Diagnostics of stress and development of students` stress resistance by creative methods

Kamilya Serikova, Aigerim Mynbayeva

2019

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DOI 10.26577/jpss.2019.v69.i2.010
Data confidence 70 medium
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Abstract

The article deals with the actual problem of the XXI century – stress prevention and the development of students’ stress tolerance. The main provisions of the theories G. Selye, R. Lazarus, A. Antonovsky, as well as the concept of the study “stress prevention technology”, “technology of stress tolerance development” are considered. Based on the study of theory and practice, we have identified the conditions and principles of stress prevention and stress resistance development, developed a training program. Selected diagnostic tools. A diagnostic study was conducted, in which 54 students of the Al­Farabi KazNU and Abai KazNPU took part. As a diagnostic method, we chose the PSM­25 Scale of Psychological Stress (Lemur­Tesier­Fillion), the Coping Behavior in Stressful Situations (CBS) questionnaire (Kryukova), “Comprehensive assessment of stress manifestations” method (Y. Scherbatykh). It was established that according to the results of the PSM Questionnaire, 37% of students have a low level of stress, 39% have an average level and 24% of students have a high level of stress. Next, we determined a comprehensive assessment of the manifestations of students’ stress using the method of Yu. Scherbatykh. Thus, 9% of respondents have a low level of stress, 13% have a moderate level, 33% have an average level, 20% have a higher level than an average, 25% have a high level of stress. Key words: stress, stress tolerance, coping behavior, creative methods, students.