The aim: To monitor the brain functional state of generally healthy Ukrainian schoolchildren according to computer electroencephalography (EEG). Materials and methods: EEG examination of 125 practically healthy (according to medical records) schoolchildren of both sexes, which were divided into 3 age groups: 1) 8–12 years old (n = 49); 2) 13–16 years old (n = 42); 3) 17–18 years old (n = 34). EEG was recorded at rest with eyes closed and during functional tests (eye opening, hyperventilation). Visual and spectral analyzes of the EEG were carried out, types of EEG were determined according to A.E. Zhirmunskaya. (1991) in the adaptation of N.L. Gorbachevskaya et al. (1999). Results: The peak frequency of alpha activity is in the range of 9 to 11.5 Hz, with a tendency to increase as you grow older. A disorganized type of EEG with a predominance of alpha activity dominates with an organized type of EEG. For most schoolchildren, normal EEG reactivity predominates in response to functional tests. The detection rate of short fragments of pathological activity in the background did not exceed 8%, but increased to 20% with hyperventilation. Conclusions: Only a third of modern Ukrainian schoolchildren classified as “healthy” have a physiological type of EEG, which indicates the optimal functional state of the brain. The remaining part of generally healthy schoolchildren have EEG changes, which reflect initial functional disorders mainly at the level of nonspecific structures and the brain stem.

The review is devoted to the hardiness of the individual as a factor of specifi c protection, potentially capable of reducing the risk of developing suicidal behavior. The development of the concept of “hardiness” and the features of its application in the subject field of suicidology are considered. ”Hardiness” is understood as a key personality variable that mediates the influence of stressful factors (including chronic ones) on somatic and mental health, as well as on the success of an activity. It is hardiness that allows a person to endure the fatal anxiety that accompanies the choice of the future (uncertainty), and not the past (immutability) in a situation of existential dilemma. The source base of the study was 38 publications. High agreement was noted between the authors that hardiness is an important protective factor for the emergence of suicidal ideations, performs a buffer (antisuicidal) role in a situation of distress, and is part of the normative functions of the human adaptation system. The significance of the contribution of certain parameters of hardiness to the protection of anti-vital and suicidal behavior can vary individually and socioculturally. The linear nature of the influence of the components of the phenomenon of hardiness on the likelihood of anti-vital and suicidal behavior seems relative. Significant for the development of suicide prevention measures are evidence that suicidal risk is associated with a weakening of reserves of hardiness, and a decrease in this risk is possible by strengthening the potential of hardiness through targeted psychosocial interventions. The potential variability of the parameter “hardiness” allows us to consider it as an important target for the prevention of suicide. Keywords: suicide, suicidal behavior, hardiness, suicide prevention

The aim: Study of psychophysiological features of children depending on gender in the dynamics of the school year and the action of parents on preventive measures among primary school children Materials and methods: The study of biological adaptation of primary school students was conducted in two stages among second-graders (children 7-8 years) in the dynamics of the week and year. A total of 46 children (24 girls and 22 boys). The psychophysiological part of the study included electroencephalography (EEG) recording to assess the individual characteristics of the nervous system and determine mental performance. The next step was to determine mental performance, which is one of the important criteria for the health of schoolchildren, which characterizes the relationship between the functional state of the child’s body and learning load. The analysis of mental capacity was conducted at school with the permission of parents during the first school week and the last school week. Results: Based on the recorded EEG, the average values of the peak frequencies in each lead in the five ranges were calculated. When comparing the average values of indicators recorded in the modes of quiet wakefulness and mental load (mental account) at the beginning of the year, using a nonparametric criterion of signs revealed significant (p <0,05) differences between peak frequencies in the ranges β1 and β2 . The average peak frequency in the β1 range at rest (14.3 ± 0.5 Hz) is higher than during mental stress (13.8 ± 0.4 Hz). autonomy of regulation (p <0.01) in girls at the end of the school year is characterized by higher values. Analysis of data on the mental capacity of first-graders showed that the dynamics of the week among boys the number of traced signs increased from (120.5 ± 2.6) to (122.3 ± 4.8) signs, (p> 0.05) by the end of the week , and had the largest number of signs on Wednesday (127.4 ± 4.2) but had no significant difference Conclusions: Preventive measures such as sleep and rest, walks in the fresh air aimed at promoting health can be the same for both girls and boys, but more attention and control over the implementation of these measures should be paid to boys.