PSYCHOLOGICAL PECULIARITIES, PRECONDITIONS AND WAYS OF STRESS STABILITY INCREASE IN ADOLESCENTS
Based on theoretical-methodological principles of cognition, the categorical-notion analysis of main terms (“stress”, “distress”, “stress stability”) that form the subject area of the considered problem is carried out in the paper. The study systematically generalizes main types of stress (informational, emotional, communicative) and its deployment phases (anxiety, resistance, exhaustion) and also outlines stress stability signs and its age formation peculiarities in adolescence. Stress stability is considered as a complicated integral feature of a person, mutually connected with a system of intellectual, cognitive, emotional, personal (motivational, character and other) features, providing his/her possibility to endure essential intellectual, physical, willing and emotional loads, keeping functioning efficiency at that. A level of stress stability is in the first turn conditioned by such factors as emotional stability, stress-resistance, frustration tolerance and so on. The study argues an idea that most effective ways of overcoming the destructive influence of stress of a person are: 1) objective elimination or lowering of the influence intensity of a cause/factor that conditioned the stress status; 2) internal adaptation to a stressor by transforming just an attitude to it in the subjective reality of a person (change of subjective interpretation frames); 3) acceptance of a problem as a given fact and conciliation with its irreversible results; 4) complex way as a combinatorics of the three previous variants with observance of their most optimal balance-proportion according to the psychosocial specificity of each concrete case and individual-typological features of a client. It has been empirically established, that the psychological profile of stress-stable persons is characterized by the high level of steadiness, emotional-willing self-control, self-confidence and low level of stress-sensitivity, personal and situation anxiety. It has been also explained in the research, that the most effective formation of stress stability takes place through the psychological mechanism of self-regulation that provides the synthesis of its structural components (personal, social and behavioral) and provides an adequate reaction on stress-generating factors.
Grinberg, Dzh. (2002). Upravlenie stressom. Sankt Peterburg: Piter, 496.
Matsko, L. A., Pryshchak, M. D. (2009). Osnovy psykholohii ta pedahohiky. Vinnytsia: VNTU, 158.
Alekseev, A. V. (2004). Kak zashchitit sebia ot stressa. Rostov na Donu: Feniks, 160.
Hirniak, H. S., Horodova, Yu. Yu. (2016). Osoblyvosti vynyknennia emotsiinoi napruzhenosti u studentiv VNZ. Aktualni zadachi suchasnykh tekhnolohii. Ternopil: TNTU im. Ivana Puliuia, 320–321.
Manukhina, S. Yu. (2015). Profesiinyi stres. Vydy profesiinoho stresu. Prychyny yoho vynyknennia i protikannia. Psykholohiia pratsi. Available at: https://stud.com.ua/25415/psihologiya/psihologiya_pratsi
Ryshko, H. M. (2013). Osnovni kontseptsii ta pidkhody do vyvchennia fenomena stresostiikosti osobystosti. Problemy suchasnoi psykholohii, 22, 493–509.
Diachenko, M. I. (1995). Gotovnost k deiatelnosti v napriazhennykh situatsiiakh: psikhologicheskii aspekt. Moscow: MGU, 206.
Hewitt, C., Deanne, U. (2009). Transition of Youth and Young Adults with Emotional or Behavioural Difficulties: An Evidence-Support Handbook. Brookes Publishing, 384.
Kitaev-Smyk, L. A. (2009). Psikhologiia stressa: psikhologicheskaia antropologiia stressa. Moscow: Akademicheskii proekt, 943.
Efimova, I. V. (2011). Sotsialnaia rabota v oblasti profilaktiki i preodoleniia semeinogo neblagopoluchchia. Sotsialnaia pedagogіka, 1, 97–100.
Korolchuk, V. M. (2009). Psykholohiia stresostiikosti osobystosti. Kyiv: Instytut psykholohii im. H. S. Kostiuka APN Ukrainy, 513.
Stone, R. (2018). The Anxiety Workboob for Teens: The Complete Guide to Help Teens and Young Adults Boost Their Confidence and Self-Esteem (Overcopme Worry, Stress, Depression, Shyness, and Fear). Services LLC, 68.
Copyright (c) 2020 Halyna Hirnyak
This work is licensed under a Creative Commons Attribution 4.0 International License.
Our journal abides by the Creative Commons CC BY copyright rights and permissions for open access journals.
Authors, who are published in this journal, agree to the following conditions:
1. The authors reserve the right to authorship of the work and pass the first publication right of this work to the journal under the terms of a Creative Commons CC BY, which allows others to freely distribute the published research with the obligatory reference to the authors of the original work and the first publication of the work in this journal.
2. The authors have the right to conclude separate supplement agreements that relate to non-exclusive work distribution in the form in which it has been published by the journal (for example, to upload the work to the online storage of the journal or publish it as part of a monograph), provided that the reference to the first publication of the work in this journal is included.