Cardiac injury in rats with experimental posttraumatic stress disorder and mechanisms of its limitation in experimental posttraumatic stress disorder-resistant rats.

Traumatic stress causes posttraumatic stress disorder (PTSD). PTSD is associated with cardiovascular diseases and risk of sudden cardiac death in some subjects. We compared effects of predator stress (PS, cat urine scent, 10 days) on mechanisms of cardiac injury and protection in experimental PTSD-vulnerable (PTSD) and -resistant (PTSDr) rats. Fourteen days post-stress, rats were evaluated with an elevated plus-maze test, and assigned to PTSD and PTSDr groups according to an anxiety index calculated from the test results. Cardiac injury was evaluated by: 1) exercise tolerance; 2) ECG; 3) myocardial histomorphology; 4) oxidative stress; 5) pro- and anti-inflammatory cytokines. Myocardial heat shock protein 70 (HSP70) was also measured. Experimental PTSD developed in 40% of rats exposed to PS. Exercise tolerance of PTSD rats was 25% less than control rats and 21% less than PTSDr rats. ECG QRS, QT, and OTc intervals were significantly longer in PTSD rats than in control and PTSDr rats. Only cardiomyocytes of PTSD rats had histomorphological signs of metabolic and hypoxic injury and impaired contractility. Oxidative stress markers were higher in PTSD than in PTSDr rats. Pro-inflammatory IL-6 was higher in PTSD rats than in control and PTSDr rats, and anti-inflammatory IL-4 was lower in PTSD than in control and PTSDr rats. Myocardial HSP70 was lower in PTSD rats than in PTSDr and control rats. Our conclusion was that rats with PTSD developed multiple signs of cardiac injury. PTSDr rats were resistant also to cardiac injury. Factors that limit cardiac damage in PS rats include reduced inflammation and oxidative stress and increased protective HSP70.NEW & NOTEWORTHY For the first time, rats exposed to stress were segregated into experimental PTSD (ePTSD)-susceptible and ePTSD-resistant rats. Cardiac injury, ECG changes, and impaired exercise tolerance were more pronounced in ePTSD-susceptible rats. Resistance to ePTSD was associated with decreased inflammation and oxidative stress and with increased protective heat shock protein 70. Results may help identify individuals at high risk of PTSD and also provide a foundation for developing preventive and therapeutic means to restrict PTSD-associated cardiac morbidity.

Children's Creativity and Personal Adaptation Resources.

The study provides insights into the aspects of creativity, the structure of psychometric intelligence, and personal adaptation resources of senior preschool children. Creativity and intelligence are presented as general adaptation resources. Existing studies of creative ability and creativity as integral individual characteristics in the context of adaptation are analyzed. The aim is to identify varied sets of creativity and personal adaptation resource markers that differentiate groups of children in order to determine possible strategies for adaptation, preservation, and development of their creative abilities at the beginning of lyceum schooling. It embraces the use of the E. Torrance Test of Creative Thinking (TTCT) (figural version), the Wechsler Intelligence Scale for Children (WISC), and the G. Rorschach Test. A sample of the study consisted of 122 children, aged 6-7 and enrolled in a school. The average IQ score among the children was above 115 (M = 133.7, σ = 9.9). The entire sample was divided into four groups by the originality-elaboration ratio according to the TTCT. The correctness of the children's division into the groups according to the markers of creativity and personal adaptation resources is confirmed by the discriminant analysis. We have identified the factor structure of creativity, intelligence, and personal adaptation resources in the entire sample of children and in each of the groups. In the group of preschoolers with high originality and elaboration, the resulting structure integrated the components of creativity with personal adaptation resources and intelligence scores. In the group of children with a low level of originality and elaboration, the markers of creativity, intelligence, and personal adaptation resources are not interlinked.

Individual Response to Stressors and Efficiency in Project Activities.

This article investigates the way a graded approach can be implemented in the organization of the project-based learning process in accordance with the personality characteristics of subjects. This study is based on the results analysis of the key features of project-based learning as one of the methods for developing human resources. The assessment of subjects' individual response to stressors at different project stages is justified to be relevant in order to improve project efficiency in the framework of the learning process. The assessment of the individual response of subjects to stressors was carried out according to the activation dynamics of cerebral hemispheres. The research target was to determine features of the subjects' individual responses to the project activity stressors and to identify specifics of the individual responding at each of its stages. The study involved 56 final-year students of different majors. Aktivatsiometr ATs-9K, a device for comprehensive psychophysiological diagnosis designed by Yu. A. Tsagarelli, was used to monitor hemispheric activation. This hardware and software complex consists of a device diagnosing the activation of cerebral hemispheres based on the galvanic skin response and PC software for automatic data processing. The individual typological indicators of activation (13 measurements in a familiar environment) and activity-situational indicators of activation (seven single measurements at different stages of the project activity) were calculated. The stress response was diagnosed if the activity-situational activation indicators of the cerebral hemispheres exceeded the individual typological activation indices by more than 1.5 times. The results of the empirical study show different types of individual responses to stressors at different stages of the project activity. The analysis of the profiles of individual responses to stressors made it possible to differentiate subjects, and also identify groups of students with the maximum resources for each stage of activity.