DETECTION OF THE INFLUENCE OF TRANSCRANIAL ELECTROSTIMULATION ON THE STESS RESISTANCE OF STUDENTS BY THE TEST OF T. HOLMES AND R. RAHE

Aim. The study was designed to establish the influence of transcranial electrostimulation on the stress tolerance of students by the method of T. Holmes and R. Rahe. Materials and methods. The observations were made on 127 students aged 19-22. They were 50 boys and 77 girls. The students were divided into the main group (78 people) and the comparison group (49 people). Transcranial electrostimulation was carried out for the students of the main group: 2 sessions per week and 5 sessions per week. Stress resistance was assessed by the test of stress resistance and social adaptation of T. Holmes and R. Rahe before the course of transcranial electrostimulation and after it. The level of stress resistance was determined in the comparison group within the same time frame. Transcranial electrostimulation (TES) was performed by the “Transair-03” apparatus on the testees in the sitting position. The value of the pulse current of 3 mA, frequency 7.5 Hz was used. The exposure time was 30 minutes. The results of the study were processed with the help of the “Statistika 6.0” computer program. Results. At the end of the school year, students had low, threshold and high levels of stress resistance. These levels of resistance to stress remained in those individuals who did not undergo transcranial electrostimulation, and also in students who had 2 transcranial electrostimulation sessions per week. After 5 sessions of transcranial electrostimulation per week, students had a threshold and high levels of stress resistance; there was no low level. After 5 sessions of transcranial electrostimulation the total number of points in students with a threshold level of stress resistance statistically decreased by 11,0% in comparison with the initial result. The total number of points after transcranial electrostimulation in students with a high level of stress resistance statistically decreased by 8,4%. Conclusion. The results indicate an increase in the level of students' stress tolerance and the effectiveness of transcranial therapy for at least 5 sessions per week.