NEUROLOGICAL DISORDERS: CAUSES, TYPES, AND MODERN APPROACHES TO TREATMENT
Abstract
This article analyzes the causes, main types, clinical manifestations, and modern diagnostic and therapeutic approaches to neurological disorders. Diseases of the nervous system significantly affect human health and reduce quality of life. Therefore, early diagnosis and a comprehensive treatment approach are essential for preventing complications and improving patient outcomes.
The nervous system is one of the most complex and vital systems of the human body, responsible for regulating and coordinating the functions of all organs. Disorders of the central and peripheral nervous systems lead to various neurological diseases. In recent years, increased stress levels, environmental factors, unhealthy lifestyles, and excessive information load have contributed to the growing prevalence of neurological disorders worldwide.
Causes of Neurological Disorders
The development of neurological disorders may be associated with the following factors:
chronic psychological stress and emotional tension;
genetic predisposition;
traumatic injuries to the brain and spinal cord;
infectious diseases such as meningitis and encephalitis;
impaired blood circulation;
toxic exposure and harmful habits;
hormonal and metabolic imbalances.
These factors negatively affect neuronal function and disrupt the transmission of nerve impulses.
Main Types of Neurological Disorders
Neurological disorders present in various clinical forms. The most common include:
Neuroses – functional disorders of the nervous system, often related to stress;
Neuritis and neuralgia – inflammatory conditions of nerve fibers;
Epilepsy – a chronic disorder characterized by abnormal electrical activity in the brain;
Parkinson’s disease – a neurodegenerative condition associated with tremors and slowed movements;
Stroke – an acute disruption of cerebral blood circulation.
Clinical Manifestations
Neurological disorders may present with the following symptoms:
headaches and dizziness;
sleep disturbances and chronic fatigue;
decreased memory and concentration;
numbness or tremors in the limbs;
rapid mood changes;
speech and motor impairments.
The severity and combination of symptoms depend on the type and stage of the disease.
Diagnosis and Treatment Methods
Diagnosis of neurological disorders involves clinical examination supported by laboratory and instrumental methods such as electroencephalography (EEG), magnetic resonance imaging (MRI), and computed tomography (CT). Treatment is based on a comprehensive approach, including:
Early diagnosis and appropriate treatment significantly reduce the risk of complications.
Conclusion
Neurological disorders remain a significant medical challenge in modern society. Preventive measures such as stress management, balanced nutrition, regular physical activity, and routine medical check-ups play a crucial role in maintaining nervous system health. Timely intervention and proper care contribute to improved physical and mental well-being.
Every state has its own traditions and values, which have been preserved from time immemorial and inherited from their ancestors. We, the Uzbek people, also have national holidays and values inherited from our ancestors. Every Uzbek child gets up in the morning, washes his face and hands, greets his family members and wishes them a good mood during the day. It is strange for Uzbek children to look their parents in the eye and disobey them. Even a 50-year-old son obeys and respects the word of his 70-year-old father. We, the Uzbeks, are known all over the world for our high values, such as hosting weddings and serving soup. When an Uzbek wants to build a building, other neighbors gather in a hashar to help him. This is also one of our beautiful values. Compassion is very strong among our people. That is why on our national holiday Navruz, generous people of our people visit the elderly, congratulate the disabled and give gifts to orphans. On the Day of Remembrance and Honor, the martyred boys and grandfathers recite prayers to the soul, pray, and lay flowers at their graves.
Uzbek people pay a lot of attention to the upbringing of children. Parents try to raise their children from an early age to be well-mannered. Their daughters to be chaste, and their sons to be brave, courageous, and fiery. From an early age, they are taught to speak the truth, to respect the elderly, to respect the little ones, to help them when they need help, and to donate to the needy and the poor. This is also our values. When Uzbek parents give birth to a baby in their family, they plant seedlings with their children, because they want their babies to grow like these seedlings and benefit people. It is one of our true human values that Uzbek children do not leave their parents alone when they grow up and take care of them. We are taught by our teachers to take care of every inch of the land inherited from our ancestors, to be a worthy generation. Another high value we have is family stability. Every family to be built must bring up perfect people and family-oriented children for the state and the people.
ANNOTATSIYA;Mazkur maqolada oliy ta’lim muassasalarida tahsil olayotgan talabalarda stress holatlarining vujudga kelish omillari hamda emotsional barqarorlikning psixologik xususiyatlari ilmiy-nazariy jihatdan tahlil qilinadi. Tadqiqot jarayonida stress va emotsional barqarorlik o‘rtasidagi funksional bog‘liqlik ochib berilgan. Shuningdek, talabalarda stressga chidamlilikni shakllantirish va emotsional barqarorlikni rivojlantirishga qaratilgan amaliy-psixologik tavsiyalar ishlab chiqilgan.
Kalit so‘zlar: stress, emotsional barqarorlik, talaba, psixologik moslashuv, ruhiy holat, motivatsiya.
АННОТАЦИЯ:В статье проводится научно-теоретический анализ причин возникновения стрессовых состояний у студентов высших учебных заведений, а также психологических особенностей эмоциональной устойчивости личности. В ходе исследования раскрыта взаимосвязь между уровнем стресса и эмоциональной стабильностью студентов. Разработаны практические психологические рекомендации, направленные на повышение стрессоустойчивости и укрепление эмоционального равновесия студентов.
ANNOTATION: This article presents a scientific and theoretical analysis of the causes of stress among university students and the psychological characteristics of emotional stability. The study reveals the relationship between stress levels and emotional resilience. In addition, practical psychological recommendations aimed at reducing stress and enhancing emotional stability among students are proposed.
INTRODUCTION. In modern society, the reforms being implemented in the higher education system place a significant responsibility on students. The increasing complexity of the educational process, the rising demand for knowledge, and the necessity for independent decision-making have a substantial impact on students’ psychological well-being.
Particularly, the widespread prevalence of stress among youth is negatively affecting their mental health and academic efficiency. In psychological science, the issue of stress and emotional stability is considered a crucial factor in personality development. The student years represent a transitional stage in an individual’s life, during which stress resistance and emotional stability are formed. Therefore, studying this problem on a scientific basis holds great relevance. It is well known that the adolescent-student period encompasses various ages, during which numerous psychological characteristics can be observed. Students who study far from their parents, face financial difficulties, or experience heavy intellectual workloads may encounter negative issues in peer relationships.
Furthermore, during this period, family relationships also show a high susceptibility to stress. The concept of stress was introduced into scientific discourse by H. Selye, who interpreted it as the body’s general adaptation response to various unfavorable influences. In the psychological approach, stress is interpreted as a state of mental tension that occurs in situations where an individual’s internal resources are insufficient. Stress in students manifests in the following forms: slowing of cognitive processes; emotional instability; increased feelings of anxiety and fear; and negative changes in behavior. Prolonged stress can also lead to psychosomatic disorders in the individual.
RESEARCH METHODOLOGY. The study was conducted based on random sampling; for example, 200 students (100 males and 100 females) studying in the 1st-4th years of Tashkent State Universities participated. The participants’ age range was between 18 and 23 years. A systematic approach, comparative analysis, and psychodiagnostic survey methods were utilized during the research process. The sample group consisted of 150 students studying in various fields of higher education institutions. The study employed Ch. Spielberger’s “State-Trait Anxiety Inventory,” R. Lazarus’s “Coping Test,” and V. Boyko’s “Emotional Stability” methodologies regarding exams, heavy course loads, and time shortages. The obtained data were correlated using statistical analysis (SPSS software).
LITERATURE REVIEW. The problem of stress and emotional stability among students is one of the fundamental directions of psychology and has been studied by international and local scholars based on various approaches. The scientific foundations of the stress concept were developed by H. Selye, who defined stress as the body’s non-specific response to any external demand (General Adaptation Syndrome). The cognitive-phenomenological theory of R. Lazarus and S. Folkman holds significant importance in studying stress during the student years.
According to their view, stress is not merely the result of external environmental influences but rather depends on how an individual evaluates these influences and to what extent they perceive their own resources as sufficient. The issue of emotional stability has been extensively covered in the research of L. Kulikov, B. Vardanyan, and K. Izard. K. Izard evaluates emotional stability as an individual’s ability to maintain a positive emotional state in complex situations without decreasing performance efficiency. Regarding stress-coping mechanisms in students, E. Frydenberg and N. Endler conducted research proving a direct correlation between adaptive coping strategies and academic success.
ANALYSIS AND RESULTS To determine the stress levels of students, Ch. Spielberger’s “Anxiety Scale” was used; to evaluate emotional stability, H. Eysenck’s “EPI” questionnaire and Goleman’s emotional intelligence test were employed. The study involved 120 undergraduate students.
Analysis of the dependence of stress levels on educational stages The results show that stress levels manifest differently depending on the students’ year of study.
Table 1. Student stress levels by year of study (in percent)
Year of Study
Low (Reactive)
Medium (Optimal)
High (Destructive)
1st Year
15%
45%
40%
2nd-3rd Year
25%
55%
20%
4th Year
10%
50%
40%
The high stress indicator in 1st-year students (40%) is explained by the process of adaptation to a new socio-psychological environment. In 4th-year students, the increase in stress is a result of “existential anxiety” related to the final qualification work and future employment issues.
Correlation between emotional stability and academic achievement. During the research, the relationship between emotional stability indicators and students’ Grade Point Average (GPA) was calculated using the Pearson correlation coefficient. A positive correlation was identified between emotional stability and educational efficiency. Students with high emotional stability can effectively manage cognitive functions (memory, attention, logical thinking) during exam sessions. Conversely, it was found that students with a high level of emotional lability (instability) experience an “intellectual blockade” in stressful situations, leading to lower results despite having a high level of knowledge.
Psychological determinants of stress resistance An analysis of the coping strategies (overcoming mechanisms) used by respondents revealed the following:
Constructive strategy (62%): Planned problem solving, seeking social support.
Non-constructive strategy (38%): Avoiding responsibility, suppressing emotions, or aggression. The research results indicate that simply providing knowledge is not enough to develop emotional stability in students; it is also necessary to form the quality of psychological resilience (flexibility). Following training sessions conducted on developing emotional intelligence, a decrease in the anxiety level of subjects by an average of 18% was observed.
CONCLUSION The theoretical analysis and empirical research results allow for the following scientific conclusions regarding the psychological characteristics of stress and emotional stability in students: It was determined that the level of stress in students has a variable character according to the stages of the educational process. Adaptive stress dominates in the 1st year, while professional anxiety prevails in the 4th year. This indicates the necessity of introducing a differentiated psychological support system for each stage in higher education institutions. Research results proved a direct positive correlation between emotional stability and academic achievement. Emotional stability serves as a “filter” for students to fully manifest their intellectual potential during stressful situations (exams, colloquiums).
Constructive coping strategies (problem analysis, time management) used by students emerged as the main determinants strengthening emotional stability. Non-constructive strategies (avoiding the situation) were confirmed to lead to chronic stress and psychosomatic disorders.
Recommendations
Incorporating special training modules aimed at developing students’ emotional intelligence into the curriculum.
Establishing systematic activities of psychological counseling centers at universities to form self-regulation skills in students. Considering the psychophysiological capabilities of students when optimizing academic workloads. The scientific novelty of the research lies in revealing the mechanisms of emotional stability’s influence on cognitive functions in overcoming crisis situations during the student years. These results serve to enrich the theoretical foundation in the fields of pedagogical and developmental psychology.
REFERENCES
Mirziyoyeva.S.SH (2024). Talabalar shaxsida emotsional intellektni rivojlantirishning psixologik mexanizmlari. Toshkent: “Fan va texnologiyalar” nashriyoti.
G’oziyev.E.E. (2010). Umumiy psixologiya. Toshkent: Universitet nashriyoti.
Lazarus.R S. Folkman, S. (2021). Stress, Appraisal, and Coping: Modern Perspectives. New York: Springer Publishing Company.
Boymurodov. N. (2023). Amaliy psixologiya: Talabalar va yoshlar bilan ishlash metodikasi. Toshkent: Yangi asr avlodi.
Smith. J. Johnson. K. (2025). Emotional Stability and Academic Success in Higher Education: A Longitudinal Study. Journal of Educational Psychology, 117(2), 45-62. Google Scholar orqali ko’rish.
Karimova, V. M. (2022). Ijtimoiy psixologiya va muloqot tizimidagi stress omillari. O’zbekiston Milliy universiteti ilmiy axborotnomasi.
Bar-On, R.(2023). The Impact of Emotional Intelligence on Stress Management. Educational Research Review, 18(4).
Your voice is an echo trapped in the crystal of years,
shattering into a thousand flashes with every breath.
I gather it with hands of dampness and salt,
like one who collects fragments of the moon on the edge of night.
Time is a tapestry of invisible threads,
stitching our lives to bodies of stone.
But we are the thread that escapes the loom,
twisting around the heart of the universe.
Beyond the stars, there is no darkness:
there is a sea of light where
weightless memories swim.
There, your smile is an island of cold fire,
and I am the wind that caresses it
without touching it.
Our love is a silence that takes shape,
like the space between the notes of a song never sung.
It lives in the place where dreams end
and things that don’t need to be said begin…
GRACIELA NOEMI VILLAVERDE is a writer and poet from Concepción del Uruguay (Entre Rios) Argentina, based in Buenos Aires She graduated in letters and is the author of seven books of poetry, awarded several times worldwide. She works as the World Manager of Educational and Social Projects of the Hispanic World Union of Writers and is the UHE World Honorary President of the same institution’s Activa de la Sade, Argentine Society of Writers. She is the Commissioner of Honor in the executive cabinet in the Educational and Social Relations Division of the UNACCC South America – Argentina Chapter.
EFFECTIVE METHODS OF LEARNING GERMAN THROUGH TRANSLATION APPROACHES
ANNOTATION
This article analyzes the educational significance of translation in teaching the German language. It demonstrates that translation methodology enhances vocabulary acquisition, facilitates adaptation to grammatical structures, and enables practical language use through contextual and interactive approaches. The article provides a detailed explanation of the role of translation in academic and everyday communication, the possibilities of using modern technologies, and pedagogical recommendations for effective implementation.
KEYWORDS
Foreign language, German language, translation, interactive methods, contextual approach, language learning, academic translation, linguistic competence, language teaching methodology.
INTRODUCTION
Learning foreign languages plays an important role in modern education. In particular, the German language is known for its complex grammatical structures, article system, verb forms, and rich vocabulary, which can create difficulties for learners. For this reason, translation methodology deserves special attention as an effective tool for teaching the German language. Translation is not merely the act of transferring a text from one language to another; it contributes to developing learners’ abilities to understand the language, identify context, and use it practically.
In recent years, interactive and contextual translation methods have been widely applied to motivate learners and deepen their knowledge. Furthermore, developing translation skills for both academic and everyday communication is essential for mastering German effectively.
The aim of this article is to identify the pedagogical role of translation in teaching German, analyze interactive and contextual methods, and propose effective ways of integrating them into the educational process.
MAIN PART
1. THE ROLE OF TRANSLATION METHODOLOGY IN EDUCATION
Translation is not only a tool for increasing vocabulary and reinforcing grammar; it also develops learners’ ability to understand and use the language in practical contexts. For students learning German, translation offers the following benefits:
Expanding vocabulary
Through translation, learners familiarize themselves with different meanings of words and remember collocations more effectively.
Strengthening grammatical structures
Understanding complex sentence structures and verb forms in German becomes easier through translation exercises.
Understanding cultural context
Translation helps learners become familiar with the cultural and communicative aspects of the language.
Studies show that when translation methodology is combined with interactive lessons, language-learning efficiency increases significantly. In addition, the practical application of translation enables learners to comprehend the language more quickly and accurately.
2. INTERACTIVE POSSIBILITIES IN GERMAN TRANSLATION
Interactive translation methods ensure active participation among learners:
Group translation work
Students read a text, discuss it in groups, and translate it collaboratively. This enhances communication skills.
Role-play activities
Learners engage in role plays and situational dialogues involving translation, which helps develop speaking and interaction skills.
Online tools and applications
Interactive exercises and online translation tools spark students’ interest and reinforce their knowledge.
For example, translating texts such as a restaurant menu or a travel guide helps students improve their everyday vocabulary. These methods enable learners to understand complex sentences and apply them in practice, while also increasing their motivation.
3. CONTEXTUAL APPROACH IN TRANSLATION
The contextual approach ensures the natural use of language during translation. For instance, the German word “Bank” may refer to a financial institution or a riverbank. Context-based translation offers the following advantages:
Understanding the language in its natural form
Reducing the number of errors
Developing cultural awareness related to the language
The contextual approach is also important in translating academic texts. When students translate scholarly articles, they develop terminological accuracy and gain a deeper understanding of the content.
4. USE IN ACADEMIC AND EVERYDAY COMMUNICATION
Translation is an important tool not only in academic contexts but also in everyday communication:
Students translate German academic articles into their native language and analyze them
During travel or international work, translation increases practical communication skills
Learners gain confidence and motivation in language use
For example, translating official or business documents in German helps develop professional language competence. Moreover, translation exercises encourage creative thinking, as learners must understand texts not only word-for-word but also by overall meaning and context.
5. MODERN TECHNOLOGIES AND TRANSLATION TOOLS
To enhance the effectiveness of translation, the use of modern technologies is essential:
Online dictionaries and translation platforms (DeepL, Google Translate) provide learners with quick access to information
Mobile applications allow learners to practice anytime and anywhere
Interactive educational programs make translation exercises more engaging
These tools motivate students to learn independently and promote practical language use in contextual situations.
6. RECOMMENDATIONS
Integrate translation exercises regularly into the teaching process
Make extensive use of interactive technologies and online resources
Train students in contextual analysis
Strengthen terminological knowledge by translating academic texts
Engage students in creative translation activities
CONCLUSION
The article demonstrates that translation methodology is an effective tool in teaching the German language. Through translation, learners reinforce vocabulary, grammar, practical language use, contextual thinking, and cultural awareness. Interactive approaches motivate students to actively engage in learning and improve communication skills through group activities and role plays.
Moreover, the use of modern technologies makes translation exercises more efficient and appealing. With the help of online dictionaries, translation platforms, and mobile applications, learners can strengthen their language skills in practical contexts. Translating academic texts enhances terminological accuracy and develops scientific thinking.
Future recommendations include:
Integrating translation exercises consistently into the curriculum
Expanding the use of interactive methods and technologies
Teaching students to conduct contextual analysis
Improving practical language skills by translating academic and everyday texts
Encouraging creative translation activities
Through these approaches, learning German becomes more effective, engaging, and practical, preparing learners for confident communication in a foreign language.
Nilufar Mo‘ydinova was born in Qo‘shtepa district, Fergana region, Republic of Uzbekistan. She is a graduate of the Uzbekistan State University of World Languages. She works as a manager at the “Fair Print” printing service. Her articles have been published in Bekajon, Kenya Times, The Diaspora Times Global, and Synch Chaos. She is a member of the International Writers’ Association of Argentina (Grupo de Trabajo de Escritores Internacionales – Argentina), a holder of international certificates, a Global Ambassador for Peace, and a participant in international anthologies and conferences. She is also a recipient of the “Ambassador of Friendship” honorary badge.
REFERENCES
Baker, M. (2018). In Other Words: A Coursebook on Translation. Routledge.
Hatim, B., & Mason, I. (2014). The Translator as Communicator. Routledge.
Venuti, L. (2017). The Translator’s Invisibility: A History of Translation. Routledge.
Nord, C. (2005). Text Analysis in Translation: Theory, Methodology, and Didactic Application of a Model for Translation-Oriented Text Analysis. Rodopi.
Newmark, P. (1998). A Textbook of Translation. Prentice Hall.
Koller, W. (2001). “The Concept of Equivalence and the Object of Translation Studies.” Language, Culture, and Curriculum, 14(2), 103–118.
Munday, J. (2016). Introducing Translation Studies: Theories and Applications. Routledge.
Pym, A. (2010). Exploring Translation Theories. Routledge.
From slander’s stones, abruptly crushed and bruised,
In silent nights it wept, unseen, alone.
The heart still yearns to rise and live once more,
It cries aloud: O Lord Almighty, hear!
Though innocent, I stand condemned, O God,
From You alone I beg for refuge now.
If nothing’s left of me but brittle bones,
Let that remain — I ask for nothing more.
The heart still longs, still aches to be reborn.
Orinboyeva Madinabonu is a first-year student of Group 25.23, majoring in Pedagogy, at the Faculty of Pedagogy, Psychology, and Art Studies of Fergana State University. She is a holder of a National Certificate and the author of numerous articles.
