Indicators of students' personal viability as correlates of non-suicidal self-harming behavior

Introduction. Foreign and Russian studies indicate a significant increase in cases of anti-vital behavior among young people. Conditions for suicide risk arise. The anti-vital orientation of future teachers creates risks for the students with whom they will work. Violations of the mental health of a part of the adult population may occur. Psychological science and practice are faced with the problem of finding ways and means to prevent various kinds of deviations. This problem can be solved if the correlates of the anti-vital orientation of the individual are identified. Personal vitality, in our opinion, reduces the likelihood of anti-vital orientation among students. Purpose of the study: to identify the relationship between indicators of personal vitality and anti-vital orientation of students. Materials and methods. The empirical study involved 244 girls and 93 boys of the first and second years studying in pedagogical specialties.The study was carried out using the following methods: Questionnaire “Anti-vitality and vitality” (O. A. Sagalakova, D. V. Truevtsev, 2017), Vitality of an adult (A. V. Makhnach, 2013), Questionnaire “Vitality of the individual” (A. A. Nesterova, 2017). Methods of mathematical statistics: Mr. Pearson's correlation coefficient, Student's t-test. The results of the study. Qualitative and quantitative data analysis provided grounds for drawing conclusions. 4.92% of girls and 2.15% of boys have a high level of anti-vital orientation; 9.84% of girls and 6.45% of boys have an average level. Girls have higher anti-vital thoughts, anti-vital actions, impulsiveness, demonstrativeness, negative image, abandonment, helplessness, non-mediation of emotions, gelotophobia, dysmorphophobia, conflicts in the family, conflicts in the group, anxious rumination, addiction than boys. Students have an average level of vitality. A correlation study showed that the higher the vitality, the lower the likelihood of anti-vital thoughts and actions, impulsiveness and demonstrative behavior, the lower the feeling of abandonment, loneliness and helplessness, a negative image of the future, fear of negative evaluation from others, conflicts in the family and group. Conclusion. The vitality of students reduces the likelihood of anti-vital attacks. Viable students have a lower risk of anti-vital thoughts, experiences and actions. Targeted psychological work to increase the vitality of students will contribute to the prevention of self-harming behavior.