USING THE SENSORY INTEGRATION TECHNIQUE FOR PEOPLE WITH AUTISM SPECTRUM DISORDERS DURING TRAINING AT THE CLIMBING SECTION.

OBJECTIVE: Aim: To analyze the practical application of the sensory integration technique for individuals with autism spectrum disorder at a climbing section, and to investigate the impact of physical activity on improving their proprioceptive and vestibular systems. PATIENTS AND METHODS: Materials and Methods: The method of included participant observation at the climbing classes with constant recording the behavior (desirable and undesirable) was used. The sensory screening (developed by J. Ayres) was applied for recording and determining the sensory systems of the people with ASD before the start of training and again after a month. The scale of Sensory Integration and Praxis Tests (SIPT) was used for assessing certain aspects of participants' sensory processing or perception according to the goals set during the climbing classes. RESULTS: Results: The results of the research showed that the application of the sensory integration technique for individuals with ACD at a climbing section promoted the dynamics of changes in their sensory system during training considering the characteristics of their sensory system. The positive changes were observed in the way the people with ACD felt about their own bodies and their involvement in sports activities that in its turn made it possible to be active and develop their sensory system. It has been identified that while planning training for the people with ASD it is necessary to take into account sensory modulation (reading sensory signals) and apply exercises for stimulating sensory sensations that will improve the motor activity of persons with ASD, their social interaction, and safety, as well. CONCLUSION: Conclusions: During training at the climbing section sensory information processing of the individuals with ASD have the impact on their body control, hand-eye coordination, and hand sensitivity during training. The improvement of sensory information processing in its turn enables people with ASD to master climbing.

ISSUES OF EMOTIONAL INSTABILITY IN THE CONTEXT OF STUDENTS' EMOTIONAL HEALTH RESEARCH.

OBJECTIVE: The aim: The aim of the research was to investigate the issue of emotional health in the context of mental health of students, in particular, the emotional instability as a students' personal quality with regard to cognitive and empathic components. PATIENTS AND METHODS: Materials and methods: In a comparative analysis of the study, 104 3rd-year students of the Faculty of Management and Media Communications of the Ukrainian Academy of Printing, were divided into two groups on the basis of gender (group №1 - females; group №2 - males). In the study, undertaken in 2019-2020, two questionnaires, namely "Problems of Emotional Health" and "Assessment of Empathic Compassion", drawn up by a team of authors, were used. The comparative analysis was carried out with the use of the Mann-Whitney U test. RESULTS: Results: The study of emotional instability and competence in the context of the student's mental health allows us to conclude that the cognitive component is the basis that promotes the development of social, regulatory, and empathic components, and the latter is the main motivator of a person's activity. CONCLUSION: Conclusions: The research showed that high school students do not always have enough opportunities for independent formation and emotional competence development, and have problems with emotional instability. These problems may be solved by the introduction of the educational component, in particular: introducing relevant special courses into the educational process, conducting psychological training aimed at the development of emotional professional competence in the context of the formation of personality's mental health.