Sándor Kalmár, M.D., Ph.D.

Introduction
This study based on an International Survey. In the past years Professor Aurel Nirestean, Emese Lukács and our colleagues made an examination in eight secondary schools and seven Universities in three countries. In the current study we did not investigate the psychiatric disorders but only the presence of sixteen psychological antibodies (Kalmár, 2013a).

Methods
We have examined 932 students (421 boys, 511 girls) in eight different secondary schools with testing Psychological Immune System Inventory.Schools: (1) PG: Roman Catholic Piarist School, (2) KJG: Public Secondary School, (3) HUM: Human Secondary School, (4) INDS: Industrial School, (5) BJG: Public Secondary School, (6) CALV: Calvinist Lycée, (7) GDG: Public Secondary school, (8) GIRL: Juvenile Delinquent Girls’ School. – It is used 80 statements about how they evaluate themselves and the world surrounding them. The Psychological Immune System Inventory was developed for measuring the protective personality traits, “psychological antibodies”. (Created by Attila Oláh 1996, 2004) (Perczel Forintos, Kiss, Ajtay, 2007.)

Results
Table 1. Psychological Immune System Inventory in the different schools. Boys (%).
PG: Roman Catholic Piarist School, KJG: Public Secondary School, HUM: Human Secondary School, INDS: Industrial School, BJG: Public Secondary School, CALV: Calvinist Lycée, GDG: Public Secondary School.
1. positive thinking, 2. sense of control, 3. sense of coherence, 4. creative self-concept, 5. sense of self-growth, 6. challenge, openness, flexibility, 7. social monitoring capacity, empathy 8. inventiveness, problem solving capacity, 9. self-efficacy, 10. social mobilizing capacity, 11. social creating capacity, 12. synchronicity, 13. persistence, goal orientation, 14. impulse control, 15. emotional control, 16. irritability control.

school	PG	KJG	HUM	INDS	BJG	CALV	GDS
number	50	28	27	89	74	51	102
1.	95.4	97.4	88.6	86.2	95.2	92.6	88.9
2.	95.6	97.8	89.6	91.4	99.3	92.2	90.5
3.	73.3	75.0	72.7	77.5	68.0	65.0	70.4
4.	106.1	110.3	100.7	98.1	109.1	100.7	98.4
5.	61.45	55.64	60.2	67.8	55.1	52.9	44.3
6.	95.3	91.9	86.0	84.5	87.0	87.1	84.6
7.	100.15	97.3	89.9	83.9	97.0	93.2	87.5
8.	103.4	105.8	93.9	96.7	106.0	98.8	92.0
9.	88.2	90.3	80.1	80.8	87.4	86.4	82.7
10.	98.5	100.4	91.0	89.4	99.2	93.9	93.9
11.	83.4	97.6	83.3	81.5	81.7	78.7	73.6
12.	99.8	85.2	93.5	92.9	89.9	89.2	87.6
13.	68.1	66.4	68.6	65.2	67.0	66.3	64.8
14.	84.5	75.0	83.2	78.9	74.9	71.7	75.2
15.	83.0	66.5	83.2	84.3	75.8	79.3	75.4
16.	82.9	82.4	81.5	80.5	83.9	82.8	76.5
average	87.8	85.64	84.3	83.0	85.0	82.2	80.4

Table 2. Psychological Immune System Inventory in the different schools. Girls (%).
PG: Roman Catholic Piarist School, KJG: Public Secondary School, HUM: Human Secondary School, INDS: Industrial School, BJG: Public Secondary School, CALV: Calvinist Lycée, GDG: Public Secondary School, GIRL: Juvenile Delinquent Girls’ School.
1. positive thinking, 2. sense of control, 3. sense of coherence, 4. creative self-concept, 5. sense of self-growth, 6. challenge, openness, flexibility, 7. social monitoring capacity, empathy 8. inventiveness, problem solving capacity, 9. self-efficacy, 10. social mobilizing capacity, 11. social creating capacity, 12. synchronicity, 13. persistence, goal orientation, 14. impulse control, 15. emotional control, 16. irritability control.

school	PG	KJG	HUM	INDS	BJG	CALV	GDS	GIRL
number	111	66	76	34	78	70	34	42
1.	96.4	103.5	99.9	88.0	94.0	98.3	89.6	87.3
2.	91.5	87.9	89.8	83.8	89.7	87.2	81.2	90.2
3.	73.1	70.1	70.0	70.1	70.2	71.6	69.9	72.6
4.	95.4	99.6	98.2	96.7	92.7	92.8	86.7	87.0
5.	59.7	55.4	54.5	58.8	54.3	82.5	52.6	66.5
6.	87.4	90.1	87.1	80.1	90.6	88.6	84.6	78.7
7.	95.4	95.9	91.7	80.8	98.5	93.5	92.9	85.6
8.	93.6	95.0	95.2	86.4	95.3	96.4	84.9	82.7
9.	87.4	91.1	85.9	78.4	82.2	84.3	85.6	82.9
10.	104.8	105.1	102.4	93.3	104.1	102.4	97.7	96.3
11.	79.5	80.5	78.0	69.7	79.3	82.0	74.3	72.2
12.	106.4	89.7	95.2	93.1	100.2	98.7	92.6	104.0
13.	69.5	66.0	64.6	67.0	67.5	67.7	67.5	61.4
14.	85.6	76.1	85.5	83.3	90.9	78.9	82.7	83.3
15.	96.0	83.9	83.6	100.1	89.3	96.8	88.0	96.3
16.	83.0	77.2	78.6	75.5	80.7	85.7	78.7	81.2
average	86.7	84.5	84.1	80.8	84.6	85.1	81.1	82.2

There was a high difference between the items among the schools. (Kalmár, 2013b)

Table 3. The average values of sixteen items of the Psychological Immune System Inventory, in eight Secondary Schools.

		boys	girls	total
1	positive thinking	92.04	94.63	93.54
2	sense of control	93.77	87.67	90.61
3	sense of coherence	71.67	70.95	71.46
4	creative self-concept	103.3	93.64	97.19
5	sense of self-growth	56.77	60.54	58.31
6	challenge, openness, flexibility	88.06	73.4	86.34
7	social monitoring capacity, empathy	95.71	91.79	91.64
8	inventiveness, problem solving capacity	99.51	91.19	94.3
9	self-efficacy	85.14	84.75	85.23
10	social mobilizing capacity	95.19	100.76	98.51
11	social creating capacity	82.83	76.94	78.52
12	synchronicity	91.16	97.49	95.55
13	persistence, goal orientation	66.63	66.4	66.01
14	impulse control	77.63	82.04	79.2
15	emotional control	78.21	91.75	85.95
16	irritability control	81.2	80.08	80.64
1-16	total	84.06	83.64	83.42

Examining the psychological immune system we have found that the level of psychological immune system is low among the students. The average rate was among boys: 84.06%; among girls: 83.64%; all students: 83.42%; The best value among boys was in the Roman Catholic Piarist School, (87.8%) the worst value was in the GD Secondary School (80.4%). The best value among girls was in the Roman Catholic Piarist School, (86.7%) the worst value was in the Industrial School (80.8%). The best value among the different items was the (4) the creative self-concept among boys, (103.3%) and the (10) social creating capacity among girls (100.76%). The worst value among the different items was the (5) sense of self-growth among boys (56.77%) and girls (60.54%). Seven items were higher than 90%, four items were between 80% and 90%, three items were between 70% and 80%, and two items were under 70%.

Conclusion
The mental and spiritual education is insufficient in the schools. The paramount mental education of children is an indispensable condition of the development of a sound personality, the perfect psychological immune system and healthy behavior. These thought provoking results not only showed that there are a huge difference among the different schools in Hungary but also that the mental and spiritual education is insufficient. There is no health-, mental health education in schools, although the most effective setting of primordial and primer mental prevention, – beside the family, – is the school. It can’t be denied that the foundation of lifelong mental health begins in the early life years and about 75% of the first Mental Disorder manifests in adolescence and youth. (Németh, 2014) Those suffering from psychological, psychiatric and behavior disturbances among the youth can be estimated at 10-24%, but this figure may be higher in underprivileged groups. We must pay attention to these results because these are the basis of the future psychiatric illnesses which can be prevented in adolescence. (Kalmár, 2011)

References
Kalmár S (2011) The relationship between education and mental health in adolescents in Hungary. Psihiatru.Ro. Anul VI. Nr. 27. 4/2011. pp. 6-16.
Kalmár S. (2013a) A hit hiánya, a nem kell? hatékonyság, a motiváció hiány, a negatív önértékelés, alkalmazkodási zavarok és fáradékonyság vizsgálata magyarországi középiskolásoknál. In: Czékus Géza: Motiváció – Figyelem – Fegyelem. Motivation – Attention – Discipline. (ISBN 978 86 87095-38-0) Újvidéki Egyetem, Magyar Tannyelv? Tanítóképz? Kar, Szabadka. 666-682o .
Kalmár S. (2013b) Spirituality, psychological immune system, depression, anxiety, hopelessness, alcohol-consumption, smoking, psychoactive substance abuse and using of superstitious mascot-figures among students in seven secondary schools. Hungary. Conferentia Nationalá de Psihiatrie al XI-lea Simpozion National al asociatiei Románe de Studiu a Persoanlitátii. Marosvásárhely 26-29. Sept.
Németh A. (2014) Quo vadis gyermekpszichiátria? Psychiatric Times Magyar kiadás
Perczel Forintos D, Kiss Zs, Ajtay Gy. Kérd?ívek, becsl?skálák a klinikai pszichológiában. Országos Pszichiátriai és Neurológiai Intézet. Budapest. 2007. pp.130-137.