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

Abstract

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.