ISSN 2786-5568 ISSN 2786-5576 (online) Published since April 2021 Publisher: Khmelnytskyi National University (Ukraine) Frequency: 4 times a year Manuscript languages: mixed languages: Ukrainian, English Editors: T. Komar (Khmelnytsky, Ukraine) Certificate of state registration of print media: Series KB № 24780-14720R (27.04.2021). Registration: professional publication of category "B". License Terms: Authors retain the copyright and grant the journal the right of first publication along with a work that is simultaneously licensed under a Creative Commons Attribution International CC-BY license, allowing others to share work with proof of authorship and initial publication in that journal. Open Access Statement: "Psychology Travelogs" provides immediate open access to its content on the principle that providing free access to research for the public supports a greater global exchange of knowledge. Full-text access to the scientific articles of the journal is presented on the official website in the Archives section. Address: Scientific journal "Psychology Travelogs", Khmelnytsky National University, st. 11, Khmelnytsky, 29016, Ukraine. Tel .: +380673817986 е-mail: pt@khmnu.edu.ua web-site: http://pt.khmnu.edu.ua
Khmelhitsky National University (Ukraine)
THE ROLE OF SOCIAL MEDIA IN THE PROCESS OF SELF-DEVELOPMENT OF YOUTH AT THE PREMARITAL STAGE
The article explores the specific influence of social networks on the self-development process of young people at the premarital stage a crucial period for shaping the identity of a future family member. Theoretical approaches to the concepts of "self-development of personality," "premarital stage," "psychological readiness for marriage," and "digital identity" are analyzed. The paper highlights the positive aspects of social media influence, such as increased access to educational and psychoeducational content, enhanced self-reflection, modeling of desired relationship patterns, and participation in thematic communities that foster value orientation formation. At the same time, the risks are emphasized, including digital addiction, the creation of unrealistic expectations about relationships and the self, lowered self-esteem, and fragmented identity. The problem of personal self-development is key in psychology, as it is related to motivation, self-knowledge, and self-improvement. Social media and audiovisual content have a significant impact on the formation of young people's identities at the premarital stage. The implementation of educational programs on media literacy that will help young people more adequately evaluate information and form healthy ideas about future relationships is becoming a pressing task. Modifying factors of influence are summarized, including the level of emotional maturity, the development of critical thinking, communicative behavior style, sociocultural context, and existing family models. Within the practical block, directions for psychological and pedagogical support of youth are proposed: development of conscious digital usage skills, critical media literacy, and leveraging social networks as a resource for supporting self-development, self-awareness, and future family planning. Importantly, the formation of responsible online behavior may serve as a predictor of healthy family interactions in the future. Such digital competence should become a target in premarital education. Further research prospects include empirical studies of online communication as a factor in psychological readiness for marriage.
THE ROLE OF EMOTIONAL INTELLIGENCE IN MANAGERIAL ACTIVITIES: METHODS OF PSYCHODIAGNOSTICS
Emotional intelligence (EI) is a critical factor in effective managerial activity, influencing communication, team motivation, conflict resolution, and decision-making in complex and dynamic environments. This article examines the role of EI in management, focusing on contemporary methods of psychodiagnostics and strategies for its development. Key psychodiagnostic tools, including self-report measures (e.g., EQ-i 2.0, TEIQue), ability-based tests (e.g., MSCEIT), and 360-degree feedback methods (e.g., ECI, Genos EI Assessment), are analyzed for their applicability, strengths, and limitations in assessing EI competencies such as self-awareness, self-regulation, empathy, and social skills. The study highlights practical approaches to EI development, including coaching, training programs, and frameworks like RULER, to enhance managerial effectiveness. Special attention is given to the Ukrainian context, where EI research is emerging, particularly in public sector management. The findings underscore the need for culturally adapted diagnostic tools and structured development programs. Prospects for further research include longitudinal studies, neuroscientific approaches, and the integration of EI training in digitalized work environments. This article provides a comprehensive framework for understanding and fostering EI to improve leadership performance.
PSYCHOLOGICAL IMPACT OF LONLINESS ON STUDENTS`ACADEMIC PERFOMANCE
The article presents a summary of the results of research into the links between loneliness and student academic performance. Loneliness is considered to be a mental state that develops as a result of insufficient social support and limited interpersonal contacts. For students, such manifestations are accompanied by emotional tension, decreased cognitive activity, and uneven academic engagement. In the modern educational environment, which combines intense workloads, autonomous learning, and changes in social interaction formats, this condition is becoming increasingly common. The aim of the study was to identify the relationships between the level of loneliness, emotional manifestations, cognitive activity, and academic motivation of students. The empirical part is based on the results of a survey of 30 people using standardised methods: DASS-21, UCLA Loneliness Scale, Montreal Cognitive Assessment, and Academic Motivation Scale. The collected data made it possible to form an integrated picture of the psychological state of the participants and to determine the interdependencies between the variables under study. The results indicate the prevalence of emotional tension among students and increased anxiety in cases of increased loneliness. A decrease in concentration and information processing speed was observed in students with high loneliness scores, accompanied by instability in academic motivation and a shift in focus from internal to external motives. Correlation analysis confirmed stable links between loneliness and emotional manifestations, as well as between loneliness and a decrease in academic interest. These results indicate that loneliness can affect academic performance through emotional vulnerability and uneven cognitive engagement.
EMOTIONAL AND COGNITIVE PROFILES OF INDIVIDUALS AFTER COVID-19: SYMPTOM DYNAMICS, GENDER DIFFERENCES, AND ADAPTATION RESOURCES
The article presents the results of a study of emotional and cognitive changes in persons who have experienced the disease of COVID-19. A comprehensive assessment of the emotional state of persons who have suffered from COVID-19 was carried out, in retrospective and current dimensions, in order to identify the directions and severity of changes in depressive, anxiety and stress symptoms after the disease. The dynamics of emotional indicators before and after the transferred disease of COVID-19 in the general sample and taking into account the gender of the respondents were analyzed, using non-parametric criteria of statistical analysis. The peculiarities of subjective cognitive complaints in the post-epidemic period were studied according to the main cognitive domains (attention, memory, executive functions) and to determine their prevalence and intensity in the general sample and individual gender subgroups. A comparative analysis of subjective cognitive difficulties with objective indicators of cognitive functioning, obtained using a modified version of MoCA, was carried out in order to establish the specificity of the relationship between subjectively experienced and objectively fixed cognitive changes. The nature of relationships between indicators of emotional distress, subjective cognitive complaints and quality of life in the post-epidemic period was determined, as well as the role of psychological resilience as a potential adaptation resource was assessed. A comparative analysis of the current emotional, cognitive and resource state of men and women who have survived COVID-19 was carried out in order to identify the gender characteristics of the post-covid psychological response. Typical profiles of emotional and cognitive response in the post-covid period were determined based on the integration of the results of descriptive, comparative and correlation analyses, taking into account the level of emotional distress, severity of cognitive complaints, quality of life and resource potential of the individual
RESEARCH INTO THE TRANSGENERATIONAL TRANSMISSION OF PSYCHOLOGICAL TRAUMA AND IDENTIFICATION OF THE RESOURCES OF TRAUMAIZATION
The mental health of ukrainians has significantly deteriorated due to the challenges of war, daily stress, uncertainty, and loss of a sense of security. Psychological trauma has become a common occurrence in most families: war, explosions, and deaths of loved ones affect the human psyche. The importance and relevance of the problem lies in the transmission of traumatic experiences between generations, trauma can spread in space and time. The descendants of people who survived the war "inherit" the consequences of unresolved psychological problems of the first generation and pass them on to the next. In these processes, time loses its meaning – they can last for centuries, as the need to deal with this legacy remains in the group unconscious. Without realizing that we are reliving traumatic events that happened many decades ago, we can become heirs to fears as if these feelings belong to us.By identifying the source of our intergenerational trauma, we can leave this traumatic experience in the past. Appropriating new positive and safe experiences, finding inner support, meaning, creating new goals, developing new skills - all this helps in overcoming the trauma. Recovery from trauma can lead to qualitatively new forms of social progress. Sometimes the trauma itself can be a source for rediscovering lost resources. The article analyzes contemporary research on transgenerational transmission of traumatic experiences. It considers the impact of traumatization in the context of resources and mechanisms for healing the psyche. The focus shifts to the strengths of the personality, the psyche's ability to heal itself and adapt. An important role is given to the search for possible ways to overcome, the epigenetic mechanisms of collective trauma and personal transformations during and after psychological trauma are examined, and the resources that people develop as a result of traumatization are identified.
PSYCHOLOGICAL FEATURES OF THE DEVELOPMENT OF INFORMATION AND DIGITAL COMPETENCE OF FUTURE TEACHERS
The article examines the essence and structure of information and digital competence (ICC) as a key component of modern education and professional development of future teachers. The main approaches to defining ICT content were analyzed, in particular based on the European DigComp 2.2 Framework: information literacy, communication and interaction in the digital environment, digital content creation, digital security, digital problem solving and DigCompEdu (main areas of development of digital competence of a teacher: professional interaction; digital resources; learning and teaching; assessment; helping students to develop skills for safe and ethical behavior on the Internet; self-development). Five main components of information and digital competence were identified: information literacy, digital communication and collaboration, digital content creation, digital security and technology-based problem solving.Particular attention is paid to the factors of ICT development, including institutional (educational environment, material and technical base), pedagogical (content and methods of teaching), socio-psychological (motivation, digital culture), as well as state (professional standards, policy of digitalization of education). The specifics of the development of ICT of future teachers are outlined, which consists in a combination of technological, methodological and ethical readiness to use digital tools in the educational process. It is determined that the effective formation of information and digital competence of a future teacher involves the creation of an innovative educational environment, the development of digital creativity skills, critical thinking, ethics and security on the Internet. The results of the study emphasize that information and digital competence is a necessary condition for the professional self-realization of a teacher in the conditions of digital transformation of education and society in general. It is proven that information and digital competence enables a teacher to flexibly adapt to changes in educational formats, organize high-quality distance and blended learning, optimize access to educational content, ensuring inclusiveness and personalization of learning, use digital tools to increase student motivation, gamification and visualization of complex concepts, form digital literacy, critical thinking, information culture in students, improve their own qualifications through online courses, webinars, digital pedagogical communities.
CONCEPTUAL FOUNDATIONS OF CADETS LEADERSHIP QUALITIES IN THE CONTEXT OF MODERN MILITARY EDUCATION
The article explores the conceptual foundations of developing leadership qualities among cadets within modern military education. In the context of dynamic changes in the security environment and increasing demands on military personnel, the development of leadership potential is viewed as a key prerequisite for the professional readiness of future officers. Military leadership is considered a multidimensional construct, encompassing motivational, cognitive, communicative, and managerial components that enable effective performance in complex and stressful conditions. The theoretical analysis emphasizes an integrative approach combining pedagogical, psychological, and organizational factors. Individualized educational strategies that account for personal traits, professional aspirations, and the specifics of military training play a significant role, promoting the formation of stable leadership behaviors aligned with contemporary service standards. The empirical part evaluates the development of key components of cadets’ leadership potential. Results confirm the heterogeneous nature of leadership formation: a significant proportion of cadets demonstrate medium or high levels of achievement motivation, self-efficacy, and communicative competence, while some show underdeveloped leadership characteristics, inconsistent management styles, and reduced attention stability. The study highlights the need for purposeful development of leadership competencies within professional military training, including fostering resilience, decision-making skills, emotional regulation, teamwork, and responsibility. Reflective practices, real-life scenario modeling, and a supportive educational environment encourage cadets’ autonomy and initiative. The conclusions underscore that leadership development is a systematic pedagogical task. Strengthening leadership qualities ensures the effectiveness of future officers and enhances the overall operational capability of the Armed Forces. The article provides theoretical justifications and practical recommendations for optimizing programs aimed at enhancing leadership potential in military institutions.
INDIVIDUAL APPROACH TO THE REMEDIATION OF SYSTEMIC SPEECH DISORDERS IN PRE-SCHOOL CHILDREN IN THE CONTEXT OF INDIVIDUAL AND INCLUSIVE EDUCATION
The article presents an expanded theoretical and methodological rationale for an individualized approach to the remediation of systemic speech disorders in preschool children within individual and inclusive education. Systemic speech disorders are conceptualized as complex developmental disruptions affecting phonological processing, lexico-semantic structuring, grammatical organization, and pragmatic functioning, which collectively determine a child’s ability to participate in communication and learning activities [1; 4; 5]. Ukrainian research traditions (Kabelnikova, Martynenko, Tyshchenko, Koval) are compared with international frameworks, including Developmental Language Disorder (DLD), the ASHA guidelines, the CATALISE Delphi consensus, as well as the diagnostic standards of ICD-11 and the ICF [5; 7-12]. It is argued that traditional speech-therapy practices focused on isolated linguistic components—articulation training, vocabulary memorization, or grammatical drill—do not ensure functional generalization of skills in authentic communicative contexts. Instead, remediation must rely on activity-based integration, communicative agency, individualized developmental planning, and the principles of Universal Design for Learning, which make educational environments accessible to children with diverse linguistic needs [3; 9-10]. The effectiveness of multidisciplinary collaboration involving speech-language therapists, educators, psychologists, and families is emphasized as a key precondition for stable communicative progress. Special attention is devoted to the corrective potential of logorhythmics, narrative practices, role-play, and augmentative and alternative communication (AAC). These methods support sensory-motor integration, increase communicative initiative, and facilitate the transfer of linguistic skills into real interaction with peers and adults [2; 9-10]. The findings demonstrate that an individualized, participation-oriented, and ecologically valid remediation model significantly enhances the speech and communicative development of preschool children with systemic speech disorders. The results outline promising perspectives for implementing comprehensive individualized support frameworks in inclusive early-childhood education settings [1; 3; 10; 12].
SELF-CRITICISM AS A MALADAPTIVE COPING STRATEGY IN WOMEN WITH ATTENTION-DEFICIT/HYPERACTIVITY DISORDER IN WARTIME CONDITIONS
The article presents the results of an empirical study of self-criticism as a key maladaptive coping strategy in women with attention deficit hyperactivity disorder (ADHD) in the context of full-scale war in Ukraine. Within the framework of an integrative approach combining quantitative and qualitative analysis, the psychological characteristics of self-criticism, its connection with psychological distress, and the role of the war context as a catalyst for maladaptive coping strategies are revealed. The sample consisted of 34 women with a confirmed diagnosis of ADHD (mean age 32.1 years). A set of methods was used: the COPE questionnaire to assess coping strategies, the DASS-21 scale to measure psychological distress, the ASRS scale to verify PTSD symptoms, and qualitative analysis of open-ended responses about war stressors. The results revealed a high level of self-criticism as the highest indicator among maladaptive coping strategies. Distress indicators were critically high: severe stress, extremely severe anxiety, moderate to severe depression. Correlation analysis established statistically significant links between self-criticism and anxiety, stress, and depression. Self-criticism correlates negatively with adaptive strategies—seeking social support and problem solving–but is positively associated with social withdrawal. Qualitative analysis identified four categories of manifestations: direct self-criticism (“I blame myself,” “I focus on flaws”), destructive reactions to stress, social isolation, and the military context as a trigger. Neuropsychological mechanisms were analyzed: impaired executive functions and emotional dysregulation in ADHD lead to internalization of criticism and the formation of a vicious circle of «ADHD symptoms – mistakes – self-criticism – distress – worsening symptoms». The results indicate the need for targeted psychotherapeutic interventions with an emphasis on replacing self-criticism with self-compassion, psychoeducation about the neurobiological nature of ADHD, and the creation of support groups for women with ADHD in wartime conditions.
PSYCHOLOGICAL ASPECTS OF DISTANCE LEARNING IN SECONDARY SCHOOLS: A STUDY BASED ON FOREIGN RESEARCH EXPERIENCE
This paper examines the psychological dimensions of distance learning in secondary education, focusing on motivation, self-regulated learning, stress and well-being as well as social connectedness. Drawing on recent empirical and theoretical studies, it explores how remote formats challenge adolescents’ psychological needs and developmental trajectories. As the present article relies exclusively on international research, it highlights global trends that can be instructive for improving distance education practices more broadly. The paper discusses mechanisms to support students – such as scaffolding self-regulation, fostering belonging, and providing emotional support – and proposes implications for educators and policymakers. Finally, it outlines limitations and offers directions for future research.
EMPIRICAL STUDY OF THE RELATIONSHIP BETWEEN REFLECTION AND PERSONAL SELF-REGULATION IN ADOLESCENCE
The article presents the results of an empirical study examining the relationship between reflection and personal self-regulation in adolescents. The following methods were used: «Assessment of the Level of Personal Reflexivity» by A. Karpov and V. Ponomaryov; the «Differential Type of Reflection” questionnaire by D. Leontiev; the «Volitional Self-Regulation» method by A. Zverkov and E. Eidman; the «Behavioral Self-Regulation Style» questionnaire by V. Morosanova; and the «Diagnosis of Personal Volitional Potential» by N. Fetiskin. The study involved 46 students from two 8th-grade classes aged 13-14. The levels of personal reflexivity, systemic reflection, introspection, quasi-reflection, volitional self-regulation, general self-regulation, and personal volitional potential were identified. The empirical study showed that most adolescents demonstrated an average level of introspection and quasi-reflection, while the level of systemic reflection was insufficiently developed. According to the results, adolescents exhibited well-developed personal self-regulation and volitional potential. To determine whether various types of reflection are related to personal self-regulation in adolescence, a correlation analysis was conducted. The analysis revealed a strong correlation between introspection and general self-regulation, as well as between quasi-reflection and personal volitional potential. In contrast, no significant correlation was found between the level of reflexivity and self-regulation, nor between systemic reflection and self-regulation. These results indicate that the development of personal self-regulation in adolescence does not guarantee the development of systemic reflection processes; therefore, fostering systemic reflection requires additional efforts from psychologists and educators.
PSYCHOLOGICAL STATE OF UKRAINIAN MILITARY PERSONNEL: THE EFFECTIVENESS OF PSYCHOLOGICAL ASSISTANCE AND THE NEED FOR FURTHER PSYCHOLOGICAL SUPPORT
The articlepresents the results of a study of the psycho-emotional state of military personneland veterans who participated in the defense of Ukraine since the beginning of the full-scaleinvasion by the Russian Federation. Changes in physical, emotional, behavioral, andcognitive spheres are analyzed based on data obtained during the implementation of the statepsychological rehabilitation program coordinated by the Ministry of Veterans Affairsof Ukraine. The empirical basis for the study was the Psychological Support Cardsfor recipients of psychological assistance services, approvedby Order No. 331 of the Ministry of Veterans Affairs on December 14, 2023. The paper examines in detail the symptoms, their dynamics, and the most common requests from veterans. The analysis was conducted in four areas: physical manifestations, emotional manifestations, as well as behavioral and cognitive manifestations, which allows covering all aspects of human well-being. Based on the results of the correlation analysis, the interrelationships between the most common manifestations characterizing the psychological state of military personnel were determined. The results of a qualitative analysis are presented – a comparison of data on military personnel in 2022 before receiving psychological assistance and in 2025. The results show a deterioration in almost all of the selected indicators—compared to the beginning of the war, there has been a significant increase in tension, fatigue, burnout, chronic stress, etc., which requires special attention from psychologists and targeted work to ensure combat readiness. The transition to civilian life for military personnel (“discharge”) does not eliminate, but rather exacerbates, the characteristics that the war has brought to their psyche, requiring special attention and psychological support. There is a significant need to strengthen the neuromedical component of care and introduce modern rehabilitation protocols. A number of practical recommendations have been proposed to improve state policy in the field of mental health for military personnel.
ORGANIZATION OF LOGOPEDICS WORK WITH THE FORMATION OF GRAMMATICALLY CORRECT SPEECH STRUCTURE IN PRESCHOOL CHILDREN WITH SEN BY THE MEANS OF DIDACTIC GAMES
The article reveals the concept of grammatically correct speech structure and features of the speech development of children with general underdevelopment of speech (GLD); characteristic manifestations of grammatical disorders in preschoolers with SEN and their influence on speech activity are described; the possibilities of using didactic games as an effective means of corrective work are determined. Modern speech therapy practice offers a variety of methods and approaches to correctional work, however, the use of didactic games in speech therapy work is particularly effective, since game activity is the leading form of activity for preschoolers. The didactic game contributes not only to the development of speech, but also provides an individual approach, taking into account the characteristics of each child, stimulating his cognitive activity, interest in learning, the development of thinking, memory and attention. Thanks to the game, children learn to apply grammatical rules in practical speech situations, which facilitates the acquisition of grammatically correct speech structure. The development of didactic games revealed the effectiveness of specially selected game tasks aimed at consolidating certain grammatical skills, such as agreement, conjugation, and the formation of complex sentences. Games activate children's interest in learning, contribute to better learning of grammar. The effectiveness of the use of didactic games was confirmed as a result of the implementation of methodical recommendations in speech therapy work. The results of the control test showed a significant increase in the high level of grammatical correctness of speech among preschoolers, which indicates the feasibility of using games as the main method of correction. Recommendations on the use of didactic games include advice on their systematic introduction into the educational process. In particular, it is recommended to combine game tasks with other types of activities that stimulate speech activity, develop coherent speech and grammatical skills of children with SEN. It was established that game tasks contribute to the development of linguistic skills and the integration of speech skills into the educational process, increasing the motivation and involvement of children in speech activities.
general underdevelopment of speech (STD)
formation of grammatically correct speech structure; gamification
THEORETICAL REVIEW OF EVIDENCE-BASED PRACTICES OF PSYCHOLOGICAL REHABILITATION OF THE POPULATION DURING WAR
The article presents a theoretical review of evidence-based practices of psychological rehabilitation for the population affected by war. The relevance of this study arises from the large-scale psychotraumatization of Ukrainian citizens caused by combat operations, forced displacement, loss of relatives, and destruction of homes. The purpose of the research is to systematize and analyze the most effective evidence-based methods of psychological support whose efficacy has been confirmed by international studies. The article examines the cognitive-behavioral therapy (CBT), trauma-focused CBT, eye movement desensitization and reprocessing (EMDR), narrative exposure therapy (NET), group interventions, psychoeducational programs, resilience training, and hypnotherapy. Their effectiveness in reducing symptoms of post-traumatic stress disorder, anxiety, depression, and other war-related psychological consequences is summarized. Special attention is given to the integration of these approaches into national mental health and social support systems. The article also emphasizes the necessity of adapting evidence-based practices to the Ukrainian sociocultural context and improving the professional training and supervision of specialists. It highlights the importance of developing flexible formats of psychological assistance, such as online counseling, mobile psychological teams, and the use of digital technologies in rehabilitation. The authors argue that digital tools, including online platforms and mobile applications, can expand access to psychological help even in wartime conditions. The integration of psychological and cultural interventions, such as art therapy and community-based activities, is discussed as an additional resource for collective resilience and postwar recovery. The study concludes that evidence-based practices represent a crucial foundation for effective psychological rehabilitation, restoration of social functioning, and enhancement of personal and societal resilience in postwar Ukraine.
RESEARCH BEHAVIOUR, INTELLECT AND CREATIVITY OF FUTURE DOCTORS OF PHILOSOPHY IN THE PROCESS OF ACQUIRING FOREIGN LANGUAGE COMMUNICATIVE COMPETENCE: PSYCHOLOGICAL PERSPECTIVE
The article analyses the psychological aspects of the relationship between research behaviour, intellect and creativity of future doctors of philosophy in the process of acquiring foreign language communication skills. Despite the obviousness that there must be a positive correlation between research behaviour, intelligence and creativity, it is far from always being found in empirical studies, and in some cases negative correlations are observed. It considers studies in which the links between research behaviour, intellect and creativity were examined at the level of correlations between the corresponding tests. In turn, research has been conducted on the interrelationships and interactions between research behaviour, intelligence and creativity that arise or are actualised in the holistic act of learning new objects while studying and using a foreign language. Some of the diverse results obtained are starting points for new directions in the cognition of the object, which are realised through the setting of new goals, the search for and identification of new courses of action and testing strategies, and the construction of new systems of interpretation taking into account the foreign language being studied. Thus, divergent thinking is stimulated by new information coming from the object as a result of the application of divergent strategies. It is particularly important that a person's creative focus on the diversity of all components of activity is the basis for the invention of various combinatorial strategies, a complete combinatorial search of several factors, understanding a special type of information revealed by these combined influences (information about unobservable interactions between factors), and constructing an adequate system for interpreting the object's operation.
foreign language communicative competence
SOCIAL INTELLECT IN THE SYSTEM OF PERSONALITY PSYCHOLOGICAL CHARACTERISTICS: RESULTS OF CLUSTER ANALYSIS (on the example of future programmers)
The article presents the results of an empirical study aimed at identifying the structural organization and key psychological determinants of social intelligence in future programmers. Social intelligence is considered as a multidimensional construct that integrates cognitive processing of social information, emotional regulation, interpersonal sensitivity, and behavioural adaptability. These components jointly determine the effectiveness of communication, cooperation and professional interaction in the IT environment, which is characterized by high cognitive demands, teamwork, dynamic social contexts and increased emotional load. The empirical study examined the interrelations between personality traits, emotional stability, self-regulation, and indicators of social adaptability among students of IT specialities. Using multivariate statistical procedures, including hierarchical cluster analysis, several stable clusters were identified, reflecting different levels of social functioning: socio-psychological maturity, cognitive-personal integration, moral-volitional regulation, emotional dynamics, emotional disharmony and interpersonal adaptation. A higher-order cluster representing personal integrity was revealed, indicating the systemic interconnection between cognitive, emotional and volitional components of social intelligence. The results demonstrate that social intelligence of future programmers functions as an integrated psychological system in which intellectual flexibility, emotional balance, self-acceptance, moral responsibility and social awareness interact to ensure constructive communication and effective teamwork. The findings broaden the understanding of the psychological structure of social intelligence and highlight its importance for professional training in the IT field. They also create a foundation for developing educational and psycho-corrective programmes aimed at strengthening socio-emotional competencies and supporting professional development of future IT specialists.
CYBER COMMUNICATIVE ADDICTION IN THE STRUCTURE OF MODERN DIGITAL ADDICTIONS: A THEORETICAL REVIEW
The rapid expansion of digital technologies and the widespread use of social media have significantly transformed modern patterns of interpersonal communication, self-presentation, and socialization. These changes have contributed to the emergence of new forms of addictive behavior, among which cyber-communicative addiction is becoming one of the most prevalent and socially significant types. This phenomenon is especially acute among young people, for whom online platforms serve not only as a means of communication but also as a space for identity construction, emotional regulation, and compensation for unmet social needs. Cyber-communicative addiction manifests itself through a compulsive need for constant online interaction, dependence on social approval, and emotional reinforcement, ultimately reducing the quality of offline relationships, impairing emotional self-regulation, increasing anxiety, and distorting self-perception. A review of international and Ukrainian research shows substantial scientific interest in digital addictions, especially Internet addiction, examined by I. Goldberg, K. Young, M. Griffiths, J. Suler and others. Ukrainian scholars such as T. Bolbot, T. Vakulich, T. Karabin, and L. Yurieva explore diagnostic, preventive, and corrective aspects of this issue. Despite notable progress, the mechanisms underlying cyber-communicicative addiction in student populations remain insufficiently studied, necessitating further theoretical modeling and empirical research. The aim of the article is to systematize current theoretical approaches to understanding cyber-communicative addiction within the broader structure of digital addictions, to clarify its psychological characteristics, and to outline its mechanisms of formation. The analysis highlights the role of cognitive-behavioral and socio-psychological factors, including loneliness, low self-esteem, emotional instability, and deficits in self-regulation. Special attention is paid to the compensatory function of online communication, algorithmic reinforcement through social media feedback, and the risks associated with replacing authentic interpersonal contacts with virtual interactions.
THE IMPACT OF EFFECTIVE TIME USE ON THE PSYCHOLOGICAL ADAPTATION AND RESILIENCE OF INTERNALLY DISPLACED PERSONS
The article presents the results of a theoretical and empirical study aimed at assessing the effectiveness of a preventive and corrective program for emotional burnout among psychologist-trainers under wartime conditions in Ukraine. The research involved 36 participants and applied the Maslach Burnout Inventory (MBI), the Professional Identity Diagnostic Method (A. Kulagina adaptation), and the Perceived Stress Scale (PSS-10). The analysis revealed statistically significant positive changes across all measured dimensions: emotional exhaustion decreased by an average of 6.7 points, depersonalization by 3.8 points, and the sense of personal accomplishment increased by 4.5 points. The implementation of the program contributed to reduced stress perception, enhanced confidence in professional roles, and strengthened internal coping mechanisms. Correlation analysis confirmed inverse relationships between emotional exhaustion and professional identity (r = –0.62; p < 0.01), demonstrating that self-awareness and value coherence act as protective resources against burnout. The findings highlight that structured preventive interventions, including relaxation, visualization, and self-reflection exercises, effectively restore emotional balance and resilience among helping professionals. The developed model has proven efficient not only for psychologists but can also be adapted for educators, social workers, and healthcare providers exposed to chronic stress. The program was implemented in a hybrid format combining group training sessions and individual reflection tasks, which ensured accessibility for specialists displaced by the war. Its results emphasize the pedagogical and social value of developing systematic psychological support frameworks within professional education to enhance resilience and long-term well-being in crisis contexts.
PSYCHOLOGICAL CONSEQUENCES OF COMBAT PARTICIPATION FOR THE VETERAN’S PERSONALITY
The article examines the psychological consequences of participation in combat operations for war veterans, focusing on the complex interplay between emotional trauma, post-traumatic stress disorder (PTSD), and psychosomatic disturbances. Veterans often experience profound psychological transformations caused by exposure to extreme stress, loss, and violence. These experiences lead not only to emotional suffering but also to difficulties in social adaptation, communication, and family relationships. The study emphasizes that the transition from military to civilian life is a critical period that requires psychological support, professional intervention, and the development of adaptive coping strategies. Particular attention is given to the manifestations of PTSD, including intrusive memories, anxiety, irritability, sleep disorders, and psychosomatic symptoms such as hypertension, gastrointestinal dysfunction, and chronic pain. These manifestations significantly reduce the quality of life and hinder successful reintegration into society. The article highlights the importance of comprehensive rehabilitation combining counseling, group therapy, art therapy, and mindfulness to restore emotional balance. The article concludes that an integrated approach combining medical, psychological, and social interventions can significantly improve the well-being of veterans and promote their successful reintegration into peaceful life. Additional diagnostic tools, such as psychological testing, clinical interviews, and structured assessment of PTSD symptoms, allow professionals to identify trauma-related disorders early. Counseling helps veterans develop resilience and self-understanding, while psychotherapy, especially cognitive-behavioral and trauma-focused methods, facilitates recovery, emotional stabilization, and reintegration into social life.
RESEARCH ON STRESS RESILIENCE AMONG HIGH SCHOOL STUDENTS DURING ENTRANCE EXAM PREPARATION
The article explores the structural components of stress resilience among high school students during the period of preparation for entrance examinations. Special attention is given to psychological, social, and academic factors that contribute to increased stress levels, as well as to internal and external resources that support the development of resilience as a key element of students’ psychological well-being. The authors apply empirical research methods, including the Hardiness Questionnaire by S. Maddi and the Spielberger-Hanin State-Trait Anxiety Inventory, to assess stress resilience and anxiety levels among students of Polonne Lyceum № 1. The findings indicate that students’ stress resilience tends to decrease as the exam period approaches, while anxiety indicators show a noticeable increase. The article analyses these dynamics in detail, focusing on the interaction between cognitive, emotional, and behavioral aspects of stress responses. Additionally, the research highlights the importance of supportive educational environments, effective communication with teachers and peers, and the role of self-regulation skills in maintaining resilience. The results of the study confirm the relevance of the problem of developing stress resistance among high school students, since the studied group of high school students has an average level of stress resistance, which indicates the presence of certain skills for overcoming stress, but there is a need to develop flexibility, endurance and self-confidence. Based on the obtained results, the authors propose practical recommendations for school psychologists and social educators aimed at strengthening students’ stress resilience during exam preparation. These include psychoeducational interventions, training in emotional regulation, and the development of adaptive coping strategies to help students maintain psychological balance and perform successfully during high-pressure academic periods.
BETWEEN MIND AND HEART: FROM HUMANISTIC PSYCHOLOGY TO EMOTIONAL INTELLIGENCE
The article explores the philosophical and psychological evolution that redefined emotion as a vital dimension of human intelligence in the mid-twentieth century. Thinkers such as Abraham Maslow, Carl Rogers, Rollo May and others transformed psychology into a discipline concerned not only with pathology but with authenticity, meaning, and growth. Together, they established the conceptual and ethical foundations for what would later be called emotional intelligence – the integration of thought and feeling, cognition and compassion, reason and value. The article argues that emotional intelligence should not be seen as a contemporary innovation but as the culmination of a humanistic tradition that redefined intelligence as the harmony between mind and heart, between knowing and caring, between awareness and empathy – the moral essence of what it means to be human.
SENSE OF COHERENCE IN STUDENT AGE AS AN INDICATOR OF ADAPTATION AND PSYCHOLOGICAL WELL-BEING
The article explores the sense of coherence as a fundamental psychological construct that plays a crucial role in the adaptation and psychological well-being of university students. Student age represents a sensitive developmental period marked by intensive personal growth, identity formation, increased academic demands, and constant social changes. In such conditions, young people frequently encounter stress, uncertainty, and emotional overload, which heightens the need for stable internal resources that support their psychological balance. The sense of coherence ‒ defined by A. Antonovsky as a combination of comprehensibility, manageability, and meaningfulness ‒ functions as an integrative mechanism that enables students to perceive life events as predictable, structured, and significant. These components collectively support the individual’s ability to maintain emotional stability, regulate behavior, and interpret stressful situations from a constructive perspective. The abstract highlights how a strong sense of coherence contributes to students’ academic adaptation, enhances their motivation, improves emotional self-regulation, and fosters more effective coping strategies when faced with difficulties. Empirical findings from contemporary psychological research indicate that students with higher levels of coherence demonstrate lower vulnerability to anxiety, burnout, and depressive symptoms, while showing greater resilience, cognitive flexibility, and readiness to overcome academic and social challenges. The article also emphasizes the impact of the broader socio-cultural context ‒ particularly the consequences of war, social instability, forced displacement, and changes in learning environments ‒ on the formation and functioning of coherence in student youth. Furthermore, the article summarizes the main socio-psychological determinants influencing the development of the sense of coherence, including personal resources (self-regulation, self-esteem, resilience), interpersonal factors (social support, quality of communication, group belonging), and contextual influences (educational climate, societal uncertainty, cultural norms). The sense of coherence is presented as a key adaptive resource that integrates cognitive, emotional, and motivational processes, enabling young people to maintain psychological well-being, navigate complex life circumstances, and constructively engage in academic and personal development.
INTEGRATION OF MODERN PSYCHOLOGICAL TECHNOLOGIES OF EMOTIONAL REGULATION IN THE DEVELOPMENT OF ACADEMIC ACHIEVEMENTS OF ADOLESCENTS
The article examines the development of emotional regulation and academic self-regulation in adolescents as key factors of psycho-emotional well-being and academic success. Adolescence involves high sensitivity to stress, cognitive and emotional changes, and increased academic demands, creating risks of anxiety, emotional exhaustion, and reduced learning motivation. The study explores the impact of psychotechnologies for emotional regulation on academic performance. Dysfunctional cognitive beliefs-such as perfectionism, dependence of self-esteem on external evaluation, error catastrophizing, and unrealistic demands-were analyzed in relation to emotional regulation and learning effectiveness. Results showed that successful adolescents exhibit flexible thinking, constructive reappraisal, and tolerance for uncertainty and mistakes, while less successful students display dysfunctional beliefs and impulsive emotional behavior, lowering motivation and productivity. Based on these findings, a psychological program was developed to enhance emotional regulation and academic self-regulation, incorporating interactive exercises, role-playing, reflective journals, and psychoeducational materials. The program fosters awareness of emotions, cognitive strategies, and self-regulation skills. Evaluation revealed significant reductions in dysfunctional beliefs and anxiety, alongside improvements in self-control, cognitive flexibility, and learning motivation. These findings confirm that psychotechnologies for emotional regulation support the development of adaptive cognitive and behavioral resources, enhance academic outcomes, and promote psycho-emotional well-being in adolescents, providing an effective tool for supporting students with high emotional reactivity and low motivation.
PSYCHOLOGICAL FEATURES OF THE DEVELOPMENT OF EMOTIONAL-ETHICAL COMPETENCE OF FUTURE TEACHERS
The article analyzes current trends in the development of emotional and ethical competence of future teachers, which is defined as a holistic system of knowledge, skills and abilities that ensures the ability of an individual to be aware of and regulate their own emotional states, adequately perceive the emotions of others, effectively interact in interpersonal relationships, and make morally and ethically sound decisions in various professional and social situations. The scientific approaches to defining the content of the concept of “emotional-ethical competence of future teachers” are revealed, and the components of this concept – “emotional competence” and “ethical competence” are also characterized. It is specified that emotional competence is manifested in the ability to build harmonious interpersonal relationships, effectively respond to emotional influences and maintain emotional balance. It is determined that its components are emotional awareness, i.e. recognition of one's own emotions and their causes, emotional regulation as control over impulsive reactions, the ability to calm oneself in stressful situations, recognition of the emotions of others - empathy and sensitivity to non-verbal signals, emotional expression as an adequate transmission of one's emotions in communication. It is emphasized that a teacher's ethical competence is an integral quality of his personality, which provides not only knowledge of ethical norms and a professional code, but also the ability to apply them in specific pedagogical situations, especially in conditions of moral choice, conflicts, or emotionally charged interactions. It is emphasized that the development of emotional and ethical competence allows a teacher not only to understand ethical norms, but also to implement them through empathy, kindness, and tolerance. It is specified that the emotional and ethical competence of a future teacher includes: emotional skills as awareness and regulation of one's own emotions, recognition of the emotions of others, ethical awareness, which means the ability to evaluate one's own and others' actions from the standpoint of morality, social justice and pedagogical responsibility, moral and ethical action - behavior that takes into account the rights, feelings and interests of others, especially in the pedagogical environment.
LOGOPEDIC DOLL AS A MEANS OF CORRECTING SOUND PRONUNCIATION IN CHILDREN WITH COMBINED SPEECH DISORDERS
The article reveals the concept of grammatically correct speech structure and features of the speech development of children with general underdevelopment of speech (GLD); characteristic manifestations of grammatical disorders in preschoolers with SEN and their influence on speech activity are described; the possibilities of using didactic games as an effective means of corrective work are determined. A speech therapy doll is a specially designed play tool that combines the functions of a model of an articulation apparatus and an emotionally appealing character. The use of a speech therapy doll as a means of playful interaction creates optimal conditions for the practical assimilation of speech skills formed in the process of remedial education and in the family environment. The use of a doll in the structure of didactic games requires a thorough theoretical justification and systematic study, which emphasizes its relevance and significance for speech therapy practice with children who have combined speech disorders. The development of didactic games revealed the effectiveness of specially selected game tasks aimed at consolidating certain grammatical skills, such as agreement, conjugation, and the formation of complex sentences. Games activate children's interest in learning, contribute to better learning of grammar. The effectiveness of the use of didactic games was confirmed as a result of the implementation of methodical recommendations in speech therapy work. The results of the control test showed a significant increase in the high level of grammatical correctness of speech among preschoolers, which indicates the feasibility of using games as the main method of correction. Recommendations on the use of didactic games include advice on their systematic introduction into the educational process. In particular, it is recommended to combine game tasks with other types of activities that stimulate speech activity, develop coherent speech and grammatical skills of children with SEN. It was established that game tasks contribute to the development of linguistic skills and the integration of speech skills into the educational process, increasing the motivation and involvement of children in speech activities.
formation of grammatically correct speech structure
TOLERANCE AS A CONDITION FOR EFFECTIVE INTER-ETHNIC COMMUNICATION: ETHNO-PSYCHOLOGICAL ASPECT
The article carries out a theoretical analysis of scientific sources regarding the definition of the essence and meaning of the terms "interethnic communication", "tolerance", their characteristics by representatives of the scientific community.It has been established that these questions are in the field of view of representatives of various sciences and their relevance is confirmed by time, intercultural processes and the development of society. The authors of the article note that interethnic communication is a structural component of interethnic interaction. By interethnic communication, scientists understand forms of social interaction and information exchange between representatives of different ethnic groups,which is characterized by processes of communication, mutual understanding, interpretation of cultural meanings and coordination of behavioral norms of representatives of different ethnic groups. It is noted that the term "tolerance" has a long history. The views of scientists differ regarding the definition of its content. So, according to some scientists, this scientific category acts as an individual trait of a person; others define it as a social position and attitude towards another person; the third - as a social norm. The authors of the study adhere to a position in which tolerance, as a component of interethnic communication, acts not only as a valuable characteristic of an individual as a representative of a certain nation, but also as a social norm of a certain society, which ensures the rights of citizens of this state, treats with respect their views, religious preferences, cultural traditions and national belonging. It is noted that the issue of tolerance is enshrined in normative documents, where the principle of tolerance is reflected through intercultural environment and interethnic interaction.Attention is focused on the fact that the indicators of a person's tolerance characteristics determined by scientists are important, as an element of his intercultural competence. It has been established that tolerance is a fundamental basis for effective interethnic communication in an intercultural society.Thanks to it, it is possible to establish mutual understanding between the participants of interethnic interaction, avoid conflicts, relieve tension between different ethnic representatives, and establish partnership relations.
FACTORS AND THEIR IMPACT ON THE PREVENTION OF VIOLENCE IN AN EDUCATIONAL INSTITUTION AS A CONDITION FOR IMPROVING THE PEDAGOGICAL SKILLS OF A TEACHER OF LABOR TRAINING AND TECHNOLOGIES
During the last decade, solving the issue of preventing school violence has become one of the global social problems of society. In this context, it becomes important to search for factors and determine their role in the organization of a favorable educational environment in schools in Ukraine, to develop a methodology that contributes to the prevention of violence among schoolchildren based on mutual help and mutual respect. The purpose of the article is to substantiate the factors that can influence the eradication of bullying, mobbing and cyberbullying in the school environment of Ukraine. The methodological approach of the research is based on theoretical methods (comparative analysis, synthesis and generalization of theoretical data); empirical (questionnaires, testing, observations, surveys, heuristic conversation, dialogue, discussion, psychological and pedagogical trainings, seminars, debates); diagnostic (pedagogical observation and pedagogical experiment (diagnostic, formative, control). The content of the main concepts «bullying», «cyberbullying», «mobbing», «favorable educational environment» was determined; their signs and peculiarities were revealed, the method of creating a favorable environment was developed and implemented into the educational environment for the prevention of violence in schools of Ukraine. The outlined levels were assessed at high (5 points), medium (4 points) and low (1-3 points) levels. After conducting an experimental study, promising directions for improving the favorable educational environment in schools in Ukraine were formed. The practical value of the work lies in the development of methods of organization and implementation of a favorable educational environment in schools in Ukraine, which contributes to the eradication of bullying among students.
PSYCHOLOGICAL FEATURES OF THE IMPLEMENTATION OF THE EDUCATIONAL FUNCTION BY THE FOLLOWING FAMILY
The article examines the implementation of the educational function within foster families, emphasizing its crucial role in the psychological, emotional, and social development of children deprived of parental care. The purpose of the study is to identify the main psychological factors that determine the effectiveness of educational practices in foster families and to define the emotional, social, and environmental conditions that promote or hinder successful upbringing. The research highlights that the educational function of foster parenting is a multidimensional and dynamic process that integrates psychological support, emotional bonding, restoration of trust, social adaptation, and the creation of a stable, caring, and secure family climate. These aspects are essential for helping children overcome traumatic experiences, rebuild emotional balance, and develop a sense of belonging, confidence, and mutual respect within family relationships. The empirical study, conducted through a structured survey of 42 foster parents from various regions of Ukraine, revealed that the success of foster care largely depends on parents’ empathy, motivation, psychological maturity, and ability to ensure a supportive atmosphere of acceptance and emotional safety. It is emphasized that effective foster parenting requires systematic psychological assistance, flexible educational strategies, and professional counseling aimed at strengthening emotional resilience, personal growth, and positive self-perception in children. The findings expand the scientific understanding of foster family dynamics and provide practical recommendations for enhancing the system of psychological and pedagogical support, promoting emotional well-being, and ensuring successful social integration of children in contemporary Ukrainian society.
THE INTERCONNECTION BETWEEN BIOLOGICAL MECHANISMS AND SOCIO-PSYCHOLOGICAL ADAPTATION IN SEVERELY WOUNDED COMBATANTS
The article provides a comprehensive analysis of biological theories of socio-psychological adaptation of severely wounded combatants and their impact on the restoration of psychophysiological functions. It shows that after the start of full-scale war in Ukraine, the issue of effective rehabilitation of veterans and wounded military personnel has become particularly relevant, as it combines medical, psychological, and social dimensions. The essence of biological adaptation mechanisms is revealed, which ensure the body’s ability to restore balance after trauma and form new strategies for functioning. Based on the works of domestic researchers and modern psychophysiological approaches, it has been proven that biological adaptation is the basis for cognitive recovery, emotional regulation, and motivational activity of combatants. It has been substantiated that it is advisable to use a comprehensive approach to the analysis of adaptation mechanisms covering various levels of an individual’s response to traumatic events. A classification of types of personal adaptation in the process of rehabilitation of severely wounded combatants is presented. The use of VR therapy with biosensor integration, neurostimulation, and sensorimotor training as effective means of activating compensatory mechanisms of the brain is described. It is emphasized that biological adaptation is an integrative process that combines physiological, psychological, and social components of recovery, ensuring coordinated interaction between the body’s physical reactions, the emotional state of the individual, and their ability to function effectively in a social environment after experiencing stress or trauma. It creates the basis for the formation of stress resistance, positive self-perception, and reintegration into civilian life. The practical significance of the study lies in the use of the results to improve the psychological assistance system, develop rehabilitation programs, and monitor the psychophysiological indicators of combatants’ adaptation.
PROFESSIONAL BURNOUT OF TEACHERS IN HIGHER EDUCATION INSTITUTIONS IN UKRAINE UNDER MARTIAL LAW
The article examines the influence of psychological factors on the intensity of professional burnout among teachers of higher educational institutions in Ukraine under martial law. Using the Maslach Burnout Inventory (MBI), “Assessment of One's Own Burnout Potential” (J. Greenberg), and the Perceived Stress Scale (PSS-10), an empirical study was conducted of 51 teachers from nine universities in different regions of Ukraine, taking into account parameters such as gender, age, marital status, presence of children, employment status, length of service, part-time employment, format of the educational process, and organizational changes as predictors of psycho-emotional exhaustion. The average values across all MBI scales – emotional exhaustion, depersonalization, and personal accomplishment reduction – demonstrate a high degree of burnout in the sample. It has been established that women are characterized by greater emotional tension and lower professional self-esteem, while men more often show signs of depersonalization and psychological distancing. The most critical manifestations of emotional exhaustion are observed in respondents with increased family or professional stress. A powerful trigger for exhaustion and reduced professional effectiveness is working multiple jobs, which complicates the possibility of psychological recovery for both men and women. Statistical differences between groups in terms of learning format show that offline learning for women and distance learning for men increase emotional stress and contribute to increased depersonalization. Teachers with more than 30 years of experience, as well as women with 5–10 years of experience, showed the most significant decline in professional success; this indicates different crisis periods in professional life among gender groups. It has been proven that the systemic overload of educational work in conditions of martial law, organizational changes, chronic uncertainty, and resource shortages create a persistent dominance of stressors over restorative factors. The results of the study emphasize the need to implement burnout prevention programs at the level of educational institutions, aimed at optimizing workload and strengthening psychological support.