on the unambiguity and rigidity of the interpretation of success as a mandatory feature of style.

But, firstly, success can have a fairly large range, secondly, high success in one of the aspects of activity (productive or qualitative) can be combined with low indicators in the other, and, thirdly, individual differences in the result should not be interpreted as differences in success.

For example, in line with individual differences in the results of activity, manifestations of speed and accuracy types of activity (impulsive and reflexive cognitive styles) should be considered: in the first type success prevails in the quantitative, and in the second - in the qualitative side of activity.

It is necessary to pay attention to the connection between the productive and procedural aspects of the activity. In an individual style, it is not unambiguous.

Certain features of the procedural side can in various ways

be reflected in performance results. That is, individual differences in the result are not an indicator of failure, but manifestations of different levels of development of an individual style, so it must be recognized that along with a rational style there is an irrational one and that a rational style can have different levels of development.

Thus, it can be concluded that ". the success of work, labor productivity do not depend directly on the psychodynamic characteristics of behavior, but are manifested in the style of performing activities.

At the same time, style characteristics depend on many factors that are comprehended and evaluated by the subject, acquiring a specific personal meaning and determining his choice.

In other words, a person owns his individual properties, choosing, depending on their assessment, “meaning”, one or another way to achieve goals.

Thus, choice strategies contribute to the formation of not only the style of a particular professional activity, but also the individual style of the individual as a whole.

Styles of Coping Behavior

The subject of coping psychology as a special area of ​​research is the study of the mechanisms of emotional and rational regulation by a person of his behavior in order to optimally interact with life circumstances or transform them in accordance with his intentions.

In order to highlight the specifics of response, depending on the characteristics of a person’s attitude to the situation and on his ability to understand it in a behavioral approach, it became necessary to identify response styles.

In the most generalized form, these styles are divided into protective (a person reacts in the form of psychological defense) and constructive (personal activity aimed at solving a problem).

In a number of studies, both forms of behavior are called coping (“cope” with something, for example, with a problem situation), but in later works these styles

whether they began to differ and the term “coping” began to refer only to constructive forms, and the word “defence” (“protection” from something, for example, from unpleasant experiences) began to be used for the defensive style.

Basically, researchers single out the already named two poles - proper co-owning behavior, emphasizing its constructive nature, and protective behavior, the extreme point of which is distinguished by maladaptation.

That is, despite the significant individual diversity of behavior in stress, there are, according to the leading specialist in the study of coping styles, Richard Lazarus, two global types of response style.

At the same time, some researchers propose to space these poles in the form of a scale or build a hierarchy that actually represents the same scale, only rotated vertically.

Between the poles (levels of this hierarchy) are stylistic characteristics that reflect the specifics of the response. They were identified and described by Hans Thome. This is a hierarchy of typical reactions, or life techniques.

The “upper” techniques include such methods as “behavior aimed at achieving success”, “thinking about the situation”, “rewarding yourself”, etc., and the “lower” ones, along with passive actions, also include “evasive behavior” , "devaluation of the importance of others", "complaints about the state of health."

The scheme proposed by G. Tome seems to be very convenient for analyzing the behavior of a person in real life situations and for predicting the degree of effectiveness of a behavioral response, and the use of tactics is due to the general attitude to life situations.

Resilience and health

In the study of B.B. Velichkovsky (2009) revealed regular relationships between the level of individual resistance to

stress and various aspects of human well - being .

In particular, it has been found that high individual stress tolerance leads to a reduced likelihood of developing acute illnesses during the six-month period prior to the survey, and that high individual stress tolerance is associated with a lower risk of developing chronic diseases.

At a behavioral level, high individual stress tolerance is manifested in less frequent use of inappropriate forms of coping with stress, such as smoking and drinking alcohol.

The particular danger of these "bad habits" lies in the fact that, while bringing a certain short-term relief, in the long term they can lead to significant impairment of somatic health and significantly reduce a person's ability to resist stressors.

Trends have been observed to suggest that individuals with high individual stress tolerance are significantly less and less heavy smokers and drinkers than individuals with low individual stress tolerance.

In general, people with high individual resistance to stress are characterized by a healthier lifestyle, which is manifested in the observance of the regime of work and rest and the regularity of physical exercises.

A significant relationship was also found between the level of individual resistance to stress and the severity of one of the most dangerous consequences of chronic psychological stress - the syndrome of psychological burnout.

Thus, high individual resistance to stress plays a large, if not central, role in the prevention of this complex psychological disorder, which not only leads to a sharp decrease in the quality of a person’s life, but also significantly reduces the conscientiousness of his attitude to professional interpersonal interactions. The latter may lead to

increasing the risk of developing dangerous situations that threaten the well-being of society.

In general, the role of individual resistance to stress in preventing the development of negative consequences of psychological stress was revealed.

Individual resistance to stress performs a “buffer function”, neutralizing the effect of objective existing stressors, which allows maintaining high mental and somatic health even in the event of long-term life difficulties.

IN modern conditions When the intensity of the stress load objectively steadily increases, the task of maintaining and forming a high level of individual stress resistance of the population becomes of particular importance.

Stress tolerance and university education

Today's students, who experience high intellectual and emotional stress in the process of studying at a university, today often have a negative attitude towards learning activities.

One of the reasons for this situation is a decrease in the level of their resistance to stress in educational activities, which is expressed in a violation of the cognitive, emotional, motivational and behavioral spheres of the student's personality.

In modern scientific literature, the problem of attitude to learning activities was considered by such scientists as A.M. Akbaeva, I.G. Antipova, A. Zakharova and others.

Separate studies are devoted to stress resistance within the framework of problems educational psychology, but they are mainly aimed at the study and development of stress tolerance in educators.

The formation of stress resistance in the educational activities of students is a little-studied problem, although some of its aspects are reflected in the works of a number of authors.

The foregoing indicates the insufficient development of the problem of the relationship between stress resistance and educational

activity among students in educational psychology. The following contradictions still remain not fully resolved: between the theoretical and methodological understanding of this problem and the degree of its insufficient study in educational psychology; between the theoretical elaboration of the problems of stress resistance in various aspects and their inactive implementation regarding the development of a positive attitude towards learning activities among students; between the practical need to develop a positive attitude towards learning activities among students and the lack of psychological and pedagogical technologies for the development of a positive attitude towards learning activities among students.

One of the few scientific papers (A. A. Andreeva, 2009) considers the stress resistance of students in educational activities as a complex personality trait, which includes such personal components as low personal and situational anxiety, low level of neuropsychic stress, adequate self-esteem, high performance , emotional stability, which ensures the successful achievement of the goal of the activity and is realized in the cognitive, emotional, motivational and behavioral spheres of the individual's activity.

According to A.A. Andreeva, the positive attitude of students to learning activities is a conscious, selective, active position of the student, characterized from the emotional side by its acceptance, from the content side - by the harmony of motives in the process of developing stress tolerance through the positive results of learning activities.

She singled out the factors influencing the development of stress resistance and a positive attitude towards learning activities. She attributed to them: external factors - pedagogical influence, interpersonal interaction, the system of activities in the university, stimulation; and internal - psycho-physiological, socio-psychological, psycho-pedagogical features of the personality.

A. A. Andreeva also proposed a psychological and pedagogical technology for increasing the level of stress resistance of students, which is a combination of psychological and pedagogical methods, techniques, techniques, means and is an effective form of developing a positive attitude of students to learning activities.

In his dissertation, M.L. Khutornaya (2007) described the structure of the personality component of a student's resistance to stress in a situation of intellectual tests, including adequate self-esteem, internal locus of control, success motivation, emotional stability. She identified a group of psychological factors that inhibit the development of stress resistance. She attributed the experience of distress, anticipation of failures, health problems, low self-esteem, lack of time to them.

Aggression resistance and pedagogical activity

Many researchers note that the professional activity of teachers is one of the most stressful (in psychological terms) types of social activity and is included in the group of professions with a large presence of stress factors, which, in turn, imposes increased requirements on such an integral characteristic as stress resistance.

Interest in the study of stress resistance is of particular importance due to the ever-increasing stressful nature of pedagogical activity due to the breaking of social stereotypes, the social order for the upbringing of the younger generation, taking into account new strategies for the development of society, increasing competition, etc. . Meanwhile, today there is a limited number of works devoted to the study of the stress resistance of the teacher.

In his dissertation research A.A. Baranov (1995) studied the relationship of various components of stress resistance in teachers with high (HPM) and low (LPM)

level of pedagogical skill. As a result, he found that VPM teachers are distinguished by a high degree of resistance to mental stress. This fact is confirmed by the presence in low-successful teachers of a higher severity of such stress indicators as depression, irritability, shyness and emotional lability.

In addition, the VPM teachers are characterized by an increase in stress resistance with an increase in introversion, strength and balance of the nervous system, and a decrease in stress manifestations in the group of NPM teachers is associated with an increase in extroversion and balance.

This study revealed significant differences in the structure of the motivational sphere. EPM teachers have a lesser degree of external negative motivation and a greater degree of optimality of the motivational complex. In addition, the motives that reflect the need for self-realization (components of internal motivation) among the teachers of the VPM are more pronounced in comparison with the teachers of the NPM.

According to A. A. Baranov, the character traits that are part of the personality structure of teachers of the VPM and NPM and involved in the process of counteracting the stressors of pedagogical work have some features. So, if an increase in job satisfaction (an integrative property that reflects the attitude to activity) helps to reduce stress manifestations in both groups of teachers, then an increase in self-esteem (a characteristic expressing the teacher’s attitude towards himself) in the group of teachers of the VPM is positively associated with stress tolerance, while in teachers NPM it reflects an increase in the degree of exposure to stress. A.A. Baranov experimentally proved the advantage of HPM teachers in terms of the level of development of socio-psychological tolerance (based on indicators of irritability and reactive aggressiveness) over NPM teachers, which significantly affects the degree of their stress resistance.

A review of the literature on the problem of stress resistance allows us to draw several conclusions.

1. A significant number of structural components of personality can act as factors influencing a person's resistance to mental stress.

2. A certain contribution to the study of stress resistance is made by the stylistic characteristics of a person (individual style, styles of coping behavior), which allow us to expand our understanding of the subjective aspects of personality.

3. Of all the considered cases of applied use of stress resistance, research related to educational and pedagogical activities is of great importance for VSMU. From this point of view, this area of ​​research should be considered as the highest priority in the research work of the Department of Psychology and Pedagogy for the coming years.

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Personal stress test

Below is a test that allows you to get an assessment of your level of stress resistance. You will get the more objective the result, the more sincere your answers are. Circle the appropriate option for each statement (if there are no forms on the sheets, a point is given next to the question number).

Statements	seldom	sometimes	often
1. I think that I am underestimated in the team.
2. I try to work, study, even if I am not very healthy.
3. I care about the quality of my work
4. I happen to be aggressive
5. I can't stand criticism.
6. I get irritable
7. I try to be a leader where possible.
8. I am considered a persistent and assertive person.
9. I suffer from insomnia
10. I can fight back my enemies
11. I emotionally and painfully experience trouble.
12. I don't have enough time to rest.
13. I have conflict situations
14. I lack the power to fulfill myself.
15. I don't have enough time to do what I love.
16. I do everything quickly.
17. I am afraid that I will not go to college.
18. I act in the heat of the moment, and then I worry about my deeds and actions.

Total points	Your stress tolerance level
	1 - very low
	2 - low
	3 - below average
	4 - slightly below average
	5 - medium
	6 - slightly above average
	7 - above average
	8 - high
	9 - very high

The less (total number) points you scored, the higher your stress resistance, and vice versa.

If you have the 1st and even the 2nd level of stress resistance, then you need to radically change your lifestyle.

A source:

Psychology of personality» Comp. N.V. Kirsheva, N.V. Ryabchikova. - M., Helikon, 1995

Crisis Profile

Urbanovich A.A. Psychology of management: a study guide. - MN.: Harvest, 2005.- 640 p.

1. I suffer from headaches, malaise, or feel unwell.

2. I became distracted.

3. I have a feeling of anxiety that colors my judgments and feelings.

4. At times I have thoughts that there is no point in continuing to live as before.

5. I avoid thinking or talking about my failure (unhappiness).

6. At times my heart beats fast.

7. It seems to me that I have lost the ability to really evaluate events and perceive them clearly.

8. I am angry with the whole world for what happened to me.

9. I feel physical fatigue, apathy, lethargy of feelings.

10. Thoughts about what happened are constantly spinning in my head, and I cannot stop them.

11. At times I can't breathe normally.

12. At times I find it difficult to articulate my thoughts clearly.

13. After what happened, I do not cry and do not grieve as it usually should be.

14. All those around me seem alien, cold and hopeless.

15. I can’t work at all as before, everything falls out of my hands.

16. Constipation (diarrhea) bothers me more often than usual.

17. I have become forgetful and miss some required activities.

18. At times I cry or close to tears.

19. I do not enjoy pleasant and joyful events as before.

20. I want to forget myself and run wherever my eyes look.

21. I have difficulty falling asleep.

22. It is very difficult for me to concentrate on anything.

23. Almost all the time I experience inexplicable anxiety.

24. At times I hate myself.

25. At times, thinking about what happened makes me sleepless.

26. My pulse is fast (slow), my blood pressure is high (low).

27. My perception of the environment is narrowed and limited by my problem and everything that concerns it.

28. I am ashamed of myself and of everything that has happened to me.

29. At times everything seems meaningless to me.

30. I am not able to perform my professional and household duties as before.

31. I have an unstable heart rate (slow, rapid).

32. It seems to me that a number of my decisions taken at the present time are ill-conceived, hasty and rather even impulsive.

33. At times I am seized by a state of complete insensitivity, as if nothing had happened.

34. My I have changed so much that at times I do not recognize myself.

35. I began to devote much more time to work (service) and in this I find a way out of the situation.

36. I often have dry mouth.

37. I find it difficult to remember information that I used to memorize without much effort.

38. Often I have a desire to tell even unfamiliar people about my emotional experiences.

39. I have a depressed, depressed mood for a long time.

40. From time to time, I involuntarily (in the form of a kind of flash) revive the most traumatic memories of what happened.

41. Often I have a subjective feeling of lack of air and even a feeling of stopping my breathing.

42. I am unable to properly concentrate in the performance of my official duties.

43. At times I have a feeling that everything inside has shrunk into a ball.

44. My critical attitude towards myself and my actions has become aggravated.

45. I get tired even from performing my usual duties.

46. ​​My appetite has worsened, sometimes nausea appears.

47. Sometimes it seems to me that everything that happens is unreal.

48. Every day the thought comes to me more and more often

that I had not done my best to avoid such a development.

49. My mood became extremely unstable.

50. I began to drink more than I should.

51. I became excessively sweaty.

52. When contacted, I often respond with a delay.

53. I was seized by a state of indifference to the environment, nothing excites, does not bother, does not interest.

54. I don't want to see anyone and try to be alone.

55. Most of the time I continue to think about what happened, although it is painful.

56. My sleep has become restless and is sometimes interrupted by nightmares.

57. I began to notice that I often cannot remember the information that I always remembered.

58. I am so consumed by my feelings that it only makes things worse.

59. I often have a grouchy mood, I have become irritable, gloomy, aggressive towards relatives and friends.

60. I try to avoid difficulties in both thought and action.

Processing of results: each affirmative answer is worth one point. Calculate the scores in accordance with the key, then multiply the sum by the multiplier corresponding to this scale (if any).

1. GENERAL CONDITION: (1).

FUNCTIONAL ISSUES:

a) dysfunction of the autonomic system (26, 36, 51 x 4)

b) violations of cardiac activity (6, 31 x 6)

c) respiratory disorders (11, 41 x 6)

d) violations of the functioning of the gastrointestinal tract (16, 46 x 6)

e) sleep problems (21.56 x 6)

2. COMPLICATIONS IN COGNITIVE AND ANALYTICAL ACTIVITY:

a) complications in the functioning of attention (2, 22, 42 x 4)

b) complications in the functioning of perception (7, 27, 47 x 4)

c) complications in the functioning of thinking (12, 32, 52 x 4)

d) complications of memory functioning (17, 37, 57 x 4)

3. DISTURBANCES OF EMOTIONAL RESPONSE

a) anxiety (3, 23, 43 x 4)

b) generalized emotional reactions (anger, shame, guilt) (8, 28, 48 x 4

c) emotional dullness (13, 33, 53 x 4)

f) weak-heartedness, increased emotionality (18, 38, 58 x 4)

4. DEPRESSIVE MOOD (4, 9, 14, 19, 24, 29,

34, 39, 44, 49, 54, 59)

5. CHANGES IN BEHAVIOR AND ACTIVITIES:

a) attempts to get away from the problem (5, 20, 35, 50 x 3),

b) preoccupation with the problem (10, 25, 40, 55 x 3)

c) problems with the performance of official and household duties (15, 30, 45, 60 x 3).

The definition of an individual profile of experiencing a crisis is made according to the key table, which reflects the points scored for the 17 positions given.

A graph is built: horizontally the scale of states has 17 positions, and vertically from 0 to 12 points for each state.

stress level

Dear colleagues, please answer the statements below:

1 point agree

2 points Disagree

3 points rather disagree

4 points totally disagree

1. Perhaps I am a nervous person

2. I worry a lot about my job.

3. I often feel nervous tension

4. Daily activities cause me a lot of stress.

5. Communicating with people, I often feel nervous tension.

6. By the end of the day, I am completely exhausted physically and mentally.

7. There are often tensions in my family.

stress level

Calculate the average score

3 points - low stress level

2-2.99 - average stress level

1-1.99 - high stress level