Psychological features of obsessive-compulsive disorder manifestation in students

Abstract

In recent years, there has been an increase in cases of obsessive-compulsive disorder (OCD) among first-year students, highlighting the relevance of studying this issue. OCD is classified as a neurotic and stress-related disorder, often manifesting during adolescence and early adulthood. This disorder significantly affects social adaptation and professional development among young people, underscoring its social significance and the need for scientific investigation. The study aims to identify the effects and interactions of individual personality traits on the development of OCD in first-year students. The primary directions of the research include analyzing risk factors and predictors of OCD, such as genetic predisposition, family upbringing style, anxiety levels, and characteristics of personal control.The scientific and practical significance of this work lies in the necessity for early diagnosis and prevention of OCD among students, as this disorder reduces resilience, academic performance, and quality of life. Identifying key predictors enables the enhancement of mental health support programs and improves the effectiveness of interventions within the student population.

The research methodology is based on an interdisciplinary approach, integrating general, social, and clinical psychology. The study employed various methods, including the Symptom Checklist-90-R (SCL-90-R) screening test for psychopathology, adapted by N.V. Tarabrina; the Big Five Personality Test, adapted by L.F. Burlachuk; and the anxiety self-assessment scale by C.D. Spielberger. The main findings revealed that risk factors for OCD development may include individual personality traits such as heredity, authoritarian upbringing, high anxiety levels, excessive self-control, and a tendency toward pedantry. These factors form the psychological profile of first-year students showing symptoms of OCD. The value of the study lies in the in-depth understanding of OCD predictors and the potential to develop preventive strategies aimed at supporting students in conditions of increased academic and emotional demands. The practical significance of the study’s findings is that the data obtained can be used to design comprehensive programs for psychodiagnostics and OCD prevention. These programs would aim to reduce psychological risks among students and foster an environment that supports their successful adaptation and self-realization in an academic setting.

Key words: obsessives, compulsions, disorder, students, self-control, anxiety.