Psychology Travelogs

EMPIRICAL STUDY OF THE LEVEL OF DEVELOPMENT OF SOCIAL ADAPTATION AND EMOTIONAL STATE OF YOUTH DURING THE WAR

2026-03-13T17:16:15+02:00

The article states that a significant role in the empirical experiment is given to the study of the level of development of social adaptation of young people during the war and their emotional state. Scientists who have studied this topic are presented. The program of the constant experiment is described. It is noted that the confirmation experiment consists of four stages: the first stage of the study was aimed at identifying the level of development of social frustration and adaptation in young people; the second – to identify the level of development of emotional manifestations, such as: offensiveness, irritability, anxiety, aggressiveness towards others, emotional incontinence, feelings of guilt, negativism and depression; the third – to study the level of development of responsibility and conformity; the fourth – to study the level of development of self-regulation, perseverance, and self-control.

The indicators of social adaptation are highlighted – self-acceptance, acceptance of others, emotional comfort, striving for dominance, escapism. Negative emotional states experienced by young people during the war are presented: resentment, irritability, anxiety, emotional incontinence, guilt, negativism, depression, aggressiveness towards others. The emotional states experienced by young people during the war are presented. Methods for studying social adaptation and emotional states of young people are presented. The results obtained are analyzed. The causes of negative emotional states in young people are indicated. Prospects for further research aimed at developing and implementing a correctional program that involves the development of social adaptation in young people and the stabilization of their emotional state are presented.

CONDITIONS–DECISIONS MATRIX MODEL OF SOCIO-PSYCHOLOGICAL PATTERNS IN SMALL INFANTRY UNITS MANAGEMENT UNDER «BATTLEFIELD TRANSPARENCY» AND RELATED CONSTRAINTS

2026-03-13T17:43:26+02:00

The mass use of unmanned systems, persistent aerial observation, and the fragmentation of engagements create “battlefield transparency” conditions, under which the cost of situational assessment errors, coordination failures, and loss of small-unit controllability increases. In the Ukrainian experience summary training manual (2022-2025) Infantry Small-Group Tactics, these changes are captured through recurring managerial principles; however, they are dispersed across the text and require a formal, reproducible analytical description. This paper aims to construct a reproducible “conditions–decisions” matrix (C×D) as a model of socio-psychological patterns in small infantry units under battlefield transparency and related constraints, without reproducing operational tactical algorithms. A categorical content analysis was conducted using a predefined codebook (20 codes: C1–C6 conditions; D1–D10 decision classes; K1–K4 explanatory mechanisms as an interpretive layer) and dominant coding rules (one dominant C and one dominant D per unit; K was recorded only when explicitly marked). The corpus was built via full-text screening of the manual and included all units containing an explicit “condition/context → managerial decision/principle” linkage (N=134). At the condition level, C1 “observability/battlefield transparency” (32.1%) and C5 “threat intensity/risk of engagement” (28.4%) dominate. At the decision-class level, D8 “signature management/control of observability cues” (20.9%) and D2 “maintaining controllability” (20.1%) prevail, followed by D1 “role clarity” (14.9%), D6 “adaptation without template thinking” (11.2%), and D4 “brief unambiguous commands/signals” (10.4%). The matrix core is formed by C1–D8 (13 cases) and C5–D2 (11 cases), whereas C2 “communication constraints/electronic warfare effects” is characterized by a D8 + D4 configuration with additional controllability/initiative components. The findings are interpreted as reconstructing three primary control loops (observability, communication constraints/EW, high threat intensity) and a coordination (supporting) loop that captures cross-cutting organizational-communication mechanics of action alignment. The interpretation is additionally anchored in the manual’s concluding analytical section, which emphasizes: (a) the shift from maneuver-centric approaches to small-group tactics with a tendency toward further downsizing; (b) the non-universality of tactical techniques across different terrain types; and (c) a training focus shift toward controllability, action alignment, and competition in the electromagnetic spectrum. This linkage helps treat the C×D matrix not as “frequencies per se” but as a reproducible reconstruction of the document’s internal managerial logic, i.e., which conditions systematically cue which decision classes. The C×D matrix turns a training text into a reproducible analytical description and provides a basis for testable hypotheses and training program design focused on decision-making control loops.

INTEGRATED METHODS OF CRISIS INTERVENTION AND SOCIAL INFLUENCE IN MODERN PSYCHOTHERAPEUTIC AND CONSULTING PRACTICE

2026-03-13T17:57:14+02:00

The article provides a comprehensive theoretical and methodological analysis of integrated methods of crisis intervention and social influence in the context of modern psychotherapeutic and consulting practice. The relevance of the study is due to the increase in the number of crisis states associated with the impact of chronic stress, traumatic events, social instability and psychoemotional maladjustment, which require multidimensional and interdisciplinary approaches to the provision of psychological assistance. The paper considers crisis intervention as a short-term, targeted form of psychotherapeutic support aimed at stabilizing the emotional state of the individual, restoring his adaptive potential and reducing the risk of developing long-term mental disorders. Particular attention is paid to the role of social influence as an important factor in the effectiveness of the psychotherapeutic process, which is implemented through interpersonal interaction, social support, communicative strategies and the formation of a therapeutic alliance. The feasibility of integrating individually oriented psychotherapeutic methods with socio-psychological mechanisms of influence is substantiated, which allows taking into account not only the client's internal psychological resources, but also the context of his social functioning. The article analyzes the importance of coping strategies, protective mechanisms and psychological resources of the individual in overcoming crisis situations, and also reveals the potential of positive psychotherapy and integrative approaches in forming stress resistance and promoting post-traumatic growth. It is shown that the use of integrated models of crisis intervention is especially effective in working with individuals experiencing intense or prolonged stress, in particular representatives of helping professions. It is concluded that the integration of crisis intervention methods and social influence creates a holistic model of psychological assistance, which increases the effectiveness of psychotherapeutic and consultative practice, contributes to the restoration of psycho-emotional balance, improvement of socio-psychological adaptation and development of personal potential in conditions of crisis and post-crisis states. The obtained theoretical generalizations can be used in the practical activities of psychologists, psychotherapists and consultants, as well as in further scientific research into the problems of crisis psychology.

PSYCHOLOGICAL ASSISTANCE FOR INDIVIDUALS WITH ELEVATED ANXIETY THROUGH TRAINING: THEORETICAL AND PRACTICAL ASPECTS

2026-03-13T18:05:26+02:00

This article examines the theoretical and practical aspects of providing psychological assistance to individuals experiencing elevated anxiety through training-based interventions. Elevated anxiety is a widespread manifestation of psycho-emotional tension, negatively affecting cognitive, emotional, and behavioral functioning, reducing adaptive capacity, and impairing overall quality of life. A comprehensive approach to anxiety correction is emphasized, combining psychoeducational, cognitive, emotional-regulation, and social-communicative techniques within structured training sessions. The main directions of training include awareness of the nature and mechanisms of anxiety, development of self-regulation skills, transformation of maladaptive cognitive patterns, practicing constructive behavioral models, and integrating these skills into daily life. Practical implementation aspects are highlighted, including group preparation, creation of a safe psychological environment, use of interactive and creative techniques, and evaluation of training effectiveness. The article highlights the advantages of the training approach, including active participant engagement, systematic and multi-level impact, group support, promotion of independence and resilience, and motivational involvement. The study demonstrates that training-based interventions are an effective psychocorrection tool for reducing anxiety, developing self-regulation skills, and enhancing overall personal adaptability. Moreover, the application of training methods contributes to the development of social competence, improving participants’ ability to interact constructively in stressful situations. This article provides theoretical and applied insights for psychologists, psychotherapists, and professionals working with at-risk populations.

INTERACTION BETWEEN THE EDUCATIONAL INSTITUTION AND THE FAMILY AS A FACTOR OF SUCCESSFUL INCLUSIVE EDUCATION OF A CHILD WITH SPECIAL EDUCATIONAL NEEDS

2026-03-13T18:08:56+02:00

У статті представлено дослідження ключового аспекту успішності інклюзивної освіти в Україні – стратегічного партнерства між навчальним закладом та сім’єю дитини з особливими освітніми потребами (ООП). Мета роботи полягає в теоретичному обґрунтуванні та розкритті практичних аспектів цієї взаємодії як системоутворюючого чинника. Актуальність теми зумовлена трансформацією інклюзії з експерименту в законодавчо закріплену норму, що потребує ефективних практик реалізації. У статті детально розглядаються аспекти, що обґрунтовують критичну важливість партнерства: педагогічний (спільна розробка Індивідуальної програми розвитку, забезпечення єдності вимог), психологічний (емоційна підтримка, зменшення тривоги) та соціальний (формування єдиного соціального простору, подолання ізоляції). Особлива увага приділена ролі батьків як повноправних членів команди психолого-педагогічного супроводу (КППС) згідно з чинним законодавством. Описано практичні етапи їх участі – від діагностики до моніторингу та корекції індивідуального освітнього маршруту.

Автори пропонують комплексний підхід до організації взаємодії, визначаючи ключові принципи (рівноправність, довіра, системність, індивідуальний підхід) та структуровані напрями роботи: діагностичний, інформаційний, просвітницький, консультативний, практичний, психотерапевтичний, підтримуючий. Представлено широкий спектр форм – від індивідуальних консультацій і щоденників зв’язку до групових тренінгів, майстер-класів, спільних заходів та використання дистанційних технологій.

Висновок підкреслює, що інклюзія – це шлях до побудови інклюзивного суспільства, де ефективна взаємодія школи та родини є не додатковою опцією, а обов’язковою умовою. Синергія професійної експертизи педагогів та життєвої експертизи сім’ї формує цілісний, підтримуючий простір, необхідний для реалізації потенціалу кожної дитини. Стаття містить практичні рекомендації для батьків та педагогів, спрямовані на подолання формалізму та досягнення справжнього партнерства. Подальші дослідження мають бути зосереджені на розробці механізмів залучення до співпраці сімей, що перебувають у стані ізоляції або стресу, зокрема в умовах воєнного часу.

GUIDELINES FOR THE PROSPECTS OF PRESCHOOL PERSONALITY DEVELOPMENT: THE CONCEPT OF DOROTHEA AGNES MCCARTHY (1906-1974)

2026-03-13T18:26:46+02:00

The presents research materials that provide a basis for a broader discussion of the well-known concept in psychological science, “zone of proximal development”. The carried out a theoretical analysis of the concept of preschooler personality development by American scientist Dorothy Agnes McCarthy (1906-1974), who laid the foundations for this psychological phenomenon. The aim of the study was to describe the biographical information about Dorothy Agnes McCarthy, outline the general provisions of her concept, reveal the essence of the described “guidelines for the development of preschoolers’ personalities” and their impact on the further development of psychological science.

The results of the study: brief information about D. McCarthy’s biography is presented; it was established that scholar’s concept of personality development in preschool age was focused on studying the characteristics of cognitive abilities, speech development, and determining the child’s development prospects. The McCarthy Scales of Children’s Abilities (MSCA) test was made it possible to assess not only the overall level of cognitive development, but also the differentiation of cognitive profiles between subtests. The test is based on identifying potential neuropsychological markers and assessing motor coordination. In McCarthy’s concept, speech development was seen as a key mechanism in the development of other mental processes and the socialisation of the early child. The researcher formulated guidelines for the development of preschoolers (the level of current development and the level of prospective development). As a result, the genesis of the concept of the “zone of proximal development” has been clarified. The prospect outlines the modification of D. McCarthy’s test for determining intellectual abilities, which is relevant for diagnosing children with special educational needs.

PSYCHO-EMOTIONAL RECOVERY AND SELF-HELP OF A PRACTICAL PSYCHOLOGIST IN CONDITIONS OF ORGANIZATIONAL CHANGES AND CRISIS SITUATIONS

2026-03-13T18:33:29+02:00

The article provides a thorough theoretical analysis of the problem of psycho-emotional recovery and self-help of a practical psychologist in conditions of organizational changes and crisis states, which is one of the relevant and at the same time insufficiently systematized topics of modern psychological science and practice. The relevance of the study is due to the increase in the level of social and organizational instability, constant transformations of the professional environment, increased requirements for psychologists as specialists in helping professions, as well as a significant increase in the risks of professional burnout, emotional exhaustion and professional deformation. A practical psychologist in modern organizational conditions is forced to function in a situation of double load, combining his own adaptation to changes with providing psychological support to others, which requires a high level of psycho-emotional stability and developed self-help skills. The work analyzes the impact of organizational changes and crisis phenomena on the psycho-emotional state of a psychologist, reveals the main factors of professional stress that contribute to the accumulation of emotional tension and a decrease in professional efficiency. Self-help is considered not as a situational reaction to overwork, but as a holistic, conscious and systemic process of maintaining mental health, which includes the development of self-regulation, reflective competence, management of professional boundaries and a responsible attitude to one's own resources. Particular attention is paid to psycho-emotional recovery as a multi-level process that covers the emotional, cognitive, behavioral and social dimensions of a psychologist's professional functioning. The article substantiates the importance of resource-oriented and training technologies as effective tools for preventing professional burnout and maintaining psychological resilience in conditions of crisis organizational changes. It is shown that the combination of individual self-help strategies with group forms of support, supervision and organizational programs of psycho-emotional recovery creates conditions for preserving the professional identity of a psychologist and improving the quality of psychological care. The need to integrate self-help practices into the system of professional training and continuous development of psychologists is emphasized. The theoretical generalizations presented in the article can be used in the practical activities of psychologists, heads of organizations, as well as in the development of support programs for professionals in helping professions and further scientific research in the field of organizational and crisis psychology.

FEATURES OF THE INFLUENCE OF STRESS RESISTANCE ON THE LEARNING OF ADOLESCENT STUDENTS

2026-03-13T18:39:13+02:00

The article examines the psychological features of the influence of stress resistance on the learning activities of adolescent students in the context of increased psycho-emotional pressure in the modern educational environment. Stress resistance is considered as an important personal resource that ensures the ability of adolescents to maintain emotional balance and learning effectiveness under stress.

Theoretical approaches to the concepts of stress and stress resistance are analyzed, as well as their relationship with academic performance. The psychological factors influencing adolescents’ learning activities are characterized, including anxiety level, resilience, emotional stability, and types of behavior in stressful situations.

To test the hypothesis regarding the relationship between stress tolerance and academic performance of adolescent students, an empirical study was conducted, in which 50 adolescents aged 14 to 16 years participated.

The ascertaining stage was aimed at diagnosing stress tolerance of adolescents and identifying its connection with the academic performance of the latter.

The formative stage consisted in the development and testing of a psychological and pedagogical program for the formation of stress tolerance of adolescents.

In order to implement the research tasks, we formed a psychodiagnostic battery of tests, which included the following methods: “Questionnaire for self-diagnosis of the type of behavior in a stressful situation” by V. Boyko; “Resilience test” (S. Maddy); “Scale for assessing the level of reactive and personal anxiety” by C. D. Spielberger; Cattell’s 16-factor personality questionnaire.

The results of an empirical study conducted among adolescent students using a complex of psychodiagnostic techniques. Correlation analysis revealed no statistically significant relationship between stress resistance indicators and academic achievement. At the same time, the importance of additional factors such as motivation, family support, interest in learning, and characteristics of the educational environment is emphasized.

The study concludes that psychological support and the development of self-regulation skills are essential conditions for maintaining adolescents’ psychological well-being and optimizing the educational process

DEVELOPMENT OF PERSONALITY ORIENTATION IN ONTOGENESIS

2026-03-13T18:43:19+02:00

The article considers three conditional stages (asocial orientation in childhood, adolescence and youth), identified on the basis of an analysis of the similarities and differences in the manifestations of asocial orientation of personalities of different age groups, similar to the development of aggression and antisocial behaviour in different periods of ontogenesis according to Patterson. The peculiarity of deviant behaviour and antisocial orientation of the personality at all stages of ontogenesis is determined according to age. Analysis of data on the development of these deviations clearly shows the peculiarity of each of them at different age stages. At the same time, it is characteristic that various forms of behaviour associated with health risks are not only actualised at different age stages, but also have, most likely, a special cultural significance, which at a certain age is one of the means of self-regulation for schoolchildren and students, as well as a solution to certain age-appropriate social status tasks.

Researchers identify typical reasons for the formation of antisocial tendencies and deviant behaviour in younger schoolchildren: low level of school maturity; difficulties in mastering the role of a student and meeting the requirements and norms of the educational institution; lack of stable motivation to learn, depersonalisation; high fatigue, exhaustion of mental processes; intolerance of educational load; conflicts with teachers; low sociometric status of the child in a peer group. Antisocial tendencies in adolescence most often manifested themselves in the following forms: in male students – involvement in antisocial groups, crimes against the person, theft, robbery, criminal business, alcohol and drug use; in female students, sexual addiction, early sexual activity, prostitution, alcohol consumption, running away from home, and increased aggression are more common.

SCREENING, CONTENT, AND SPECIFICS OF SELECTING PSYCHODIAGNOSTIC METHODS AS A STAGE OF IMPLEMENTING PSYCHOLOGICAL EXPERIMENTS

2026-03-13T18:48:01+02:00

The article discusses some aspects of screening, content, and specifics of selecting psychological diagnostic methods as a stage in conducting a psychological experiment.

It has been established that any diagnostic procedure requires preliminary theoretical justification. An important component of psychological diagnosis is psychometrics, which substantiates and develops psychological methods. The purpose of psychological diagnosis is determined by the practical application of specially designed tools to achieve clearly defined goals in assessing a person's current psychological state.

It has been determined that one of the important methods in psychological diagnosis is diagnostic screening, which involves preliminary selection and identification of a specific range of issues that require attention. Screening is a diagnostic activity performed by a practical psychologist to determine the current state of the respondent through rapid testing, followed by the provision of psychological assistance.

When selecting and subsequently implementing psychological diagnostic methods, consideration should be given to the issue of relevance, whether the diagnostic method is appropriate for the subject of the study.

Psychological diagnosis analyzes the individual psychological characteristics of a person or group. It assesses the properties of human consciousness using special methods. These methods are characterized by a number of requirements: verification, validity, reliability, accuracy, simplicity, and clarity. It has been established that psychological diagnostic methods are divided into psychological diagnosis and research methods. It has been proven that the classification of methods includes observation, questioning methods, experimental methods, objective methods, questionnaires and analysis of activity products, content analysis, and others.

MULTILAYERED STRATEGY FOR TREATMENT AND REHABILITATION TO ENHANCE CLINICAL EFFECTIVENESS IN MANAGING MILITARY PERSONNEL WITH COMORBID POST-TRAUMATIC STRESS DISORDER AND BLAST-RELATED INJURY (WITH ACOUSTIC BAROTRAUMA)

2026-03-13T19:25:55+02:00

The article presents a comprehensive multilayered strategy for the treatment and rehabilitation of military personnel with comorbid post-traumatic stress disorder (PTSD) and blast-related injuries, including acoustic barotrauma, which represents a critical challenge in contemporary military psychiatry and rehabilitation medicine. The escalation of combat operations and widespread use of explosive devices have led to a dramatic increase in cases where psychological trauma coexists with physical injuries, particularly traumatic brain injury (TBI) and hearing loss. This comorbidity creates a complex clinical picture that significantly impairs treatment outcomes and worsens long-term prognosis. The study examines current diagnostic frameworks, including DSM-5 and ICD-11 criteria for PTSD, and analyzes the evidence base regarding the association between PTSD and blast-related injuries. Epidemiological data indicate that among Ukrainian veterans of the Anti-Terrorist Operation, PTSD prevalence may reach 27–40%, while in U.S. veterans of Iraq and Afghanistan conflicts, the rate is approximately 11–20% annually. Research demonstrates that mild TBI significantly increases PTSD risk, with 43.9% of soldiers who experienced loss of consciousness developing PTSD compared to only 9.1% of uninjured personnel. Similarly, bilateral hearing loss following blast exposure nearly triples the likelihood of PTSD development. The proposed multilayered strategy integrates trauma-focused psychotherapy, pharmacotherapy with selective serotonin reuptake inhibitors, neurorehabilitation including cognitive training and transcranial magnetic stimulation, audiological rehabilitation, physical rehabilitation, social and occupational support, and innovative technologies such as virtual reality exposure therapy and telemedicine. The article presents results from a simulated effectiveness study involving 60 participants divided into standard care and multilayered intervention groups. Assessments were conducted using validated instruments including the Clinician-Administered PTSD Scale, Connor-Davidson Resilience Scale, and SF-36 Health Survey. After six months of treatment, the multilayered approach demonstrated superior outcomes with PTSD symptom reduction of 54.6% compared to 22.5% in the standard group, while 77% achieved remission versus 40% in standard care. Resilience scores increased substantially in the intervention group, and quality of life improvements were significantly greater. Furthermore, 80% of participants receiving comprehensive care returned to active duty or employment, compared to 50% in the standard treatment group. These findings underscore the critical importance of multidisciplinary coordination, individualized treatment planning, and integration of evidence-based psychological, pharmacological, neurorehabilitation, and social interventions for effective management of comorbid PTSD and blast injuries.

THE STRUCTURE OF PERSONAL SUCCESS: THEORETICAL AND METHODOLOGICAL DIMENSIONS

2026-03-03T22:11:14+02:00

The article presents the results of a theoretical and methodological study of existing views on the structure of personal success and outlines our own vision of the component structure of this phenomenon. The relevance and significance of studying the structure of personal success is justified by the special demands of the modern world on individuals, their activity, self-efficacy and effectiveness.

It has been established that there is no single established point of view in the scientific community regarding success and its structural components, while the vast majority of researchers rightly correlate such phenomena as success and achievement, which is a prerequisite for success, the accumulation of achievements, and the experience of success contributes to the formation of personal success.

The correlation between success and self-realization, self-fulfillment, self-actualization, etc. Most often, internal and external or objective and subjective components of success are distinguished. As a result of generalizations, it was concluded that the structure of success can be divided into such components as self-efficacy, focus on success, personal foundations of success, and emotional modality of experiencing success. These structural components are manifested at different levels of success, which are distinguished as follows: the praxiological level of success, the acmeological-axiological level, and the transcendental level. Each of these levels shows the specifics of the realization of success in practical activity, ensuring its effectiveness and efficiency through the use of goal setting, available knowledge, abilities, and skills. Each level is characterized by the use of specific mechanisms of success that are characteristic of the essential features of these levels.

PSYCHOLOGICAL METHODS FOR PREVENTING AND OVERCOMING CRISIS SITUATIONS IN THE EDUCATIONAL SPHERE

2026-03-13T19:31:14+02:00

The article presents a comprehensive theoretical and applied analysis of psychological methods aimed at preventing and overcoming crisis situations in secondary education institutions, with a particular focus on teachers’ professional functioning under conditions of prolonged stress. Teaching is conceptualized as one of the most emotionally demanding professions, characterized by a high level of responsibility, intensive interpersonal interaction, and constant emotional involvement. These factors significantly increase vulnerability to professional burnout, emotional exhaustion, and crisis states, especially in contexts of social instability and armed conflict.

Special attention is given to the impact of wartime conditions in Ukraine, which have considerably intensified psychological pressure on educators due to persistent threats to personal safety, uncertainty, forced adaptation to distance and blended learning formats, and exposure to secondary traumatization through students’ war-related experiences. The article systematizes the main types of crisis situations among teachers, including professional burnout, conflict-related stress, socio-economic strain, crises of professional identity, wartime stressors, and secondary traumatic stress.

The study analyzes international educational practices from Finland, the United States, Germany, Canada, and Japan, identifying organizational and psychological strategies that have demonstrated effectiveness in reducing teacher burnout and strengthening psychological resilience. These strategies include professional autonomy, mentoring and coaching systems, access to psychological support services, workload regulation, and the development of supportive professional communities.

Particular emphasis is placed on psychological coping methods and preventive interventions, such as emotional self-regulation techniques, cognitive restructuring, mindfulness-based practices, relaxation methods, and structured social support. The role of the school psychologist is defined as central in creating a psychologically safe educational environment through systematic monitoring, crisis counseling, preventive training programs, and collaboration with school administration. The article concludes that the implementation of integrated psychological support systems and preventive strategies is essential for maintaining teachers’ mental health, enhancing psychological resilience, and ensuring the stability and effectiveness of the educational process under wartime conditions.

LINEAR AND NON-LINEAR MODELS OF GRIEF: A COMPARATIVE ANALYSIS

2026-03-13T19:39:19+02:00

This article presents a comparative analysis of linear and non-linear models of grief. The study examines the Dual Process Model (M. Stroebe and H. Schut), the Two-Track Model (S. Rubin), the Range of Response to Loss (L. Machin), the Resilience Trajectories (G. Bonanno).

The primary advantages of non-linear models lie in their empirical evidence, individualized focus, and the normalization of positive emotional states. These models emphasize the acceptance of loss as an ongoing process rather than a final result, permitting the bypass of specific "stages" while allowing for their natural recurrence. Furthermore, they define the bereaved individual as an active agent. In contrast, the strengths of linear models are their structure and clarity, providing the bereaved with a sense of order and hope for the eventual conclusion of the grieving process.

The disadvantages of non-linear models include blurred boundaries and complexity, which can be difficult to comprehend during acute grief. Conversely, the primary drawbacks of linear models include a disregard for the individual specificities and the positioning of the bereaved as a passive observer. Within linear frameworks, the reappearance of certain emotional states may be misinterpreted as a "relapse" or "stagnation." Moreover, most linear models fail to account for the specific context of death or the unique characteristics of the relationship with the deceased.

The evolution of psychological assistance reflects an epistemological shift from unified stage-based models toward non-linear approaches that recognize the uniqueness of experience. The contemporary paradigm reconceptualizes loss as a dynamic process of meaning reconstruction and identity integration, thereby legitimizing the variability of reactions and the maintenance of continuing bonds with the deceased.

ANALYSIS OF THE INFLUENCE OF THE DISTRIBUTION OF ROLES IN THE FAMILY AND EMOTIONAL COMPETENCE ON SATISFACTION WITH MARITAL AND FAMILY RELATIONSHIPS

2026-03-13T19:48:38+02:00

The article analyzes the satisfaction with marital and family relations of spouses, in particular, its dependence on the distribution of roles between partners, the emotional competence of partners, and the possibility of developing adequate psychotherapeutic measures to help the family.

It has been proven that marital satisfaction has a certain dependence on the distribution of roles and emotional competence. The more adequately the distribution of roles between partners is carried out, the more communication is present, that is, the more they are satisfied with this distribution, the higher the marital satisfaction. It should be noted that men demonstrated higher satisfaction with marriage, as well as satisfaction with the distribution of roles, than women.

The generalized results showed that most couples have the potential to further improve their relationships through increasing emotional openness, developing empathy, and improving communication skills.

It was determined that most respondents have an average level of emotional cohesion, which indicates the ability of spouses to maintain togetherness and mutual respect, but at the same time demonstrates the presence of certain difficulties in achieving full emotional openness.

It was found that almost half of the respondents are characterized by an average level of role flexibility, which indicates the desire of most couples for adaptability, but not always for a deep understanding of the individual characteristics of the partner. This may indicate a certain stereotype in the perception of marital roles or insufficient emotional reflection. It has been shown that most respondents have an average level of role structure formation, which means a generally agreed, but not completely stable system of family roles.

The results obtained in the research process can be effectively used in the practice of counseling couples who are getting married, in order to predict risk factors, as well as prevent or correct maladjustment of young partners and in working with families in crisis.

PSYCHOLOGICAL SUPPORT AND LEGISLATIVE PROVISION OF REHABILITATION OF VETERANS

2026-03-13T19:59:18+02:00

The article is devoted to the problem of psychological support and legislative support for the rehabilitation of veterans who return to civilian life after participating in military operations.

In modern conditions, the issue of veteran rehabilitation is of particular importance, as it concerns not only physical recovery, but also psycho-emotional state, social adaptation, and ensuring legal guarantees.

The author analyzes the main challenges faced by veterans: post-traumatic stress disorder, difficulties in integrating into the civilian environment, the need for professional retraining and restoration of social ties.

Considerable attention has been paid to the role of psychological support as a key factor in successful rehabilitation, including individual counseling, group therapy, work with veterans' families, and the creation of psychosocial support programs.

A separate section of the article is devoted to the legislative support of the rehabilitation process, considering the current regulatory legal acts that regulate the social protection of veterans, as well as international experience in rehabilitation measures.

The author emphasizes the need to improve the legislative framework, in particular, harmonizing Ukrainian norms with European standards, expanding access to medical and psychological services, as well as creating effective mechanisms for monitoring the implementation of veterans' rights.

The article emphasizes the importance of an interdisciplinary approach that combines psychological, social and legal aspects. Such an approach allows for comprehensive support for veterans aimed at restoring their psycho-emotional state, improving their quality of life and integrating them into society. It is concluded that effective rehabilitation is possible only with close cooperation between state bodies, public organizations, psychologists and lawyers, as well as with the active participation of veterans themselves in the recovery process.

PSYCHODIAGNOSTIC MARKERS OF EARLY SYMPTOMS OF MENTAL DISORDERS IN MILITARY PERSONNEL UNDER CONDITIONS OF INCREASED PROFESSIONAL STRESS

2026-03-13T20:08:42+02:00

The article deals with the problem of early detection of mental disorders in military personnel under conditions of increased professional and combat stress, which is an important area of research in military psychology. The relevance of the topic has been substantiated, given the intensity of service and combat activities, the prolonged stay of military personnel in a dangerous environment, and the need for constant mobilisation of their psychophysiological resources. Theoretical approaches to understanding the impact of prolonged stress on the mental state of an individual have been analysed and factors contributing to the formation of mental maladjustment in a military environment have been identified.

The main early symptoms of mental disorders that may arise as a result of prolonged exposure to stressful factors of military activity have been identified. These symptoms include: increased anxiety, emotional instability, emotional exhaustion, sleep disturbances, decreased concentration, negative automatic thoughts and ruminations, as well as decreased resilience. These manifestations are considered as indicators of initial changes in the cognitive, emotional and behavioural spheres, reflecting disturbances in the adaptive mechanisms of the personality.

Special attention has been paid to the use of modern psychodiagnostic tools for the timely detection of signs of mental maladjustment in military personnel. The importance of standardised psychological techniques, questionnaires and psychometric tests has been emphasised, as they enable the assessment of the psycho-emotional state of personnel, the monitoring of its dynamics and the identification of high-risk groups. The expediency of a comprehensive approach to psychodiagnostics, taking into account the specifics of military activity, has been emphasised.

The results of the study can be used in the organisation of psychological support for military personnel.

INTEGRATION OF UKRAINIAN WOMEN IN FRANCE DURING THE WAR: PSYCHOLOGICAL VULNERABILITY, INTEGRATION BARRIERS AND RESILIENCE RESOURCES

2026-03-13T20:13:36+02:00

This article explores the socio‑psychological adaptation of Ukrainian women who arrived in France after the outbreak of the full‑scale war and obtained temporary protection status. Drawing on empirical data collected in 2023-2024, the study analyses the main challenges these women encounter during integration, including limited proficiency in French, financial instability, difficulties in securing employment that matches their qualifications, social isolation, and restricted access to stable housing. These factors interact and reinforce one another, creating a complex environment of adaptation and increasing the risk of psychological vulnerability, particularly among women who experienced forced displacement, separation from family members, and the loss of familiar social networks. The analysis also highlights the emotional burden associated with uncertainty about the future and the need to rebuild everyday life in a new cultural context.

At the same time, the findings highlight significant resilience resources that support Ukrainian women in navigating the integration process. Internal psychological strengths-such as maternal responsibility, professional competence, emotional flexibility, and a strong motivation to learn-play a crucial role in maintaining stability. These individual resources are complemented by institutional and social opportunities provided by the host society, including access to language courses, employment and family support programmes, and the cultural emphasis on education, autonomy, and social participation. The study demonstrates that the combination of personal resilience and external support enables Ukrainian women not only to cope with the challenges of forced migration but also to gradually construct new life strategies and pathways for social inclusion in France, strengthening their sense of agency and belonging.

EMOTIONAL BURNOUT AS A BARRIER TO THE PROFESSIONAL DEVELOPMENT OF FUTURE PSYCHOLOGISTS

2026-03-13T22:33:00+02:00

The article presents a comprehensive study of the phenomenon of emotional burnout as a destructive factor and a significant psychological barrier hindering the harmonious professional development of psychology students in the initial stages of their education. Theoretical approaches to understanding «emotional burnout syndrome» are analyzed within the context of training specialists for helping professions. Key academic and personal stressors are identified, including: high levels of empathic involvement, information overload, a crisis of professional expectations, and «digital fatigue». The structural components of burnout (emotional exhaustion, depersonalization, and reduced personal accomplishment) and their negative impact on the formation of the future specialist’s professional identity are characterized. Barriers that provoke burnout at the beginning of a career are indicated, namely cognitive-psychological barriers (crisis of professional expectations, empathy trap (unformed psychological defense mechanisms), imposter syndrome (fear of future practice), academic and organizational barriers (information overload, lack of supervision) and socio-situational barriers (war context (chronic stress caused by security threats and uncertainty of the future), social isolation barrier (feeling of loneliness in the profession when the student does not feel supported by the professional community). Special attention is paid to the practical aspect of overcoming burnout: the necessity of developing individual resilience and implementing a system of psychohygiene is substantiated. Specific self-regulation psychotechniques are detailed, such as the «grounding» method, Edmund Jacobson’s progressive muscle relaxation, the «box breathing» technique, and cognitive restructuring, which contribute to the preservation of mental health and the professional longevity of future psychologists.

METACOGNITIVE REFLECTIVE PRACTICES AND THE PSYCHOLOGICAL DEVELOPMENT OF EMOTIONAL INTELLIGENCE IN PRE-SERVICE TEACHERS

2026-03-13T22:37:22+02:00

The study examines how metacognitive reflective practices support the psychological development of emotional intelligence in pre-service teachers. Using a qualitative, literature-based approach, it synthesizes theoretical models and empirical research to identify how reflective strategies enhance self-awareness, emotional regulation and professional identity. The article highlights the importance of mentorship, scaffolding and mindfulness-based interventions in strengthening emotional and metacognitive competencies. It argues that structured, continuous reflection not only promotes personal growth but also improves classroom interactions and professional readiness. Integrating these practices into teacher education is essential for preparing emotionally resilient and effective educators.

COGNITIVE BIASES, DIGITAL ADDICTION, AND DIGITAL IGNORANCE IN THE MILITARY EDUCATION PROCESS

2026-03-13T22:46:13+02:00

The article analyzes the impact of cognitive biases, digital addiction, and digital ignorance on the effectiveness of the military education process. It reveals the psychological mechanisms of forming addictive behavior in higher education seekers (hereinafter referred to as seekers) in the context of digitalization and shows that biased confirmation, the availability effect, optimistic bias, and the illusion of multitasking reduce concentration, analytical abilities, and the quality of decision-making, which subsequently negatively affects the process of training military specialists for future military (combat) activities.

The results confirm that the prevalence of entertaining digital content reinforces cognitive biases and digital addiction, while conscious self-regulation of digital behavior and adherence to the principles of digital hygiene contribute to the effectiveness of military education, professional reliability, and psychological resilience of future military specialists.

The study also demonstrates that intensive interaction with digital platforms and mobile devices reshapes information perception, increases cognitive load, and fragments attention, which is critical in training environments requiring rapid and accurate decision-making. Information overload and digital distractions may weaken situational awareness, analytical consistency, and cognitive endurance. Integrating adaptive educational strategies that consider cognitive and behavioral characteristics of seekers enhances learning efficiency and supports stable cognitive performance. These results have practical significance for improving military education programs, optimizing training scenarios, and ensuring the readiness of future military specialists to operate effectively in modern digital and informational environments.

JUSTICE IN THE PROCEDURES AS THE FACTOR OF ATTITUDES TOWARDS THE CURRENT POLITICAL SYSTEM IN THE COUNTRY

2026-03-14T14:42:50+02:00

The paper deals with the results of the empirical investigation of the role of the procedural justice in shaping citizens’ attitudes towards the current political system. The investigation focused on the interrelations among the perceived procedural justice within the political domain, subjective evaluations of the national economic context, and overall the attitudes towards existing political institutions. The central assumption was the fact that abiding the principles of procedural justice in the political processes contributes to more favorable evaluations of the political system, with this effect being particularly salient among individuals who assess the country’s economic situation negatively. Thus, the procedural justice was conceptualized as a mechanism capable of partially mitigating the adverse influence of economic hardship on the political attitudes.

The study empirically examined two hypotheses. The first one posited a positive association between the perceived procedural justice and attitudes towards the political system. The second one hypothesized a moderating effect of outcome evaluations, suggesting that the strength of this association would increase as the perceptions of outcome positivity – operationalized through assessments of the national economic situation – decline.

The procedural justice was defined as the citizens’ perceptions of whether the conduct of political actors and institutions conforms to the established the norms of justice in decision-making processes, whereas the perceived outcome positivity referred to the subjective judgments about the country’s economic conditions. The obtained results indicated that the perceived procedural justice – manifested in beliefs about one’s capacity to influence political decisions and experiences of impartial and respectful treatment by public authorities – constitutes a significant predictor of attitudes towards the politicians and political institutions.

MODERN PSYCHOLOGICAL TECHNOLOGIES FOR MAINTAINING THE MENTAL HEALTH OF STUDENT YOUTH

2026-03-14T14:55:56+02:00

The article examines the issue of preserving and strengthening the mental health of university students. Special attention is given to the use of modern psychological technologies aimed at supporting psycho-emotional well-being and reducing stress reactions among young people. The paper presents the results of a theoretical analysis and an empirical study on the application of mindfulness practices, relaxation techniques, and psychoeducational programs in the student environment.

The empirical part of the research revealed significant differences in students’ psycho-emotional states depending on their level of mindfulness. Students with a high level of mindfulness demonstrate lower indicators of anxiety, depressive symptoms, and stress reactions; they more frequently use relaxation and recovery practices and evaluate them as highly effective. This indicates the formation of a stable internal resource that supports adaptive coping and reduces emotional vulnerability. In contrast, students with low mindfulness use relaxation techniques irregularly, prefer simpler and less resource-intensive methods, and report only moderate improvements. These characteristics correlate with increased emotional lability, lower subjective well-being, and greater susceptibility to cognitive overload.

Based on the obtained results, the article proposes a system of practical recommendations for integrating modern psychological technologies into the educational environment. It includes a psychoeducational module aimed at enhancing awareness of mental health, a relaxation and recovery module incorporating short mindfulness and breathing practices, individual self-regulation strategies, and institutional measures for preventing emotional exhaustion. The findings confirm that systematic and well-organized implementation of psychological technologies in the student environment significantly improves psycho-emotional well-being, reduces the intensity of stress reactions, and contributes to the development of stable adaptive self-regulation skills.

DEVELOPMENT OF ADOLESCENTS’ EMOTIONAL INTELLIGENCE IN THE CONTEXT OF GLOBAL SOCIAL TRANSFORMATIONS

2026-03-14T15:00:40+02:00

The article provides a theoretical and psychological analysis of the specific features of emotional intelligence development in adolescence under the conditions of dynamic socio-cultural transformations. Based on the analysis of leading cognitive, mixed, and trait models of emotional intelligence, its understanding as a complex integral resource that determines the psychological resilience and social effectiveness of the subject is substantiated. The psychological peculiarities of emotional intelligence formation in adolescence are identified through the prism of emotional intellectualization and reflexive self-discovery processes. The role of the investigated construct as a mechanism for social interaction and emotional safety of adolescents in conditions of informational instability and digitalization of the educational space is actualized.

The study carries out an analysis of the World Economic Forum strategic forecasts for the period 2016–2023, which allowed for the identification of a shift in the hierarchy of priority components of the individual’s emotional sphere. It is proved that in the current socio-cultural context, there is a transition from pragmatic tools of interpersonal influence to value-oriented interaction, where the leading role belongs to empathy, active listening, and self-awareness. It is argued that the development of an adolescent's emotional intelligence becomes a fundamental predictor of their resilience and ability to maintain self-integrity in the face of a global "polycrisis". The necessity of purposeful modeling of a developmental environment that would stimulate the transition of the individual to the conscious management of their own emotional potential and ensure successful life-creation in the future professional environment is substantiated.

FIELD PERSPECTIVE OF WORKING WITH A TRAINING GROUP IN THE GESTALT APPROACH

2026-03-14T22:04:05+02:00

This article offers a comprehensive analysis of theoretical research on field theory, from it's founder Kurt Lewin to modern explorations of the field perspective in the Gestalt approach. Field theory is viewed as a concept or method, namely: as a method for analyzing causal relationships and constructing scientific constructs.

The article presents a comprehensive overview of techniques for recording the structure of small groups, registering various aspects of group life and processes of group interaction, from a separate analysis of the living space of each group to group behavior in a common social field. Special attention is paid to group experimentation, which will force the researcher to recognize as reality the entire set of factors that determine group life. In particular, the fact that social events depend on the social field as a whole, and not on a few selected elements.

A significant place in the study is occupied by the analysis of field theory in the Gestalt approach, which has a holistic, that is, holistic nature. It does not divide difficulties into separate elements, but analyzes them in the context of a person's entire life experience, emphasizing that emotions, thinking, and behavior are components of a single interconnected system.The psychological field within this theory is viewed as a dynamic entity that is constantly changing, like a living ecosystem. An important place is also given to the influence of the environment on the behavior of the individual. According to this concept, changes often become possible through the transformation of the environment, which, changing, affects the field and the individual himself. The key concepts of field theory in the Gestalt approach are considered: figure and background, contact, contact cycle, needs, boundaries, holistic and dynamic, phenomenal and phenomenological field. As well as the principles on which field theory in Gestalt therapy is based: the principle of simultaneity; the principle of organization; the principle of uniqueness; the principle of a changing process; the principle of possible significance.

This article is of great importance, both from a theoretical and practical point of view. Field theory can be applied to individual and group psychotherapeutic work. The field includes various possibilities that the phenomenology of events opens up, as well as phenomena that we are not aware of, but which exist, they can become aware and our perception of the field will completely change.

BUSINESS COMMUNICATION AS A FUNDAMENTAL BASIS FOR CONFLICT PREVENTION IN THE MILITARY SECTOR

2026-02-03T11:02:44+02:00

The article highlights the features of business communication as an effective tool for preventing conflict situations in the modern educational environment and, accordingly, outlines the specifics of their prevention. Having analyzed current trends in higher education and the scientific basis for clarifying the importance of business communication in a higher education institution, we found that the developed communicative competence of scientific and pedagogical staff is the key to creating a safe and productive educational space. In modern higher education institutions, business communication is a key factor in effective interaction between all participants in the educational process. It is the quality of professional communication that largely determines the psychological climate in the educational environment and the level of conflict; business communication is the foundation of the educational process, as it directly affects the emotional state of all its participants. As part of the study of the stated problem, we identified key components of professional ethics, in particular the principles of tolerance, partnership, and empathy. Factors that influence the climate and conflict in higher education institutions include an open, honest, and friendly communication style that helps create an environment where students and faculty feel safe. Professional communication involves the ability to recognize the emotions of the interlocutor, which transforms the learning space from a place of potential tension into a space for development and managing one's own reactions. The results of the study confirm that the implementation of business communication standards not only reduces the level of psycho-emotional tension in the team, but also directly affects the quality of educational services and the image of the educational institution.

A COMPARATIVE ANALYSIS OF THE CONCEPT OF STRESS RESILIENCE AND RESILIENCE IN DOMESTIC AND FOREIGN PSYCHOLOGICAL SCIENCE

2026-03-14T22:11:30+02:00

The conducted comparative analysis of scientific approaches to the study of stress resistance and resilience provides grounds for making a number of generalizing conclusions.

It was established that the concept of "stress resistance" is conceptually united by the idea of resistance and preservation of the stability of the personality under the influence of stress factors during the war. At the same time, there are scientific views that "resilience" is a conceptually different phenomenon from stress resistance, the essence of which lies in the dynamic process of flexible adaptation, recovery and personal growth, which includes the idea of post-traumatic development and the integration of both internal and external resources. At the same time, the analysis of the definition of the concepts of stress resistance by domestic scientists includes the process of adaptation to stressful conditions of activity, as well as the support, preservation and restoration of the specialist's working capacity.

We have found that both concepts are based on practically the same ideas about stress and its consequences. At the same time, stress resistance has its origins in the characteristics of the influence of internal and external factors on the personality, and the concept of resilience emphasizes the flexibility of adaptation, personal growth, and recovery thanks to external and internal resources. In our opinion, this indicates that both conceptual models complement each other and make it possible to consider all the mechanisms of resilience and stress-coping technologies for restoring the personality in the post-traumatic period, and this is also the basis for developing comprehensive programs of psychological assistance to the individual in conditions of prolonged martial law.

MORALITY AS A COMPONENT OF THE PROFESSIONAL TRAINING OF FUTURE SPECIALISTS OF THE STATE BORDER SERVICE OF UKRAINE

2026-03-14T22:20:09+02:00

The article is devoted to the theoretical study of the morality of the individual as a component of the professional training of future specialists. The scientific views of domestic and foreign scientists who studied the problems of the phenomena of "morality" and "morality", moral development of the individual and military ethics were analyzed. A significant number of researchers take the position of synonymy of these concepts, "morality" and "morality", and emphasize that the development of moral qualities of an individual is a rather complex problem that is in the field of view of many specialists in various fields.

In the process of theoretical research, it was established that under the category of "morality" scientists understand the internal (spiritual and mental) traits of a person, which are based on the ideals of goodness, justice, duty, honor, and are manifested in the behavior of a person in relation to society and nature. The authors of the article revealed and summarized the content of morality in various discourses. It is emphasized that high demands are placed on modern specialists, which are related to their competence, high level of professional training and personal qualities, and reflect the morality of the individual, which is a component of his professional culture. The specifics of the formation and development of morality in students of higher education during their studies in institutions of higher education with specific conditions of study have been determined. It was found that the morality of the border guard officer acts not only as a regulator of his professional training, but also as a factor of public trust in the border service, effectiveness of professional tasks, preservation of human dignity in the process of exercising power. Thanks to the formation of morality in higher education students, they will be able to fulfill their professional duty at a high professional level - to serve for the benefit of the state and society. Based on the analysis of scientific sources on the issue of morality of future specialists, ways of improving the moral component of the professional training of future border guards officers were considered. The further use of theoretical approaches to the study of the problem of individual morality is proposed.

PSYCHOLOGICAL AND PEDAGOGICAL FEATURES OF THE USE OF INTERACTIVE TEACHING METHODS IN THE TRAINING OF FUTURE TEACHERS

2026-03-14T22:25:35+02:00

The article provides a comprehensive analysis of the psychological and pedagogical features of using interactive teaching methods in the professional training of future teachers. The relevance of the study is determined by contemporary transformations in the educational space, increasing requirements for the quality of teacher education, and the need to train a new generation of teachers capable of active pedagogical interaction, creative self-realization, critical reflection on professional situations, and the implementation of innovative approaches in the teaching and learning process.

The essence of interactive learning as a form of organizing the educational process based on subject–subject interaction, cooperation, and active participation of students is revealed. The psychological and pedagogical potential of interactive teaching methods in fostering cognitive activity, intrinsic learning motivation, communicative culture, emotional intelligence, self-regulation skills, and professional reflection of future teachers is substantiated. It is emphasized that interactive learning creates conditions for students’ awareness of personal responsibility for learning outcomes and contributes to the development of a positive emotional attitude toward the teaching profession.

The article analyzes the most common interactive teaching methods, including discussions, small-group work, case-based learning, role-playing and business games, project-based learning, pedagogical training, and the modeling of professional situations. Psychological and pedagogical conditions for the effective application of interactive methods in higher education institutions are identified, among which the creation of a supportive educational environment, the organization of partnership-based interaction between teachers and students, consideration of individual psychological characteristics of learners, stimulation of cognitive independence, development of emotional sensitivity, and reflective thinking are highlighted.

Special attention is paid to the role of interactive teaching methods in the formation of professional competence, pedagogical creativity, readiness for innovative activity, and effective pedagogical communication of future teachers. It is concluded that the systematic and scientifically grounded implementation of interactive teaching methods is an important prerequisite for improving the quality of professional training of future teachers in higher education institutions.

VALUE ORIENTATIONS AS THE FOUNDATION OF A PSYCHOLOGIST’S PROFESSIONAL IDENTIRY

2026-03-14T22:30:20+02:00

This paper examines value orientations as a fundamental basis for the professional identity of psychologists, emphasizing their crucial role in shaping ethical behavior, interpersonal sensitivity, and personal integrity within the helping profession. Value orientations are understood as relatively stable systems of beliefs and priorities that guide an individual's choices, motivations, and professional conduct. In the context of psychology, these values influence not only how specialists perceive their clients and professional responsibilities, but also how they construct their own sense of identity within the field.

The study highlights that the professional identity of a psychologist is formed at the intersection of personal values, societal expectations, and professional standards. Core values such as empathy, respect for human dignity, responsibility, and commitment to personal growth are shown to be central components of a psychologist’s value system. These values serve as internal regulators that help practitioners navigate complex ethical dilemmas, maintain emotional resilience, and foster meaningful therapeutic relationships.

Furthermore, the paper discusses how the internalization of professional values supports the development of a stable and coherent professional identity, contributing to higher levels of job satisfaction, ethical consistency, and professional competence. The formation of such an identity is presented as a dynamic and continuous process influenced by education, professional experience, and reflective practice. Ultimately, the research underscores that value orientations are not merely personal preferences but foundational elements that define the essence of psychological practice and ensure the quality and integrity of professional activity.

DEVELOPMENT AND APPROVAL OF A PROGRAM OF PSYCHOLOGICAL SUPPORT FOR SPOUSES IN CASE OF FAILURE TO PERFORM REPRODUCTIVE FUNCTION

2026-03-14T22:34:53+02:00

The article presents the development and empirical validation of a psychological support program for spouses facing unsuccessful reproductive experiences. Increasing numbers of couples encounter difficulties in conception, pregnancy loss, or the need for assisted reproductive technologies, which often provoke a multidimensional psychological crisis affecting both individual and family functioning. Reproductive challenges are associated with emotional distress, anxiety, guilt, frustration, helplessness, and disruptions in marital roles, contributing to relational tension and a sense of uncertainty. Recognizing these challenges as a systemic marital crisis, the study emphasizes the importance of structured, couple-oriented psychological interventions.

The designed program consists of two interconnected blocks. Block 1, the educational group component, focuses on forming knowledge about reproductive processes, understanding the couple as an integrated psychological system, developing communication and conflict-resolution skills, and preparing partners to cope with loss and grief. Block 2, the corrective and individualized component, provides personalized support addressing emotional, behavioral, and personal aspects of the reproductive crisis, including processing guilt, restoring intimacy, and facilitating joint decision-making.

Results indicate a positive impact of the program on psychological readiness, encompassing motivational, cognitive, behavioral, and personal components. Gender-specific analysis revealed that women demonstrated more pronounced improvements in motivation, cognitive awareness, and emotional stability, while men showed moderate positive changes, particularly in emotional regulation and behavioral adaptation. These findings underscore the importance of incorporating gender-sensitive approaches within couple-oriented interventions. The program offers a comprehensive, empirically supported framework for enhancing resilience, adaptive coping, and relational functioning in couples experiencing reproductive difficulties, contributing to both individual and marital well-being.

PHOTOARTTHERAPY AS A TOOL OF NON-VERBAL COMMUNICATION IN THE PROCESS OF SOCIAL ADAPTATION OF INTERNALLY DISPLACED PERSONS

2026-03-14T22:49:26+02:00

The article provides a theoretical substantiation and experimental verification of the effectiveness of photo art therapy as a method of non-verbal communication in ensuring the social adaptation of internally displaced persons. The relevance of the topic is determined by the unprecedented scale of forced migration in Ukraine caused by full-scale military aggression, which has led to deep psychological trauma, social alienation, and communicative barriers among the displaced population. The authors emphasize that traditional verbal therapy often encounters subconscious resistance; thus, photography acts as a powerful mediator, allowing individuals to bypass cognitive filters and externalize traumatic experiences through visual metaphors.

The methodological framework of the study is based on a 21-day experimental cycle involving 46 respondents. The study introduces authorial techniques, specifically the "Adaptation Photo Diary" and "Me and My New Space," which are designed for the cognitive and emotional restructuring of experience. These methods aim to transform the perception of a "foreign" environment into a "familiar and predictable" one by stimulating neuroplasticity and identifying positive environmental stimuli. Psychodiagnostic monitoring was conducted using the Rogers-Diamond Social-Psychological Adaptation Inventory.

The results of the empirical study demonstrated a pronounced positive dynamics across all key indicators. A statistically significant increase was recorded in the levels of adaptability (from 72.4 to 112.8 points), self-acceptance, and emotional comfort. Simultaneously, there was a substantial decrease in maladaptation and escapism, indicating the restoration of the respondents' subjectivity and their transition from social isolation to openness. The study confirms that the systematic use of photo art therapy facilitates the formation of a "communicative bridge" between IDPs and their host communities. The findings prove that non-verbal visual communication effectively reduces anxiety and creates the necessary prerequisites for successful integration into a new social space.

SENSE-LIFE ORIENTATIONS OF HIGH SCHOOL STUDENTS AS PREDICTORS OF THEIR PROFESSIONAL SELF-DETERMINATION UNDER THE CONDITIONS OF THE MARITAL STATE

2026-03-14T23:05:27+02:00

Identifying predictors of professional self-determination of high school students and their relationship with meaningful life orientations during the period of martial law in Ukraine is important for predicting the effectiveness of this process under the conditions of modern multi-level education. At the same time, knowledge of the composition of predictors of professional self-determination is relevant for the organization of support and support for the professional and personal development of high school students.

The purpose of the article is to study the specifics of the connection between the indicators of the meaning of life and the formation of professional intentions of high school students in the context of professional self-determination in the conditions of martial law in Ukraine. 73 students of grades 9-11 of Khmelnytskyi Educational Complex No. 9, Khmelnytskyi, Ukraine, took part in our study. In order to diagnose the professional intentions of students, the questionnaire "Professional Intentions" and the "Sense-Life Orientations" test (methodology of SLO) by D. Leontiev were used. Additional information about the respondents was obtained with the help of the author's questionnaire, which included questions about the availability of professional, extracurricular education, and experience of initial work.

By means of cluster analysis, the sample of respondents was divided into three groups of levels depending on the degree of awareness of life. The first cluster was characterized by low values on all indicators of significan life orientations, the second cluster combined an average level, and the third cluster was characterized by the highest indicators on all scales.

The study showed the presence of connections between indicators of life awareness and the degree of formation of professional intentions of high school students regarding the choice of a future profession. In this case, the following indicators of life awareness were determined as predictors of the formation of professional self-determination: the presence of life goals, vocations, intentions and an active attitude to the profession. Thus, the formation of professional self-determination is determined by the presence of conscious aspirations and a non-passive attitude to the chosen field of activity. The results of the study can be used in the organization of support for professional self-determination of high school students as part of career guidance work in general secondary education institutions.

RESULTS OF AN EMPIRICAL STUDY OF AGE-RELATED FEATURES OF ANXIETY AND AGGRESSIVENESS IN CHILDREN AFTER EXPERIENCED TRAUMATIC STRESSFUL EVENTS

2026-03-14T23:37:15+02:00

The article is devoted to the study of age-related features of children’s emotional response to traumatic stressful events. The purpose of the article is to determine, based on the results of an empirical study, the age-related features of manifestations of anxiety and aggressiveness in children who have experienced traumatic stressful events. The empirical study was conducted from October 21 to November 9, 2025. The empirical study involved 30 children aged 10 to 14 years (16 girls and 14 boys), who had experience of experiencing stressful or traumatic situations of varying intensity. The method "Diagnosis of the level of anxiety" by Ch. Spielberger-Yu. Khanina (modification for children) and the Bass-Darkie method were used to assess the level of aggressiveness. The following conclusions were made: 1) a significant part of children has an increased level of anxiety, which indicates emotional vulnerability and the need for psychological support; high levels of personal anxiety in 33% of children may be a sign of post-traumatic changes or prolonged stress; adolescents aged 12–14 demonstrate the highest levels of anxiety, which may be associated with both trauma and age-related psychophysiological changes; 2) most children who have experienced traumatic events have shown increased levels of aggressive behavior; the most common forms of aggression are verbal aggression, irritability, indirect aggression, and resentment; adolescents demonstrate more stable and intense aggressive reactions compared to younger children; 3) since most children who have experienced traumatic stressful events have increased levels of anxiety and aggressiveness, it is necessary to develop and implement individual and group psychological assistance programs aimed at reducing emotional tension, stabilizing the emotional state of children and developing self-regulation skills and constructive expression of emotions.

INTERACTION AND COMMUNICATION AS RESOURCES FOR OVERCOMING STRESS IN MILITARY FAMILIES

2026-03-14T23:40:24+02:00

Modern military conflicts significantly affect not only the military personnel themselves, but also their families, creating significant psychological and emotional difficulties. Wives, children, parents and other relatives of military personnel often face feelings of anxiety, fear, social isolation and financial instability. In particular, the return of a military person home after a long stay in a combat zone can lead to disruptions in intra-family communication; contribute to conflict, the emergence of depressive states and even secondary traumatic stress. The aim of the article is to examine the role of interaction and communication as key psychological resources for coping with stress in military families and to identify ways to provide them with psychological support. To achieve the goal, the following tasks were set: to analyze the main factors of stress in families of military personnel; to identify coping strategies that members of military families use to overcome stressful situations; to investigate the effectiveness of various forms of psychological support for families of military personnel and to develop recommendations for improving psychological adaptation in conditions of military challenges.

The results of a study conducted among military families showed that the most effective strategies for coping with stress are: cognitive strategies - positive rethinking of the situation, rationalization, focusing on future goals; emotionally focused strategies - support and care for loved ones, expression of emotions through communication, development of psychological resilience; behavioral strategies - participation in social groups, volunteering, seeking psychological help from specialists. Thus, the results of the study confirm the importance of comprehensive psychological support for military families and emphasize the need to develop state assistance programs that include individual and group psychotherapy, social support and integration into public initiatives.

SOCIAL DEPRIVATION AS A FACTOR IN THE FORMATION OF DELINQUENT BEHAVIOR OF JUVENILE IN THE POST-WAR PERIOD

2026-03-14T23:46:53+02:00

The article analyzes the influence of social deprivation on the formation of delinquent behavior of minors in the post-war period. The content of the concept of "social deprivation" is revealed and its main forms are characterized - emotional, family, educational, cultural. A theoretical review of modern scientific approaches to explaining the mechanisms of the emergence of delinquency among minors is carried out, in particular in connection with the deprivation conditions of development during a full-scale invasion. Risk factors for the emergence of illegal behavior in minors in the post-war period are identified. Usually, such behavior is formed at the intersection of psychological, social and economic circumstances. Based on the generalization of practical data, key risk factors contributing to deviant and illegal manifestations in the behavior of minors, especially during the war, are identified. Specific risk groups have been identified that experience chronic social deprivation and are characterized by increased vulnerability to delinquent actions. Children and adolescents who have experienced the consequences of military actions, forced displacement, loss of family members or prolonged stay in dangerous conditions belong to the group at increased risk of developing deviant and illegal forms of behavior. Special attention is paid to the socio-psychological mechanisms that mediate the influence of deprivation on violations of behavioral norms, in particular, frustration of basic needs, lack of social support and a decrease in the level of trust in social institutions. Generalized factors of the interaction of external and internal factors are proposed, which explains the formation of delinquency in conditions of war and social insecurity. The directions of preventive work and the possibilities of correctional and rehabilitation measures aimed at reducing the risks of deviant behavior among minors who are in a state of social deprivation, which is caused by the military situation in the country, are outlined.

NARCISSIC TENDENCIES IN THE ADOLESCENT ENVIRONMENT: PSYCHOLOGICAL FACTORS OF THE OCCURENCE AND MANIFESTATION

2026-03-14T23:52:06+02:00

The article presents a comprehensive theoretical and empirical analysis of narcissistic tendencies in the adolescent environment, focusing on the psychological factors of their emergence and manifestation. Special attention is paid to adolescence as a sensitive developmental period characterized by intensive identity formation, restructuring of self-concept, increased reflection, and heightened dependence on social evaluation. In this context, narcissistic tendencies are viewed as a dynamic personal formation that reflects specific ways of self-regulation, self-presentation, and interaction with others.

The study substantiates that narcissistic traits are inherent to all individuals to varying degrees and may function in both adaptive and maladaptive ways. Moderate expressions of narcissism contribute to self-confidence, achievement motivation, leadership initiative, and psychological resilience, which are particularly significant during adolescence as a critical stage of personal and social self-determination. At the same time, excessive or distorted narcissistic tendencies may result in egocentrism, unstable self-esteem, heightened sensitivity to criticism, interpersonal tension, and tendencies toward social withdrawal or confrontational behavior.

Empirical findings demonstrate significant relationships between narcissistic tendencies and levels of self-esteem, perceived parenting styles, and conflict behavior. Adolescents with balanced and relatively stable self-esteem tend to display more constructive and socially acceptable forms of narcissism. In contrast, extremely high self-esteem is more often associated with grandiose manifestations, such as dominance and demonstrative behavior, whereas low self-esteem correlates with vulnerable forms characterized by insecurity and dependency on external validation. The results confirm the multidimensional and context-dependent nature of narcissistic development in adolescence and emphasize the importance of preventive and corrective psychological interventions aimed at fostering stable self-esteem, empathy, emotional regulation, and constructive self-assertion strategies within family and educational settings.

INDIVIDUAL EMPLOYEE VALUES AS A RESOURCE FOR THE DEVELOPMENT OF AN ORGANIZATION’S CORPORATE CULTURE

2026-03-14T23:56:23+02:00

The article is devoted to the study of individual values as a key psychological resource in shaping and developing corporate culture. In psychological science, individual values are considered relatively stable and generalized representations of what is desirable and meaningful, serving as internal guides in life choices and determining priority goals and acceptable means to achieve them. Unlike economic or philosophical perspectives, which treat values as attributes of objects or abstract moral categories, the psychological approach emphasizes their subjective significance for the individual, forming a personal “internal system” of what is important in life. Values guide behavior, life strategies, and personal development.

Western theories define values as stable beliefs regarding desired life outcomes (terminal values) and acceptable ways to achieve them (instrumental values), arranged hierarchically. Schwartz emphasizes that basic human values reflect motivational orientations, such as self-assertion, concern for others, maintenance of stability, and openness to change. In Ukrainian psychology, values are closely linked with value orientations, which represent conscious, relatively stable attitudes toward social and personal priorities, guiding interests, needs, and life goals. In modern organizations, corporate culture is increasingly recognized not only as norms, traditions, and shared values but also as a strategic resource ensuring performance, stability, and innovation. Employees’ individual values influence professional motivation, behavior, interaction styles, and adherence to organizational rules. Value congruence between employees and the organization enhances engagement, job satisfaction, and productivity, whereas value incongruence can lead to conflicts, stress, and reduced adaptation. Values such as openness to change, universalism, benevolence, responsibility, autonomy, achievement orientation, and professional self-realization foster innovation, teamwork, ethical behavior, and high performance. Supporting the realization of employees’ value potential requires psychological safety, autonomy, trustful relationships, supportive leadership, and development-oriented motivation. Therefore, individual values serve as a strategic psychological resource for building a constructive, adaptive, and sustainable corporate culture, strengthening organizational cohesion, effectiveness, and long-term competitiveness.

PSYCHOLOGICAL DYNAMICS OF UNCERTAIN LOSS: THE «HEART OF UNCERTAINTY» MODEL

2026-03-25T23:53:17+02:00

This article presents a theoretical analysis of the psychological phenomenon of ambiguous loss and the specifics of human adaptation under prolonged uncertainty. The relevance of the study is determined by the increasing levels of uncertainty in the modern world, particularly in the context of social transformations, war, and forced migration.

The paper reviews contemporary approaches to the study of loss, grief, and uncertainty, including stage-based and task-oriented models, processual perspectives, the theory of continuing bonds, post-traumatic growth, and intolerance of uncertainty. Particular attention is paid to ambiguous loss, which is characterized by the lack of clarity regarding the status of loss and the impossibility of completing the grieving process. It is shown that existing theories do not fully explain the dynamic nature of psychological regulation in such conditions.

Based on an integrative analysis, ambiguous loss is conceptualized as a complex, multidimensional, and non-linear process. Uncertainty is defined as a system-forming factor that maintains internal tension, combines hope and despair, and disrupts emotional stability and adaptation.

The key contribution is the development of the “Heart of Uncertainty” model, which conceptualizes adaptation as a dynamic process of psychological regulation. The model introduces “psychological valves” that regulate the flow of mental energy.

Four main response vectors are identified: personal growth, maintenance of a psychological bond, depressive immersion, and avoidance. They are grouped into active and passive modes of adaptation. Active responses support integration and meaning-making, while passive responses involve emotional blockage or avoidance.

The model emphasizes the dynamic interaction of these vectors, their combinations, and transitions over time, highlighting the fluid nature of adaptation. The article also outlines research prospects and hypotheses regarding the relationship between response types and psychological outcomes.

Overall, the study integrates approaches to loss, trauma, and uncertainty, offering a new framework for research and psychological practice.

THE PHASED APPROACH TO GRIEF AS A HISTORICAL ARTIFACT

2026-03-25T23:45:28+02:00

Traditional grief counseling has long been dominated by linear stage models, though modern research increasingly challenges these rigid assumptions. This article traces the theoretical evolution of bereavement from C. Darwin and S. Freud to contemporary frameworks like the Dual Process Model (DPM) by M. Stroebe & H. Schut. By identifying the «oscillation» between loss-oriented and restoration-oriented processes, the DPM validates individual coping, including necessary avoidance. Clinical examples illustrate how children and adolescents utilize these shifts for emotional regulation. The author concludes that while the DPM offers a flexible scaffolding, clinicians must prioritize the unique, simultaneous experiences of joy and pain over standardized instructions.

FEATURES OF THE COGNITIVE ASPECTS OF SUBJECTIVE WELL-BEING AMONG UNIVERSITY STUDENTS IN A CONTEXT OF SOCIAL INSTABILITY

2026-03-25T23:34:21+02:00

This article examines the characteristics of the cognitive aspects of subjective well-being among university students in conditions of social instability, which is accompanied by increased psychological stress and highlights the need to develop psychological resilience. The importance of cognitive components of well-being, such as self-evaluation, self-esteem, and interpersonal relationships, in personal adaptation to contemporary social challenges is demonstrated. The results of an empirical study of university students aimed at examining the cognitive aspects of subjective well-being are presented. It was found that the sample under study is characterized by a predominance of average scores, with a significant proportion of low scores on individual scales, indicating insufficient development of the cognitive resources of psychological well-being.

To improve these indicators, an original inclusive educational and training course was developed and implemented, aimed at fostering skills in self-regulation, emotional stability, and effective interpersonal interaction. Its effectiveness was assessed by comparing indicators across the study groups.

A positive trend in the cognitive aspects of subjective well-being was observed, manifested in a decrease in the proportion of individuals with low scores and an improvement in the overall assessment of one’s own life and the quality of interpersonal relationships. The results confirm the feasibility of integrating psychoeducational and training approaches into the educational process of higher education institutions as an effective means of developing the psychological resources of students.