RU2732824C1 - Method of student's health improvement - Google Patents

Abstract

FIELD: medicine.

SUBSTANCE: invention refers to medicine, namely to medical prophylaxis, psychodiagnostics and psychotherapy, therapeutic exercises, use of psychotherapeutic techniques based on body-oriented therapy (BOT) for health improvement of students, students during academic year, as well as in sanatorium and resort conditions. First, the emotional state of the student is diagnosed by testing. Generalized criterion (GC) of mental health reflecting the level of emotional well-being is calculated by original formula. Depending on the derived GC value, a certain set of exercises aimed at improving the emotional state is carried out. If there is no positive dynamics in the emotional state, the occupations are repeated with the background of taking the drug-adaptogen until positive dynamics appear.

EFFECT: method prolongs a period without exacerbations of chronic and infectious diseases in students during the academic period due to individualization and differentiated approach to health improvement of student's taking into account features of objectively established emotional status of each student.

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Description

The invention relates to the field of medicine, medical prevention, psychodiagnostics and psychotherapy, physiotherapy exercises, to the use of psychotherapeutic techniques based on body-oriented therapy (TOP) for the improvement of student youth, students during the academic year, as well as in sanatorium conditions.

Implementation of the WHO strategy "Health for All in the 21st Century" dictates the need to study the health of student youth and scientific justification of measures to preserve it. This is due to the fact that student youth is the basis for the formation of scientific potential, ensuring sustainable development of society, and the country's defense capability. Unfortunately, one of the most acute problems of higher education today is the state of health of young people. Trends in this area over the past decades indicate not just a decrease in some indicators, but a systemic deterioration associated with both the organization of student health protection and changes in their lifestyle (Student health: a sociological analysis / Ed. I.V. Zhuravleva; Institute of Sociology RAS. - M., 2012. - P. 4).

Analysis of scientific sources over the past 10-15 years has shown that the health of students is an insufficiently studied aspect of their life. And if studies of the social factors of the health of children and adolescents are becoming more thorough and productive, complex scientific studies are devoted to them, then with regard to the health of young people and students, there remains a lack of information associated with the insufficiency of indicators adopted in the system of medical and departmental statistics and limited research opportunities [4] ...

Moreover, the incidence of sickness among young people in general and student youth in particular has a latent nature and cannot be reliably analyzed; there is no single system for recording this indicator. In addition, it is difficult to assess the true state of health of applicants because there is a problem with the formal filling of standard medical certificates [4, p. nine].

According to researchers N.A. Gorbach, S.K. Krupskaya, L.D. Olifer, T.M. Reser, A.O. Shepilov, studies of students' health are fragmentary, and official statistics on this issue are difficult to access due to organizational reasons and do not reflect the real picture [4, p. 4]. It can also be added that research on student health is often conducted on the basis of one region or even a university and is rarely large-scale, representative. This situation is explained by the lack of sufficient financial and research opportunities among scientists dealing with these issues.

Nevertheless, the available research results show that even before entering the university, the health of young people is weakened by the influence of various unfavorable factors, and 60–70% have chronic diseases [1, p. nine].

When studying the dynamics of student morbidity in 2004, the Research Institute of Hygiene and Health Protection of Children and Adolescents of the Russian Academy of Medical Sciences, it was revealed that the decrease in the level of health of students from junior to senior year is due to an increase in the number of people with chronic diseases. This is especially true of female students: unfavorable tendencies are associated with a deficit of night sleep, excessive duration of self-preparation, low level of physical activity, and eating disorders [5, p. 217-219].

Experts also note an annual increase in the number of university students studying in special medical groups due to poor health. The monitoring “Health of Moscow students”, conducted by the sector of social health problems of the Institute of Sociology of the Russian Academy of Sciences in the period from 2001 to 2008 (2363 respondents), also showed no positive dynamics. It turned out that the most common diseases among Moscow students are gastrointestinal (gastritis, colitis), pulmonary and cardiovascular diseases. Monitoring data also revealed a steady growth of "chronicles" among Moscow students. It turned out that from 2001 to 2008, the number of high school students suffering from various chronic diseases increased by 10%. Moreover, there are more senior students among them than students of 1-2 courses.

The study of the morbidity of students showed that the first place in the structure of morbidity is occupied by diseases of the respiratory system, the second - by diseases of the nervous system and sensory organs, the third - by the genitourinary system. The share of diseases of the digestive system, musculoskeletal system and connective tissue accounts for approximately 5% [1]. The presented data are consistent with studies on the study of the incidence rate of students in other regions [6].

The number of students with functional disorders of posture is increasing annually [7]. According to the data of the Moscow State Academy of Physical Culture, posture disorders were detected in 80.8% of the surveyed; of these, one or another defect in posture was found in 60% of preschoolers, 80% of schoolchildren, and 92% of adults [8].

Posture defects have an adverse effect on the state of internal organs, negatively affecting, first of all, on the activity of the central nervous system, cardiovascular and respiratory systems, on the work of the digestive system. These changes are accompanied by a decrease in the body's adaptive mechanisms, their weakening and deterioration of the body's resistance to adverse environmental influences, a decrease in working capacity. This also fits into the framework of the theory of system genesis proposed by P.K. Anokhin (1980), the occurrence of a stress reaction [9].

The number of students with impaired postural reflex functions is increasing annually (MI Kabysheva, OA Naumenko, 2013).

According to the survey data for the 2014-2015 academic year, the number of first-year students attending classes in a special group have scoliosis - 46%, spinal osteochondrosis - 11%, flat feet - 13%. At the same time, only 51% of students are engaged in physical education in the main group, 11% are exempt from physical education, and the rest are engaged in a special group.

The results of these and other studies indicate the need to increase attention to the problem of protecting the health of students [10], which implies a wider use of health-saving technologies not only in the organization of the educational process, but also in a sanatorium. The solution of the problem of health preservation in the conditions of a modern university is mainly provided by: 1) physical culture and sports activities; 2) special disciplines that theoretically and practically can help students take care of their health (for example, the course "Health Psychology"); 3) psychological techniques; 4) recreational activities.

All factors significant for health are usually divided into socio-hygienic, medico-biological and psychological. The main negative effects of them are: violation of the daily routine, hygienic requirements for educational and work activities; deficiencies in catering; insufficient physical activity; the presence of bad habits; unfavorable psychological climate in groups and families.

Special disciplines, the subject of which is health and a healthy lifestyle, help students master the necessary rules regarding personal hygiene, adherence to sleep and rest. These disciplines are designed to promptly inform about the harmfulness of bad habits, the role of full and proper nutrition in the formation of a young organism, etc.

In addition to physical health, modern society requires a graduate of a university to be ready to enter an independent professional life as a full-fledged stress-resistant person, which is why psychological factors that are significant for health are of particular relevance today. And here it is necessary to search for innovative technologies for preserving the mental health of students. As specific methods, specialists offer: individual counseling of a psychologist and psychotherapist, various educational trainings, organization of a remote psychological counseling service for students and relaxation rooms (aromatherapy, herbal medicine, music therapy, etc.) [11, p. 57].

In the coming years, we should expect an even greater complication of teaching systems in connection with the transition of universities to international higher education standards in the system of the Common European educational space. This means that the question of restoring and creating university recreation in rest homes, sanatoriums, resorts, student sports camps, where students' health will be restored using both traditional methods and new ones that require the use of special techniques (medical sleep, auto-training , meditation, etc.), as well as methods of psychological correction of prenosological and premorbid conditions, characterized by tension in the mechanisms of adaptation of functional reserves or reduced functional capabilities with unsatisfactory adaptation to environmental conditions [12].

Today, the country has a fairly extensive network of medical and preventive institutions (LPI), where student youth can receive medical care. This network, in addition to various city medical institutions, includes university, interuniversity health centers (paramedics and medical), polyclinics and joint hospitals. However, in such health care facilities, the specificity of the student contingent is not fully taken into account, therefore, the medical, recreational and preventive measures carried out there do not always achieve their goals. In particular, there is an acute problem of continuity in the treatment and rehabilitation of patients between different health care facilities [4, p. 19].

Work to overcome negative trends in the dynamics of the health status and lifestyle of student youth should be carried out mainly at the stage of primary prevention, which is focused on the early identification of persons with risky behavior and taking measures to improve their lifestyle [5, p. 217-219]. In recent years, there has been a decrease in the activity of preventive work among students. The real reason for this is that many universities do not have their own intra- and inter-university polyclinics with the necessary set of specialists and appropriate medical diagnostic equipment. Describing this situation, A.V. Zharova, for example, claims that the country has essentially destroyed both the system of medical assistance to students and the system of university dispensaries. Not up to the mark and medical examination of students [4, p. 20].

Thus, to date, a unified methodological approach to the organization of medical services for students has not been developed and the methodological foundations for a comprehensive study of the health of students have not been sufficiently developed. To fill this gap, universities independently implement their own comprehensive student health management programs. Such programs are based on various techniques. In particular, many authors assign a leading place to monitoring as a systematic control over the health of an individual, environment, organization and efficiency of health-improving work (DG Darchia and NI Makarov) [13]. These authors also own the first developments in the application of computer systems used in monitoring students' health.

Many universities are developing new methods for improving the health of students. Laboratory for University Hygiene Problems at the Department of Public Health and Healthcare of the Moscow Medical Academy THEM. Sechenov in 2004 began to implement a comprehensive scientific program "Intensification of education and health of students" with the participation of representatives of other departments of the Academy, as well as the Peoples' Friendship University [4, p. 4]. Under the leadership of O.A. Naumenko in the same 2004 at the Orenburg State University a model of student health management was developed, aimed at maintaining and strengthening the health of healthy people, as well as early detection and prevention of major non-communicable diseases in students at risk [4, p. 23]. E.V. Usova and L.M. Kachalov, the strategy of the program “Preserving and strengthening the health of students of the Modern Humanitarian Academy” (Moscow) was based on the development and implementation of preventive modules designed to form young people motivation for a healthy lifestyle [5]. Yu.M. Churov founded a medical and social family planning service for students on the basis of an agreement on business cooperation between the Committee for Youth Affairs of the Tula Region Administration, the Health Department and the TulSU [4, p. 24].

All regional programs for strengthening and preventing students' health have different effectiveness and need to be combined on the basis of a single national methodology, which would reflect the main scientific approaches to the formation of responsibility for the health of the younger generation, as well as present scientific developments on the strategy and tactics of preserving and strengthening student health. Obviously, the unification process will require a certain legislative framework. In this capacity, the Order of the Ministry of Education of Russia No. 176 of October 19, 2001, related to the development of a comprehensive program "Education and Health", may act. The main principles laid down in the WHO program “Health for All in the 21st Century” can also be helpful in creating a unified comprehensive program to preserve the health of Russian students [14].

Among the most priority tasks underlying preventive programs, this document notes the formation of a culture of health, an increase in responsibility for maintaining one's own health, the unity of the entire health care system, regardless of territorial and departmental boundaries.

An important principle of such programs should be psychological rehabilitation, restoration of psychological health and effective social behavior of a young person, including in a sanatorium. Until now, the problem of psychological rehabilitation has been considered mainly from the standpoint of traditional clinical classifications of mental health based on pathology. But today it has become clear that preventing the onset of neuropsychic disorders is important, but not enough for a modern person.

One of the important tasks of a new direction that is emerging in our country and abroad - health psychology - is the psychological rehabilitation of a practically healthy person . The restoration of the mental health of a practically healthy person presupposes both the search for new methods for assessing the mental health of a practically healthy person (and it is impossible without assessing the psychological profile of the personality), and the creation of complex methods aimed at restorative correction of mental states in case of functional disorders of certain body systems in young people people. This approach will contribute to the preservation and strengthening of students' professional health, improving their physical and mental performance, improving the quality of life.

In particular, studies of the last decade prove that disorders of postural reflex functions at the age of 18 can be considered to a certain extent as a structural trace of psychological distress experienced at an earlier age (A.M. Volkov, 2008), which is accompanied by psycho-emotional stress (N. V. Davydenkova, 2003). This leads to psychosocial maladjustment due to the development of depressive and anxiety-phobic disorders (KO Chakhava, 2003).

At the same time, even subclinical manifestations of maladjustment or a relatively small decrease in the level of psychosocial adaptation in students can have a significant negative impact on the performance and quality of life of a young person (A.V. Shakula et al., 2011; Samsonova G.O., 2012; L.D. . Syrkin, 2012; V.M. Zvonikov et al., 2014). Until now, there are no clear criteria for the diagnosis of psychosocial maladjustment in various dysfunctions; the psychological characteristics of students with various functional disorders have not been sufficiently studied.

Diagnostics and restorative correction of adaptive capabilities for various functional disorders require multidisciplinary clinical and psychological approaches and should be considered not only within the framework of the relevant clinical disciplines, but also psychological rehabilitation.

The use of body-oriented psychotherapy (TOP) within the framework of solving the problem of both muscle tension and stiffness, functional disorders of various systems and organs, and mental resistance in a person suggests the expediency of using the system of TOC approaches in order to correct the adaptive capabilities and overall health improvement of students, especially during the training period.

Body-oriented influences are the basis of a number of corrective techniques used in health and clinical practice (L.S. Sergeeva, 2000; A.B. Leonova, A.S. Kuznetsova, 2009; M. Mokrus, 2009).

However, the psychological mechanisms of the impact of the system of body-oriented methods in the programs of restorative correction of the physiological functions of the body have not yet been studied. It would be useful to consider the possibilities of a differentiated approach to students with various functional disorders, taking into account the individual emotional state.

TOP techniques include a group of psychotherapeutic methods aimed at studying the body, exploring how needs, desires and feelings manifest themselves in various bodily states, and teaching ways to solve problems using bodywork techniques. The action of TOC methods often turns out to be more careful and effective in comparison with the so-called verbal psychotherapy, and the goals differ from the goals underlying physical training, physiotherapy exercises, etc.

Among the methods of body-oriented influence, the most famous are the characterological analysis of W. Reich, the "bioenergetic analysis" of A. Lowen, the concept of "body awareness" by M. Feldenkrais, the method of integration of movements by F. Alexander, the method of sensory awareness (S. Selver and C. Brooks) , structural integration, or Rolfing, biosynthesis, bonding techniques, the original domestic technique - thanatotherapy.

The historical roots of TOP lie in the works of F. Mesmer, C. Riquet and J.-P. Sharko, I. Bernheim and others, along with the theory of I.M. Sechenov on "muscle feeling".

The basis for the emergence of TOC methods was practical experience and long-term observations of the relationship between the spiritual and the bodily in the functioning of the body.

The TOP received wide popularity and systematic design thanks to the works of V. Reich, who is considered a pioneer in the field of body psychology and TOP. The first fundamental innovation introduced by Reich into the practice of psychoanalysis was the transition from the analysis of individual symptoms to the analysis of the patient's character. Reich's second observation was the phenomenon of “encapsulation of character in a shell,” or the mechanization of mental life, which arises as a result of suppression and restraint of emotions under the influence of social stereotypes and an authoritarian family atmosphere. "A person has to restrain the expressive components of emotions due to muscle tension," - said V. Reich. Therefore, at the functional, physiological level, Reikh's "psychological shell" is identical to the "muscle shell". The third innovation of Reich's system was the concept of "biopsychic" or vegetative energy, which he introduced (that is, in fact, the activity of the autonomic nervous system), the normal distribution of which in the body is the basis of mental and physical health, and disorders of free flow constitute the pathogenesis of neuroses and other painful conditions. Reich proposed the restoration of the normal course of vegetative processes by influencing the blocking areas of chronically increased muscle tone, as well as a specially regulated breathing.

The modern method of psychotherapy, rooted in the technique of W. Reich's work, is the so-called "bioenergetic analysis" by A. Lowen, an American psychiatrist and psychotherapist. Lowen examines the functioning of the human psyche in terms of the body and its autonomic energy, believing that suppression of feelings manifests itself in the form of chronic muscle tensions that block the freedom of the body. The physical appearance of a person symbolically reflects his psyche. Therapy consists in cognizing the structure of the character and "reviving" the emotions frozen in the body. The bodily expression of emotional health is gracefulness in movement, good contact with people around and with the ground underfoot ("groundedness"), a clear look and a soft pleasant voice. The method uses touch and pressure on tense muscles, deep breathing and special postures.

Another TOP method was proposed by F.M. Alexander, Australian actor. F.M. Alexander believed that the prerequisite for free natural movement is the greatest natural stretching of the spine.

The formula for the Alexander Method is: "Free the neck to allow the head to move forward and upward to allow the body to lengthen and expand."

Technique lessons by F.M. Alexander offers subtle guidance in mastering more efficient use of the body. The leader must be able to see the various blocks that impede the free movements of the body, to anticipate movements with preliminary unnecessary tension. By controlling the adaptation of the student's body in small movements, the teacher gradually gives him the experience of action and relaxation in an integrated, collected and effective way.

Technique F.M. Aleksandra is especially popular among creative people, but it is also effectively used to treat some injuries and chronic diseases, helps people get rid of habits that negatively affect the physical, mental and emotional functioning of a person (Brennad R. Manual on the use of the Alexander technique. SPb, 1998).

The psychotherapeutic method of M. Feldenkrais - a method of self-improvement, or personal growth, which he called "awareness through movement", is one of the "pillars" of TOP, which arose at the junction of modern psychological science and the ancient oriental tradition presented in various spiritual and philosophical schools of self-improvement. This method has absorbed, along with ancient spiritual traditions, the achievements of modern physiology of the nervous system.

The basis of this popular method is the development of self-observation skills during independent immersion in a shallow altered state of consciousness (superficial kinesthetic trance) while performing a number of bodily and mental exercises.

The direction of the method is consonant with the recipe for self-improvement of one of the traditional oriental (in particular, Zen) spiritual practices - “be completely in what you are doing”, interpreted as contemplation, introspection (G. Gurdjieff), or the practice of mindfulness (R. Walsh).

Getting rid of psychological problems and limitations, harmonious development or self-actualization according to M. Feldenkrais acts as the formation of a “complete image of oneself”. At the same time, a person achieves the naturalness, "spontaneity" characteristic of children, which physiologically corresponds (for right-handers) to the "emancipation" of the right hemisphere, its release from the usual oppressive influence of the dominant left hemisphere. In the process of work on self-improvement, non-verbal functional states are used, which are a "pause between (verbally-formed) thought and (bodily) action" - an analogue of the "silence of the mind", "the gap between thoughts" described in Eastern spiritual practices.

A. Yanov, American psychologist, in the late 1960s. formulated the main provisions of "primary therapy", which was developed in the activities of the Institute of Primary Therapy in Los Angeles.

Primary therapy is based on the premise that traumas experienced in childhood and repressed in the process of growing up, as well as early unmet needs, lead to neuroses and psychosis. Yanov calls these injuries primary. They are stored in a person in the form of tension or are transformed into mechanisms of psychological defense. Primary traumas and unmet needs impede natural progress through all stages of development that each person goes through, do not allow them to become "real", and prevent a person's normal access to his feelings. The stress associated with primary trauma can lead to a variety of psychosomatic illnesses.

Primary therapy is based on the fact that the person must relive the primary trauma, return to the situation that caused it, and free from it with the help of a cry. Primary therapy is used to treat clients of different ages, both adolescents and adults. It depends on the client how much he will be able to get in touch with those feelings that arose as a result of the primary suffering. Primary therapy involves following a rigid set of instructions and abandoning the habits acquired as a result of restrained stress. Release from tension, a new sense of self allows you to more accurately assess your emotional and physical state in any situation.

To be “real”, according to A. Yanov, means to be free from anxiety, depression, phobias, to experience the integrity of your I, to be able to live in the present without an obsessive desire to satisfy your needs.

Thus, the general task of TOP is to create conditions for activating processes that can heal and restore the body. The peculiarity of TOP is that the client may not talk about his problem if he does not want or is not ready yet.

TOP works with a wide range of problems: difficulties in personal growth and development; experiencing crises, stress; neuroses, fears, depression; chronic fatigue, physical and mental stress, sleep disturbances; dependence in relationships; difficulties in relationships with people, self-doubt; dissatisfaction with oneself and the world; difficulties in sexual relations; problems associated with finding oneself and the meaning of life, etc.

TOC principles can be formulated as follows:

- bodily experience as a necessary component of human existence, a condition for his integrity;

-physical health - general energy background and prerequisite for solving problems of personal development;

-the body as a kind of embodiment of the structure of personality and problems of personal development;

-the body as a channel and a way of influencing the personality;

-use of the body for self-knowledge and self-education;

- bodily experience as a means of forming spiritual consciousness and spiritual personality.

The psychophysiological, chronobiological and cognitive mechanisms of the influence of the TOP methods in the programs of restorative correction of functional disorders of the body in students during the academic period have not yet been studied (Odarushchenko O.I., Samsonova G.O., Agasarov L.G. Methods of psychological rehabilitation of students with functional disorders of the musculoskeletal system // Physiotherapy, balneology and rehabilitation. 2017; 16 (1): 35-38).

At the same time, many methods have been developed to assess the psychological state of a person: for the diagnosis of depression and similar conditions, which can also indirectly indicate the presence of organic lesions of the central nervous system, psychosomatic or conversion disorders.

The most popular highly sensitive in application methods are considered the Beck Scale (BDI, Beck Depression Inventory), the Hamilton Scale (HDRS, Hamilton Rating Scale for Depression), Self-Rating Depression Scale (SDS, Self-Rating Depression), etc. Highly sensitive scales have been developed to determine the level of anxiety and questionnaires.

The use of standardized scales in the diagnosis of anxiety makes it possible to obtain high-quality and objective information about the state, including the ability to identify latent mental disorders. The Spielberger-Khanin anxiety scale (STAI, StateTrait Anxiety Invertory), the Manifest Anxiety Scale (MAS), the Hamilton Anxiety Scale (HAM-A, Hamilton Rating Scale for Anxiety) and others are widely used. personality, using special psychometric techniques for the study of character accentuation, interpersonal relationships, multifactor personality.

At the same time, a detailed psychological examination is usually carried out using classical psychodiagnostic techniques in the form of testing, including the study of the characteristics of psychological defense mechanisms and coping strategies (the Lazarus questionnaire, the Plutchik-Kellerman-Conte questionnaire), the determination of anxiety levels (Spielberger-Khanin scale) and depressive disorders (Beck scale), as well as analysis of activity, well-being and mood (SAN questionnaire) and quality of life (SF36 questionnaire).

The co-author of the proposed invention Odarushchenko O.I. the author's method of assessing emotional well-being for psychological rehabilitation programs was proposed (Odarushchenko O.I., Shakula A.V. Assessment of emotional well-being in psychological rehabilitation programs, practical manual for psychologists, M., 2019, 80 p.).

The structure of emotionally successful and emotionally disadvantaged subjects is represented by the following 9 indicators:

1) internality in the field of family relations,

2) contact,

3) subjective well-being,

4) creativity,

5) self-acceptance,

6) flexibility of behavior,

7) morality index,

8) personality maturity,

9) self-respect.

These psychological parameters, according to the author, make it possible to objectively assess the emotional well-being of a person, to determine the profile of his mental health and adequate directions of preventive and restorative work of the reserves of his adaptive potential. This can be effectively used in the methods of improving the health of students with certain functional, psychosomatic disorders, chronic non-infectious diseases.

Based on the results of this work, Odarushchenko O.I. received "Certificate of registration of an electronic resource" No. 21681 "Test for emotional well-being 1.0", date reg. 01.03.2016

However, the well-known test was proposed only to assess emotional well-being as such, demonstrating the most significant parameters for assessment by analyzing correlations.

In the present method, this test is proposed to be used to select a differentiated strategy of TOP in students - both healthy and with various functional disorders, for the prevention of diseases and their exacerbations.

The theoretical analysis of the concepts of "mental health", "emotional well-being", etc. allows formulating, following A.D. Kosheleva, V.I. Peregudoy, O.A. Shagraeva's idea of emotional well-being as "... a special state of consciousness, subjective emotional comfort / discomfort (I feel good / I feel bad), as an integral feeling of well-being / unhappiness in certain subsystems of the body."

In modern science, such concepts are used as synonyms in the meaning of "absence of trouble", primarily anxiety, in the "state-property" paradigm, as a complete synonym for a positive emotional state. Comparative analysis of the definitions of specialists dealing with this issue (B.S.Bratus, I.V. Dubrovina, V.A.Ananiev, G. S. Nikiforov, V.I.Slobodchikov, A. Maslow, M. Yakhoda, etc.) allows us to talk about the need to separate such concepts as "mental health" and "emotional well-being", filling them with specific content.

In the studies conducted by the co-authors of the present invention, emotional well-being is considered as a generalized criterion (GC) for a mentally healthy person, i.e. a harmonious personality characterized by a focus on positive functioning.

The conducted study, devoted to the study of the relationship between the components of the mental health of a healthy person and emotional well-being, allows us to speak about the structure of the mental health of emotionally safe and emotionally disadvantaged subjects.

To describe such a structure, the dominant factors that determine a mentally healthy personality are highlighted. Among the numerous parameters that determine it, these are the main dominant parameters, the main dominant parameters and auxiliary ones (Odarushchenko O.I. Methodology for assessing emotional well-being in the interests of psychohygiene, psychoprophylaxis and psychological rehabilitation, dissertation ... Ph.D., M., 2015, 189 s.).

The main dominant parameters include: subjective well-being; contactness; internality in the field of family relations (a correlation with emotional well-being was traced in three age groups).

The main dominant parameters include: value orientations; moral; personality maturity; alexithymia; flexibility of behavior; self-respect; acceptance of aggression; creativity; sensitivity; self-acceptance; general internality (a correlation with emotional well-being was traced in two age groups).

To auxiliary: orientation in time; spontaneity; look at human nature; internality in the field of interpersonal relations (correlation with emotional well-being was traced in one age group).

The analysis of correlations of “emotional well-being” taken as a generalized criterion characterizing a mentally healthy person with the components of a mentally healthy person made it possible to reduce the number of important indicators to nine:

1) internality in the field of family relations,

2) contact,

3) subjective well-being,

4) creativity,

5) self-acceptance,

6) flexibility of behavior,

7) morality index,

8) personality maturity,

9) self-respect.

As established in the study, the ratio of these parameters significantly differs in emotionally safe and emotionally unsuccessful subjects.

This well-known method for assessing mental health allows, using the formula for calculating the value of the generalized criterion (GC), comparing it with the reference value equal to 11.2 conventional units, to draw a conclusion about the risk factors for mental health of a healthy person.

Emotional Well-being Test 1.0 Emotional Well-Being is described on p. 53-68 of the mentioned monograph of the co-author of the invention Odarushchenko O.I. (co-authored with Shakula O. V. Assessment of emotional well-being in psychological rehabilitation programs, M., 2019) and consists of 9 subtests to determine each of the 9 listed psychological parameters (their values in points), with their subsequent use when calculating the generalized criterion (GC) of mental health, reflecting the level of emotional well-being, according to the formula:

_n

OK = Ʃ Р _i M _i , (1)

^{i = 1}

where OK is a generalized criterion of mental health, P _i is the value of the rank of the i-th psychological parameter out of the 9 mentioned, M _i is the weight coefficient of the i-th psychological parameter, n = 9 is the number of psychological parameters used;

where the coefficients of weighting M _i parameters are taken, respectively:

-internality in the field of family relations - M ₁ = 0.17

-contact - M ₂ = 0.22

-subjective well-being - M ₃ = 0.19

-creativity - M ₄ = 0.028

- self-acceptance - M ₅ = 0.028

-behavior flexibility - M ₆ = 0.084

- morality index - M ₇ = 0.084

- personality maturity - M ₈ = 0.11

- self-esteem - M ₉ = 0.084.

When determining the values of the weighting coefficients, a comparison method was used, which is a pairwise comparison of each of the 9 parameters. The more significant parameter, which has a higher degree of correlation dependences, traced in three age groups, was assigned the value "1", the less significant - "0". When the significance of the reliability was close, the preference was given to the higher value of the correlation coefficient.

In accordance with the methodology, first, 9 subtests of the methodology are carried out to determine the value of each of the parameters in points, then the obtained values of the parameters in points for nine subtests are ranked in accordance with Table 1 and the OK is calculated by the formula (1), in conventional units.

If the value of the generalizing criterion is less than 11.2 c.u., the above 9 indicators of emotional well-being will be risk factors for the mental health of a healthy person and, in this case, they can be used as targets of psychotherapeutic influence, for example, by methods of cognitive, behavioral, rational psychotherapy, trainings of emotional-volitional self-regulation.

The external validity of the methodology was determined by the method of expert assessments, which showed a high correlation between the results obtained by the proposed methodology and the results of expert assessments. The degree of validity was calculated using the Pearson linear correlation coefficient, which takes a value of 0.816 ** (r = 0.816, with p less than or equal to 0.025), which showed the high validity of the methodology (see Odarushchenko O.I., Shakula A.V. Evaluation of emotional well-being in psychological rehabilitation programs, ibid.).

Thus, the value of the generalizing criterion is less than 11.2 (cu) determines the risk group for reducing the adaptive capabilities of a healthy person.

This method of determining the emotional well-being of a healthy person was developed mainly for applied research, taking into account such widespread questionnaires as "Assessment of the level of self-actualization of a person" (Shostroma, E.), "Scale of subjective well-being" (Sokolova, M.V.), "Autoanalytic questionnaire of a healthy personality ”(Ananyeva, VA),“ Method for diagnosing the level of subjective control (locus of control), a method for studying the moral sphere of a person (Veselova, EK).

The theoretical and practical significance of using the proposed test for assessing emotional well-being and the research carried out during its formation lies in the fact that a methodology for an objective assessment of the emotional well-being of a healthy person was developed. The technique meets the requirements for psychodiagnostic tools and can be used in the work of staff psychologists of health institutions of any type with people of different ages in order to restore the adaptive capabilities of a healthy person.

The developed methodology makes it possible to identify the psychological risk factors for reducing the adaptive capabilities of a healthy person, to assess the main and main indicators of his mental health. The results can be used to build targeted and timely prevention of healthy personality behavior and correction of unwanted deviations in its development and existence.

The critical value of the OK of mental health is 11.2 conventional units. Values below this threshold indicate emotional distress and usually require medical intervention, such as psychotherapy.

There is a known method of psychological correction of the state of burnout of a personality as a manifestation of professional and personal deformations (RU 2416436 C2, 20.04.2011, GOU VPO "Ulyanovsk State Pedagogical University named after I. N. Ulyanov"), which reveals an unconscious motive of future training participants to change negative thinking, emotional and behavioral patterns by providing individual counseling to future training participants. Then the unconscious motive of future training participants is translated into a consciously formulated decision to transform their state of burnout. Further, the training participants form in pairs and triplets a visual image of bodily sensations - a "fulcrum" as an individual "anchor" of bodily comfort for each participant, to which the participant could return throughout the training, make up a formula for self-hypnosis of the desired change in the state of each participant. Then the training participants are taught an ecological approach to emotional states - their own and other people, give them knowledge about the specifics of the emotional sphere of the psyche, experiences, teach the skills of research, understanding, recognition, identification of their emotional states, their accurate verbalization, skills to experience psychophysiological and emotional states, manage your states. Further, training is carried out on the awareness of the victimized (victimized) subpersonality, identification of its characteristic mental, emotional, and behavioral patterns, tracking their relationship and carrying out their correction. Provide the conditions for their implementation through exercises in pairs and triplets on the awareness of the state of the victimized subpersonality and prejudice of perception of the world and other people. They are corrected in the direction of constructive, constructive attitudes of the personality. Then - training on the awareness of the controlling subpersonality within the framework of the structure that represents the Super-Ego and the identification of its characteristic mental, emotional, behavioral patterns, tracking their interconnection, ensuring the conditions for their implementation through the organization of exercises in pairs or triplets to understand the motivation of violence represented by this subpersonality. The participants of the training reveal the main content of the personal myth, its main characters, vectors and fundamental events of the life scenario, correct the vector and emotional background of the myth and the scenario of the individual's life path into a positive, life-affirming side through the realization of the mythical role and the exit from it. In the training mode, the structures of the internal hierarchy of subpersonalities of each of the training participants are revealed through exercises and drawing techniques, they organize research, awareness, understanding of the multidirectionality of their motivations, beliefs, mental, emotional and behavioral manifestations through exercises and discussions, adjust the structures of their internal hierarchy by conducting dramatization exercises and subsequent discussions. They organize training for the training participants in breathing techniques, body therapy techniques, consolidate the decision to follow a new, life-affirming personal myth and life scenario, strengthen the initial resource bodily experience, form new skills of honest interactions and relationships, helping the training participants to define new positive life goals and life meanings. Throughout the entire process of psychological correction, in the intervals between trainings, each participant receives individual consultations once every 1.5 weeks. Each stage of trainings is carried out two days in a row, 8 hours a day, the intervals between training stages can be 1-1.5 months.

However, this method concerns the correction of a certain condition - professional burnout, is very long-term and is not suitable for young students, since it takes a lot of time, there is no possibility of combining such trainings with the educational process of students.

There is a known method for the recovery and recovery of a patient using balancing of the muscle-fascial-visceral chains with an approach through the base of the skull (RU 2611908 C1, 01.03.2017, Zhivotov V.A.), in which, using osteopathic techniques, balancing of the muscle-fascial-visceral chains in two stages: assessing the position of the patient's internal organs with certain palpation movements, then palpating the skull, revealing violations in the state of the craniosacral system by determining the mobility of the cranial sutures and the symmetry of the location of the cranial bones. Restoration of mobility in the cranial sutures and the symmetry of the location of the bones of the skull are performed by specific hand movements, which are cyclically repeated after standing up, walking, pulling the patient up until the patient feels the body is balanced. For adults, the second session is carried out within the next two days after the first session, the third session - 1-1.5 weeks after the second session. The method provides an increase in the level of vitality, elimination of the consequences of injuries, lengthening the period of effective work of the musculoskeletal system, facilitating the functioning of organs and systems, including the nervous system, the brain, improving the quality of life by eliminating pain, symmetry of the location of body parts, and improving appearance. The method is suitable for infants from birth, pregnant women, and elderly people. However, it does not apply to the psychoemotional state, and also not in all cases may be acceptable for young people, since osteopathic treatments are quite an expensive process.

There is a known method of dealing with stress related to body-oriented psychotherapy (TOP) and health-improving gymnastics (RU 2584088, publ. 05/20/2016). Perform exercises in stages, based on the implementation of movements in a dance rhythm, and exercises aimed at training muscle groups of the upper shoulder girdle, upper and lower press, back, hips, buttocks with alternating exercises for stretching, twisting and balancing the body, as well as breathing gymnastics. However, this known method does not give the desired result in the treatment of patients, because does not allow to effectively neutralize the impact of a specific psycho-traumatic factor on a particular patient, does not take into account his specific psycho-emotional state.

A known method of antidepressant effects on the emotional sphere of a person and a method of rehabilitation of patients with the syndrome of dependence on psychoactive substances and patients with emotional-affective disorders (RU 2203015, 27.04.2003). The method includes a complex of dynamic and static physical exercises. Each dynamic exercise is based on rhythmically repetitive movements performed in sync with breathing until discomfort is overcome. Each static exercise is based on holding a pose. The first stage is carried out within 15-40 days in a hospital setting, the second stage - within 30-60 days on an outpatient basis. At the same time, static exercises are artificial and represent muscle overstrain of certain muscle groups to relieve increased muscle tone, especially the muscles of the collar zone, which is accompanied by increased mental stress. The known method is effective in the treatment of alcoholics and drug addicts, however, it is ineffective in the prevention, rehabilitation and individual treatment of patients with psycho-emotional disorders, psychosomatic diseases, as well as for psycho-correction of behavior and increasing stress resistance and motivation of practically healthy patients.

A known method of increasing efficiency and reducing fatigue, based on the implementation of static movements and breathing exercises (patent RU 2146121, 10.03.2000, V.P.Davidenko). The method includes alternating muscle tension and relaxation in combination with alternating execution of calming and mobilizing breathing complexes. Soothing is produced by gradually lengthening the exhalation until it becomes twice as long as the inhalation, which remains unchanged. The breathing pause is done at the end of the exhalation. Mobilizing breathing consists in lengthening the inspiration and the respiratory pause proportional to it. The duration of the respiratory pause is equal to half an inhalation. The coordination of muscle tension-relaxation in combination with mobilizing and calming breathing has the main goal of optimizing the processes of excitation-inhibition in the body against the background of slowing down and completeness of energy supply of these processes. Such a regime makes it possible, along with the health-improving result, of a softer transition to educational and production activities or rest in an optimal emotional mood. However, in the case of a negative emotional mood, this method may not be effective.

A known method of teaching on the subject "Physical culture" of students assigned to a special medical group (RU 2411906 C1, 20.02.2011, GOU VPO Kuzbass State Pedagogical Academy). This method refers to exercise therapy, in particular to teaching in the subject "Physical culture" of students with chronic diseases and referred to a special medical group, at a university, college, technical school. Conduct a survey of first-year students. On the basis of a questionnaire and a medical report on the state of health, a physical education teacher forms groups, selects functional tests, which he conducts at the beginning of the academic year and after each semester. To study the theory, create a bank of electronic educational materials on the types of diseases and diseases most common among students, associated with smoking, alcoholism, drug addiction, stress, consisting of the following sections: disease; the main symptoms of the disease; anatomical and physiological structure of the body, indicating the organs affected by the disease; the main causes and mechanisms of the development of the disease that cause organ pathology; recommendations for the use of exercise therapy for organ pathology, aimed at improving the condition of these organs and the body as a whole; advertising inserts containing positive information about the benefits of physical education, the bank of electronic educational materials is entered into the memory of a personal computer. The student is instructed to search the bank for electronic learning materials. Based on the search results, a month later, the student provides the completed assignment in electronic form, for example, on a laser disk or flash card. Students are tested with an assessment of knowledge of his disease. They conduct a theoretical lesson with a conversation about the prevention of diseases and bad habits, where they give information about the dangers of tobacco, drugs, alcohol, stress, accompanying it with the display on a computer monitor of illustrative material in the form of drawings and diagrams depicting the human body, the mechanisms of development of the disease and healing action physical exercise from the material bank. A bank of electronic educational descriptions of physical exercises is created, shown for the most common diseases among students, consisting of physical exercises lined up in a local video sequence, made in the form of graphic illustrations with text support, with advertising inserts containing information about the relationship between health and success in the profession and business, enter it into the memory of a personal computer. The physical education teacher gives the task to search this bank for descriptions and prepare the task on the choice of physical exercises aimed at restoring health for the underlying disease; a bad habit that a student has; prevention of stress. The teacher evaluates them and corrects them. The student prepares an abstract in the form of a visual aid-leaflet describing the complex. In a practical lesson, the students of the formed groups learn the compiled set of exercises, which are used in exercise therapy classes. Additionally, students are recommended to study independently with keeping a diary, which they submit for verification once a month. Through the semester, the health of students in the same group is monitored, comparing their personal health indicators with each other. The method allows to develop the skill of independent physical education, the ability to use physical activity to manage the state of health. However, to obtain a positive effect of this method, appropriate motivation of students is necessary, which is not always possible due to the individual negative psycho-emotional state, emotional distress of the student. In addition, many assignments further increase the workload of a student who already has many assignments to complete.

There is a known method for the prevention of addictive behavior of students (RU 2354415 C1, 05/10/2009, GOU DPO "Novokuznetsk state institute for advanced training of doctors of the Federal Agency for Health and Social Development"), which can be used for the primary prevention of addictive behavior among students, as well as in psychology for learning stress-coping behavior. They carry out collective work of doctors with students through verbal influence, during which they give information about the dangers of tobacco, drugs, alcohol, stress, and increase motivation for a healthy lifestyle. Psychological stability training is conducted. Additionally, doctors carry out individual work with students and determine the main representative system of information perception: visual, or auditory or kinesthetic. In accordance with the perception system, students are divided into groups and visual impact is carried out, providing information for visual perception in the form of a diagram of the human body and the result of the influence of addictive behavior and stress on it: for students with a leading visual and auditory representational system in a color image, and for students with a leading kinesthetic system in one color. In this case, the verbal influence is carried out, repeating the earlier given information about the types of addictive behavior and stress and the importance of the formation of coping behavior for prevention through conversation, using the categories of visual images, auditory impressions, through sensations. 50% of the time interviews are conducted using the categories of the identified main representational system and 25% of the time - conversations using the other two categories of perception. Then she conducts kinesthetic intervention by distributing brochures on the harmful effects of tobacco, drugs, alcohol, and the development of stress for students with a leading visual and auditory representational system in colorful design, and for students with a leading kinesthetic system on smooth, glossy, pleasant to the touch paper. A psychotherapist, when communicating with students who have a leading kinesthetic system, speaks in a calm monotonous voice using words that characterize sensory perception. With students with a leading visual and auditory system, speaks in a loud voice using words that express visual and auditory perception. The method is aimed at preventing the formation of addictions in students and teaching them stress-overcoming behavior by increasing the effectiveness of informational influence with verbal and visual influences, as well as the formation and consolidation of a semantic attitude towards a healthy lifestyle and success in the chosen profession. However, this known method does not take into account the individual emotional state of students, and therefore, in the absence of a student's desire to receive useful information, it may be ineffective.

The known method of healing body-oriented therapy (TOP) (RU 2654661 C1, 05/21/2018, Filippov N.B.), which can be used in the rehabilitation and prevention of mental disorders, addictions, psychosomatic diseases of patients. This method is adopted as the closest analogue (prototype) of the invention. A combination of psychotherapeutic sessions with psychophysical stress, dynamic, static exercises and relaxing breathing exercises is carried out. Based on the results of a psychotherapeutic session, an image of a negative stressor, which is the cause of the patient's mental problems, is developed individually for each patient. When conducting a psychophysical lesson, the indicated image of a negative stressor is used, intended for emotionally colored striking by a patient using sports equipment of one of the types of martial arts, and which is a sports equipment made of elastic material, on which an image of a negative stressor is applied, and fixed at the level of the face and the patient's chest on a sports equipment. The method allows you to develop a positive attitude to a healthy lifestyle, introduces you to physical education and sports, promotes weight loss, and also gives a stable effect in body-oriented psychocorrection of behavior through the use of psychotherapeutic influences and sports techniques using images of a negative stressor to relieve emotional tension that occurred and upcoming traumatic situations with the formation of productive stereotypes of stressful behavior, increased stress resistance, increased motivation if you want to change your lifestyle and get rid of bad habits. However, this proactive health approach may not be suitable for some patients due to their emotional characteristics.

Thus, a more differentiated approach to the health improvement of student youth is required - taking into account the individual psychoemotional state, as one of the factors that determine the general state of a person.

The present invention is aimed at solving this problem.

The technical result of the invention is to increase the period without exacerbations of chronic diseases and infectious diseases in students during the academic period due to individualization and a differentiated approach to the health improvement of student youth, taking into account the peculiarities of the objectively established emotional status of each student.

For this, a method of improving student youth is proposed, which includes carrying out exercises based on body-oriented psychotherapy (TOP) in a group and individually. At the same time, a preliminary diagnosis of the student's emotional state is carried out, for which the method of assessing the emotional well-being of O.I. Odarushchenko is used. "Test for emotional well-being 1.0", which includes 9 subtests that determine the following 9 psychological parameters:

1) internality in the field of family relations,

2) contact,

3) subjective well-being,

4) creativity,

5) self-acceptance,

6) flexibility of behavior,

7) morality index,

8) personality maturity,

9) self-respect,

with the subsequent use of their values when calculating the generalized criterion (GC) of mental health, reflecting the level of emotional well-being, according to the formula (1):

_n

OK = Ʃ РiMi, (1)

^{i = 1}

where OK is a generalized criterion of mental health, Pi is the rank value of the i-th psychological parameter out of the 9 mentioned, Mi is the weight coefficient of the i-th psychological parameter, n = 9 is the number of psychological parameters used. For the weight coefficients Mi parameters are taken, respectively:

-internality in the field of family relations - M1 = 0.17

-contact - M2 = 0.22

-subjective well-being - M3 = 0.19

-creativity - M4 = 0.028

- self-acceptance - M5 = 0.028

-behavior flexibility - M6 = 0.084

- morality index - M7 = 0.084

- personality maturity - M8 = 0.11

self-esteem - M9 = 0.084.

In this case, in accordance with the methodology, first, 9 subtests of the methodology are carried out to determine the value of each of the parameters in points, then the obtained values of the parameters in points for nine subtests are ranked in accordance with Table 1, given in the description, and the OK is calculated by the formula (1), in conventional units

If the OK value is equal to or more than 11.2 conventional units, which reflects the emotional well-being of the student , during the lesson in the group the following set of consecutive exercises is carried out.

1) 10 minutes of relaxation diaphragmatic breathing.

2) A student in a standing or sitting position closes his eyes and mentally imagines that a thread is attached to his crown that pulls his head, neck and body up, the student helps this imaginary movement with his body, straightening his back and head, the duration of the exercise - until the subjective feeling is straightened free posture.

3) Standing with his back to the wall, without touching it, legs are spaced 45 cm wide, heels - at a distance of 5 cm from the wall, then in a relaxed state the student tries to lean against the wall with both shoulder blades and buttocks, and if it is impossible to simultaneously touch the wall with all these points exercises are repeated on their own every day in the morning after sleep and in the evening before bedtime, the course - until it is possible to implement such a simultaneous touch with both shoulder blades and buttocks; 10-15 repetitions of this exercise are carried out in one lesson.

4) Exercise for teaching correct breathing: first, the student compresses his body as much as possible - pulls his head into his shoulders, lowers his chin to his chest, arms crossed over his chest, clenched into fists, then takes the deepest possible breath and holds his breath as much as possible, after which exhale while simultaneously saying "ah-ah!"

Then the body is relaxed - straightened, the shoulders are apart, the head is raised, the arms are freely lowered along the body, there is a smile on the face, the student takes the deepest possible breath and holds his breath as much as possible, then exhales, saying "ah-ah!"

At the same time, they monitor their own feelings - how much deeper the relaxed state allows you to inhale and exhale louder compared to the clamped one, 10-15 repetitions of this exercise are carried out per lesson.

Classes in a group are carried out 2-3 times a week, and in the morning after sleep and in the evening before bedtime, the student performs them individually, independently; the duration of the general course - during the academic year.

If the OK value is less than 11.2 conventional units. , which reflects the student's emotional distress , then during group lessons 2-3 times a week after 10-minute relaxation diaphragmatic breathing, the following set of sequential exercises is carried out, accompanied by explanations of the meaning of each exercise for physical and mental relaxation of the body, removal of muscle clamps.

1) Exercise "Strengthening rooting and vibration" - standing, feet at a distance of 45 cm from each other, turned inward so that the student feels tension in the gluteal muscles, then he leans forward and touches the floor with his fingers, knees are bent, body weight displaced to the bases of the big toes, hands are relaxed, the head is lowered as low as possible, the chin is down, breathing through the mouth, as free and deep as possible; inclinations are repeated until vibration is felt in the body, but not less than 20-25 breathing cycles.

2) Exercise "Releasing the abdomen" - standing, feet are placed parallel to each other at a width of 25 cm, knees are bent; without lifting the heels from the floor, the body is fed forward so that its weight is on the heels of the feet, then the stomach is released forward as much as possible, breathing through the mouth, free, repeat 12 times.

3) Exercise "Bow" - standing, feet are placed 45 cm wide, turned inward; hands clenched into fists are placed on the sacrum area on both sides, with the thumbs pointing up; begin to bend your knees as much as possible without lifting your heels off the floor; bend back, leaning on their fists in the region of the sacrum, body weight - on the toes; while the line connecting the center of the foot, the middle of the thigh and the center of the shoulder girdle is curved like a bow, repeat 12 times.

4) Exercise "Bends" - from the starting position, the feet are parallel to each other, the knees are bent, the pelvis is relaxed and pushed back, the upper body, without bending over, moves forward until the body weight is transferred to the pads of the feet, support the head in line with body, maintaining balance, repeat the exercise 12 times.

5) Exercise "Walking" - while walking, the student tries to consciously feel how the feet touch the ground with each step, for which they walk at a slow pace relative to the usual walking pace, transferring the body weight alternately on each of the feet, while the shoulders are relaxed, breathing is not restrain or block the knee joints.

6) Exercise "Bends with touch" - standing straight, feet parallel to each other at a width of 45 cm, the student leans forward, trying to reach the floor with the tips of both hands, bending the knees as far as necessary to touch the floor with the fingers. At the same time, the body weight is transferred from the fingers and heels to the pads of the feet, and after touching the floor with the fingers, the knees are gradually straightened without blocking them, breathing during the exercise is free and deep, as far as possible, repeat the exercise 12 times.

7) Exercise "Pelvic vibrations" - from a standing position straight, feet are parallel to each other at a width of 30 cm, knees are bent, palms are on the knees, they swing the pelvis from side to side using only legs and feet, while leaving the upper body as relaxed and inactive as possible; 12 vibrations are made, after which the body weight is transferred to the front section of the right foot, the right knee is straightened and the pelvis is allowed to deviate to the right, then the same is repeated for the left side, repeated 10-12 times for each side.

8) Exercise "Rotation of the hips" - from a standing position on legs bent at the knees, feet are parallel to each other at a width of 30 cm, body weight - on the front of the feet with an emphasis on the pillow of the big toe, the abdomen is extended forward, the hands lie on the hips, begin rotate the hips from left to right, and the pelvis is involved in the movement, trying to involve the legs and upper body as little as possible, free breathing with the mouth; perform the movement 12 times in one direction, then in the other, while performing the exercise, make sure not to hold back breathing, keep the pelvic floor relaxed, the anus is not tense, the knees are bent.

Additionally, outside of group lessons, students from the group with OK less than 11.2 exercises 1, 2, 4, 5 and 6 are carried out independently, every day, sequentially repeating them 2-3 times during the day. The course is 5 weeks, after which a re-assessment of emotional well-being is made, and in the case of positive dynamics - an increase in OK to 11.2 or more conventional units - the student continues to perform 1, 2, 4, 5 and 6 exercises independently, maintaining the achieved state.

In the absence of positive dynamics in the emotional state - there is no increase in the OC value, courses are repeated for 5 weeks against the background of taking an adaptogen drug, followed by monitoring the OC assessment until its positive dynamics appears - an increase in the OC value to 11.2 or higher conventional units.

Optionally, group classes are carried out during physical education classes.

In accordance with the methodology, first, 9 subtests of the methodology are carried out to determine the value of each of the parameters in points, then the obtained values of the parameters in points for nine subtests are ranked in accordance with Table 1 and the OK is calculated by the formula (1), in conventional units.

It should be noted that a number of boundary values when ranking the studied psychological parameters in the ranges indicated in Table 1 intersect, for example, for the obtained values of 2-3 of the "contactness" parameter, rank 3 is assigned, for values 3-4 - rank 4, for values 4-5 - rank 5, etc. This is due to the fact that when using the mentioned test for emotional well-being, the values of psychological parameters can be obtained with both tenths and hundredths. Therefore, values, for example, in the range 3-4 should be considered values that are greater than 3.0 but less than or equal to 4.0, and values 4-5 - values that are greater than 4.0 but less than or equal to 5.0 and etc.

Adding a herbal adaptogen drug intake, for example, from the group: Astragalus, Schizandra Chinese, ginseng root, Rhodiola rosea root, Eleutherococcus, or a synthetic adaptogen (potassium orotate, riboxin, dibazol, bemitil, etc.) in conventional dosages, according to the instructions for use of the corresponding drug, in the case of a persistent decrease in the value of OC in case of emotional distress of students after the initial course of TOP, with the second course of TOP, it allows to enhance the effects of psychotherapy due to chemical support of the body. Thus, the substances that make up adaptogens help to reduce depressive symptoms, increase physical performance, increase stress resistance, improve immunity, respiratory system, antioxidant, antihypoxic effects.

An example of the implementation of the method

The study involved 104 students of both sexes who did not have current obvious health complaints, however, who had such confirmed diagnoses in their medical records, such as: frequent colds, chronic bronchitis, chronic smoker's rhinitis, chronic gastroduodenitis, biliary dyskinesia, erosion stomach, duodenal ulcer in remission, vegetative-vascular dystonia, including with initial forms of arterial hypertension, posture disorders and initial manifestations of scoliosis, functional disorders of the menstrual cycle in girls, functional bowel disorders, atopic dermatitis. More than 70% of the subjects had a combination of 3 or more of the listed disorders.

At the time of the beginning of the study, students were studying in the first year of one of the Moscow universities, at one of two faculties - natural science or humanitarian. Age - 18-19 years old. The end of the study is in the fifth year, five years after the start of the study. In the process of work, three students dropped out of the study, respectively, due to academic leave and relocation to another city, so their data were not taken into account when evaluating the results.

Thus, the study groups were randomized by age, sex, the number of existing disorders of various systems and organs, as well as by the value of OC in each group. The ratio of OK values is 11.2 conventional units. and more (emotionally safe) to OK less than 11.2 conventional units. (emotionally dysfunctional) in each study group was approximately, in%, ~ 64: 36.

4 groups of students were studied:

1 - control group, students (24 people) during the academic year attended standard physical education classes, taking into account their diagnoses (in the main and in a special physical culture group), in the autumn and spring periods (i.e. 2 times a year ) in courses of 5 weeks, prophylaxis was carried out by taking adaptogen drugs (eleutherococcus, ginseng in the form of tinctures in standard dosages, dibazol, bemitil, at the student's personal choice);

2 - control group, students (26 people) during the academic year attended similar physical education classes in the corresponding group and additionally - psychotherapeutic classes (cognitive-behavioral therapy, rational-emotive therapy) once a week, additionally in the autumn and spring periods, 2 once a year, in courses of 5 weeks, prophylaxis was carried out by taking adaptogen drugs (at their own choice, students took rhodiola rosea, eleutherococcus, ginseng, dibazol, potassium orotate);

3 - control group, students (26 people) during the academic year attended physical education classes in the corresponding group and TOP classes, which were conducted according to the principle opposite to that presented in the claimed method: the above complexes of TOP exercises for emotionally disadvantaged and emotionally successful students were used the other way around , including the use of adaptogens (the same as for the 2nd group, students chose adaptogens suitable for them from the given group);

4 - a group of experience, students (35 people) during the academic year attended classes according to the claimed method, taking into account and under the control of the level of their emotional well-being, determined by the "Test for emotional well-being 1.0" Odarushchenko O.I., including the procedure for using adaptogens ( students took one or another adaptogen from the group of their own choice: ginseng, eleutherococcus, rhodiola rosea, potassium orotate, dibazol, bemitil, but differentially - only students who were assigned to the group of emotional distress, with OK less than 11.2 conv. units after the initial course of TOP, but at the same time, students with OK of 11.2 conventional units and more did not take adaptogens, unlike all other groups).

For all groups, the incidence of infectious diseases among students, as well as exacerbations of their existing chronic diseases, was monitored using objective research methods (measuring blood pressure, pulse, ultrasound of internal organs, fluorography, etc.), and also used the questionnaire of A.M. Wayne to assess the vegetative status, assessment of physical performance according to PWC170.

To monitor the level of emotional well-being, we used the above-mentioned author's computer technique Odarushchenko O.I. assessments of emotional well-being "Test for emotional well-being 1.0".

The material was processed using the methods of mathematical statistics (Statistica 7).

All diagnostic examinations were conducted in an ethical manner. Frequency of examinations - before the start of research work, then every 5 weeks, during each academic year.

When comparing the results obtained in the study groups, statistically significant differences in achieving and maintaining positive effects were found.

None of the control groups obtained statistically significant results of a combination of positive dynamics both in terms of emotional well-being and in terms of improving the general condition in terms of the morbidity of students and the frequency of exacerbations of their chronic diseases, in contrast to the experimental group, in which the corrective effect was carried out directly in accordance with the proposed method.

In the first year, the incidence of infectious diseases (including ARVI, influenza) in the experimental group compared to the control groups 1-3 was, respectively (p <0.05):

Group 1 ~ 82% of students in a group, Group 2 ~ 76%, Group 3 ~ 72%, Group 4 (experience) ~ 43%.

By the fifth year, these data on the incidence of infectious diseases had the form (p <0.05):

Group 1 ~ 79% of students in a group, Group 2 ~ 74%, Group 3 ~ 71%, Group 4 (experience) ~ 32%.

The number of exacerbations of existing chronic diseases also decreased in students of the 4th group (experience), which included both students with initial emotional distress (OK less than 11.2 conventional units, who took additional adaptogens), and emotionally safe ones (and did not take adaptogens) (p <0.05):

- during the first year: group 1 ~ 45% of students in a group, group 2 ~ 42%, group 3 ~ 43%, group 4 (experience) ~ 20%,

- in the fifth year: group 1 ~ 42% of students in a group, group 2 ~ 41.5%, group 3 ~ 39%, group 4 (experience) ~ 14%.

In some of the students of the 1-3 control groups, new diseases were first revealed during 5 years of study at the university - postural disorders of various degrees, arterial hypertension, various chronic disorders of the gastrointestinal tract, respectively (p <0.05) :

-in the 1st group ~ 15% of the students in the group, in the 2nd group ~ 13.4%, in the 3rd group ~ 12.8%, while in the 4th group (experience) such facts were missing.

By the end of the fifth course of study, all the students of the group of experience (4th) in the test for assessing emotional well-being noted the OC value of 11.2 or more conventional units, while in other groups the values were lower, namely (p < 0.05):

- in the 1st group of emotionally disadvantaged students (OK less than 1.2 conventional units) ~ 34% (versus 36% at the beginning of the first year), in the 2nd group ~ 32.2% (versus 35% for the beginning of training), in the 3rd group ~ 31.3% (against 33% at the beginning of training).

In the students of the 4th group (experience) (both initially emotionally prosperous, who did not take adaptogens, in accordance with our method, and initially emotionally dysfunctional and who took adaptogens in the process of TOP in the absence of positive dynamics after their initial course of TOP) in the course of classes on the claimed method also improved the state of the autonomic nervous system, taking into account the dynamics of the levels of their blood pressure, heart rate, increased concentration and quality of life, decreased anxiety, increased resistance (adaptability) to psycho-emotional stress. It should be noted that the performance of students of the 4th group for all years of study was also more successful than that of students of groups 1-3 (who all took adaptogens), although it was not possible to establish statistically significant reliability of these data. In group 4 (experience), 9 cases of complete cessation of smoking were also recorded, due to the formation of the orientation of students to healthy lifestyles, which was not observed among students in any of the other groups.

Thus, the claimed method with a differentiated choice of TOP exercises and the use of adaptogens, taking into account the initially emotionally successful or unfavorable state of the student (i.e., taking into account the student's individual abilities to complete tasks, the ability to motivate), can significantly reduce both the infectious morbidity of students and the number of exacerbations of their chronic diseases. In addition, this method in itself improves the indicators of emotional well-being, is comfortable for students, since it does not take additional time during the educational process. When carrying out exercises at home, the method allows you to perform them in the course of normal household activities, without allocating significant additional time. In the case of differentiated intake of adaptogens at low values of OK during repeated courses of TOP, in accordance with the claimed method, this gave additional listed positive effects that enhance the effect of TOP.

Health improvement of student youth using the proposed method with the choice of TOP exercises depending on the emotional well-being / distress of the student and the differentiated intake of adaptogens - only with a low level of emotional well-being - allows you to get a more pronounced and long-lasting effect (throughout the entire period of study at the university) as in in relation to improving the functions of organs and systems of the body of young people, as well as their psycho-emotional state, general condition and well-being of students, including indicators of quality of life, reducing the level of anxiety, improving selectivity and concentration of attention and resistance to psychoemotional stress, due to a differentiated, individualized therapeutic approach to psychosomatic disorders in students.

Literature:

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14.http: //www.euro.who.int/ru/publications/abstracts/health21-the-health-for-all-policy-framework-for-the-who-european-region.

Claims (50)

1. A method of improving student youth, including carrying out exercises, characterized in that the exercises are carried out on the basis of body-oriented psychotherapy (TOP) in a group and individually, at the same time, preliminary diagnostics of the student's emotional state is carried out, for which the method of assessing the emotional well-being of O.I. Odarushchenko is used. "Test for emotional well-being 1.0", which includes 9 subtests that determine the following 9 psychological parameters: 1) internality in the field of family relations, 2) contact, 3) subjective well-being, 4) creativity, 5) self-acceptance, 6) flexibility of behavior, 7) morality index, 8) personality maturity, 9) self-respect, with the subsequent use of their values when calculating the generalized criterion (GC) of mental health, reflecting the level of emotional well-being, according to the formula (1): _n OK = Ʃ РiMi, (1) ^{i = 1} where OK is a generalized criterion for mental health, Pi is the value of the rank of the i-th psychological parameter out of the 9 mentioned, Mi is the weight coefficient of the i-th psychological parameter, n = 9 is the number of psychological parameters used; for the weight coefficients Mi parameters are taken, respectively: - internality in the field of family relations - M1 = 0.17 - contact - M2 = 0.22 - subjective well-being - M3 = 0.19 - creativity - M4 = 0.028 - self-acceptance - M5 = 0.028 - flexibility of behavior - M6 = 0.084 - morality index - M7 = 0.084 - personality maturity - M8 = 0.11 - self-esteem - M9 = 0.084, In this case, in accordance with the methodology, first, 9 subtests of the methodology are carried out to determine the value of each of the parameters in points, then the obtained values of the parameters in points for nine subtests are ranked in accordance with Table 1 given in the description, and the OK is calculated by the formula (1), in conventional units and if the OK value is equal to or more than 11.2 conventional units, which reflects the emotional well-being of the student , the following set of sequential exercises is carried out in the group during the lesson: 1) 10 minutes of relaxation diaphragmatic breathing; 2) the student, in a standing or sitting position, closes his eyes and mentally imagines that a thread is attached to his crown that pulls his head, neck and body up, the student helps this imaginary movement with his body, straightening his back and head, the duration of the exercise - until the subjective sensation is straightened free posture; 3) standing with his back to the wall, without touching it, legs spaced 45 cm wide, heels - at a distance of 5 cm from the wall, then in a relaxed state the student tries to lean against the wall with both shoulder blades and buttocks, and if it is impossible to simultaneously touch the wall with all these points exercises are repeated on their own every day in the morning after sleep and in the evening before bedtime, the course - until it is possible to implement such a simultaneous touch with both shoulder blades and buttocks; 10-15 repetitions of this exercise are carried out in one lesson; 4) exercise for teaching correct breathing: first, the student compresses his body as much as possible - pulls his head into his shoulders, lowers his chin to his chest, arms crossed on his chest, clenched into fists, then takes the deepest possible breath and holds his breath as much as possible, after which exhale while simultaneously saying "ah-ah!"; then the body is relaxed - straightened, the shoulders are apart, the head is raised, the arms are freely lowered along the body, there is a smile on the face, the student takes the deepest possible breath and holds his breath as much as possible, then exhales, saying "ah-ah!", at the same time, they monitor their own feelings - how much deeper the relaxed state allows you to inhale and exhale louder compared to the clamped one, 10-15 repetitions of this exercise are carried out per lesson; classes in a group are held 2-3 times a week, and in the morning after sleep and in the evening before bedtime, the student performs them individually, independently; the duration of the general course - during the academic year; and if the OK value is less than 11.2 conventional units. , which reflects the student's emotional distress , then during group lessons 2-3 times a week after 10-minute relaxation diaphragmatic breathing, the following set of sequential exercises is carried out, accompanied by explanations of the meaning of each exercise for physical and mental relaxation of the body, removal of muscle clamps: 1) exercise "Strengthening rooting and vibration" - standing, feet at a distance of 45 cm from each other, turned inward so that the student feels tension in the gluteal muscles, then he bends forward and touches the floor with his fingers, knees are bent, body weight displaced to the bases of the big toes, hands are relaxed, the head is lowered as low as possible, the chin is down, breathing through the mouth, as free and deep as possible; inclinations are repeated until vibration is felt in the body, but not less than 20-25 breathing cycles; 2) Exercise "Releasing the abdomen" - standing, feet are placed parallel to each other at a width of 25 cm, knees are bent; without lifting the heels from the floor, the body is fed forward so that its weight is on the heels of the feet, then the stomach is released forward as much as possible, breathing through the mouth, free, repeat 12 times; 3) exercise "Bow" - standing, feet are placed 45 cm wide, turned inward; hands clenched into fists are placed on the sacrum area on both sides, with the thumbs pointing up; begin to bend your knees as much as possible without lifting your heels off the floor; bend back, leaning on their fists in the region of the sacrum, body weight on the toes; while the line connecting the center of the foot, the middle of the thigh and the center of the shoulder girdle is bent like a bow, repeat 12 times; 4) exercise "Bends" - from the starting position standing, feet are parallel to each other, knees are bent, the pelvis is relaxed and pushed back, the upper body, without bending, moves forward until the feeling of body weight transfer to the pads of the feet, support the head in line with with the body, maintaining balance, repeat the exercise 12 times; 5) exercise "Walking" - while walking, the student tries to consciously feel how the feet touch the ground with each step, for which they walk at a slower pace relative to the usual walking pace, transferring the body weight alternately on each of the feet, while the shoulders are relaxed, breathing is not restrain and not block the knee joints; 6) exercise "Bends with touch" - standing straight, feet are parallel to each other at a width of 45 cm, the student leans forward, trying to reach the floor with the tips of both hands, bending the knees as far as necessary to touch the floor with the fingers, at the same time, the body weight is transferred from the fingers and heels to the pads of the feet, and after touching the floor with the fingers, the knees are gradually straightened without blocking them, breathing during the exercise is free and deep, as far as possible, repeat the exercise 12 times; 7) exercise "Pelvic vibrations" - from a standing position straight, feet are parallel to each other at a width of 30 cm, knees are bent, palms are on the knees, they swing the pelvis from side to side using only legs and feet, while leaving the upper body as relaxed and inactive as possible; make 12 vibrations, then transfer the body weight to the front section of the right foot, straighten the right knee and allow the pelvis to deviate to the right, then repeat the same for the left side, repeat 10-12 times for each side; 8) exercise "Rotation of the hips" - from a standing position on legs bent at the knees, feet are parallel to each other at a width of 30 cm, body weight - on the front of the feet with an emphasis on the pillow of the big toe, the stomach is extended forward, the hands lie on the hips, begin rotate the hips from left to right, and the pelvis is involved in the movement, trying to involve the legs and upper body as little as possible, free breathing with the mouth; perform the movement 12 times in one direction, then in the other, when performing the exercise, make sure not to hold back breathing, keep the pelvic floor relaxed, the anus is not tense, the knees are bent; additionally, outside of group exercises, exercises 1, 2, 4, 5 and 6 are carried out independently, daily, successively repeating them 2-3 times during the day, course - 5 weeks, after which a re-assessment of emotional well-being is made, and in the case of positive dynamics - an increase in OK to 11.2 or more conventional units - the student continues to perform 1, 2, 4, 5 and 6 exercises independently, maintaining the achieved state, and in the absence of positive dynamics in the emotional state, there is no increase in the OC value, the courses are repeated for 5 weeks against the background of taking an adaptogen drug, followed by monitoring the OC assessment until its positive dynamics appears - an increase in the OC value to 11.2 or higher conventional units. 2. The method according to claim 1, characterized in that the group exercises are carried out during physical education lessons.

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