[APPLICATION OF PROJECTIVE METHODS IN THE PREVENTION OF HIGH-DESTRUCTIVE BEHAVIOR OF STUDENTS]

Area of Science:

• Psychology
• Medical Education
• Preventive Psychiatry

Background:

• Student mental health is a growing concern, particularly in demanding academic environments like medical college.
• Auto-destructive behaviors and emotional dysregulation (anxiety, depression) negatively impact academic performance and overall health.
• Early intervention programs are crucial for addressing psychological distress in adolescents and young adults.

Purpose of the Study:

• To evaluate the effectiveness of a comprehensive intervention program utilizing projective techniques for preventing auto-destructive behavior in students.
• To assess changes in psychological and emotional states following the intervention.

Main Methods:

• Psychodiagnostic testing was conducted on 40 medical college students (ages 17-20) exhibiting signs of disadaptation.
• Standardized psychological assessments included the Eysenck Personality Questionnaire (EPQ), Hospital Anxiety and Depression Scale (HADS), SAN Questionnaire, Hans Schmischek Questionnaire, and Zuckerman's Sensation Seeking Scale.
• The program's efficacy was measured by an increase in normal emotional state indicators and a decrease in anxiety and depressive symptoms.

Main Results:

• The intervention program led to a significant increase in the number of students with normal emotional states.
• A notable decrease in reported symptoms of uneasiness and depressiveness was observed post-intervention.
• Improvements in emotional well-being correlated with positive changes in students' health, activity, and mood.

Conclusions:

• Comprehensive programs incorporating projective techniques are effective in preventing auto-destructive behavior among students.
• These interventions positively influence students' emotional states, reducing anxiety and depression.
• The findings support the integration of projective techniques into mental health strategies for educational institutions.