Abstract: In our work, an attempt is made to identify diagnostic indicators of "psychological vulnerability" in patients with inflammatory bowel disease (IBD) and healthy individuals.
The subject of the study is to compare the mean indicators, to assess the relationship between the mechanisms of psychological defense, motivational sphere and temperamental indicators and intrapersonal conflict of patients with inflammatory bowel disease (IBD) and healthy individuals resistant to this disease. We used the method "Diagnostics of polymotivational tendencies in the "self-concept" of the personality" by S.M. Petrova, the test questionnaire "Life Style Index"; the method "The Level of Correlation between Value and Accessibility in Various Spheres of Life"; the EPI personality questionnaire was used.
The study involved 200 people (100 IBD patients and 100 healthy ones) between the ages of 20 and 30.
To process the data, we used the ANOVA univariate analysis of variance using the LSD test for comparing means, correlation analysis using the Spearman rank correlation coefficient using Statistica 12.0.
A comparative analysis of the average motivational sphere showed that patients with inflammatory bowel diseases have a high level of motivation, optimism, and work. The mechanisms of psychological defense of the patients with inflammatory and intestinal diseases are less diverse and are limited to two – denial and intellectualization.
Healthy individuals' motivation for material well-being is inversely related to repression and is directly related to the defense mechanism of regression. The psychological defense mechanism of healthy individuals who are resistant to inflammatory bowel diseases plays the role of a regulator of intrapersonal balance. The increase in resistance to the disease is associated with such defense mechanisms as repression, compensation, projection, regression, intellectualization, and projection.

Abstract: The subject of the present research article is the examination stress as one of the first reasons that cause psychic tension for university students. Examination stress is one of the topics that attract attention of many foreign and Russian researchers. Emotions experienced by students during their exams can be undoubtedly considered as emotional stress. Situations when students take exams often cause so-called examination neurosis and take one of the first places among other reasons causing psychic tension of students. On the one hand, it is well known that there are certain individual personality traits that provoke negative emotions and feelings during exams. On the other hand, particular physiological measures change during exams, too. It is known that when a student experiences examination stress, his or her personality traits influence the cardiovascular response and dynamic changes of the constant potential (omega-potential). The purpose of the present research is to analyze individual personality traits and vegetative responses demonstrated by students in a stress situation. Personality traits were defined by using the short version of Minnesota Multiphasic Personality Inventory offered by L. Sobchik, in particular, using the following scales from the 1st scale (self-control) to the 0 scale (social introvesion). The authors have also used the  State-Trait Anxiety Inventory by Charles Spielberger adopted by Yu. Khanin). Physiological stress markers were determined by using the Robinson's Index as a cardiovascular indicator and omega-potential as an indicator of brain activity. During one week before exam and one week after exam the researchers recorded students' heart rate and blood pressure in order to calcuate the Robinson's Index that describes the response of the cardiovascular system in the course of developing examination stress. Brain activity potential (omega potential) was also measured during one week before and one week after the exam. By using Excel and STATISTICA 10.0 programs, the authors have conducted mathematical-and-statistical processing of data by using the non-parametric criterion of math statistics, i.e. the sign test to compare average data within groups, and Spearman correlation coefficient (r). The authors have also used the cluster analysis by using the k-average method. 48 people aged 19-23 participated in the research. The following conclusions can be made based on the results. The researchers have described two groups of students with different responses to examination stress depending on SMMI scores. The comparative analysis of their profiles in these two groups has shown that the first group of respondents demonstrate scores within the norm. The second group of respondents demonstrate psychopathic personality traits (excessive control, impulsivity and introvesion) and personality accentuations (rigidy and anxiety as psychological stress markers). Respondents of the second group also demonstrate intense instability to stress and high probability of neurotic disorders. In these two groups examination stress have a different effect on cardiovascular and brain activity indicators. The first-group students showed speeding up of excessively slow physiological process of brain activity and cardioregulation processes as physiological stress markers in a situation of examination stress. The researchers also discovered the correlation between psychological and physiological indicators (psychophysiological stress-markers) typical for each group. The results of the present research can be interesting for understanding the mechanisms of psychophysiological regulation and applied for the purpose of improving the teaching process as well as to understand the physiological nature of examination stress and develop relevant programs of coping with examination stress.