Psychological Studies

PSYCHOLOGICAL ENDURANCE IN THE MILITARY CONTEXT: THE IMPACT OF RUMINATION ON COGNITIVE REGULATION

Mariia Avhustiuk, Serhii Vashchuk — Wed, 10 Sep 2025 00:00:00 +0300

The article explores psychological endurance as a key factor in the adaptation of military personnel to combat stress, prolonged threat, and loss. Particular attention is given to rumination (repetitive negative thinking) as a process that can both undermine and enhance endurance. Rumination is examined in two principal forms: a maladaptive form (characterised by brooding and intrusive memories), which depletes emotional and cognitive resources; and an adaptive form (reflection and conscious processing of experience), which supports trauma integration and psychological growth. The mechanisms through which rumination impacts mental functioning are analysed, including emotional exhaustion, reduced self-regulation, physiological strain, and disrupted social interaction. The study emphasises that effective psychological support must be grounded in the distinction between types of rumination, individual assessment of military personnel psychological states, and the application of integrative psychotherapeutic approaches, namely, cognitive-behavioural, metacognitive, narrative, and group therapy. The preservation and development of psychological endurance are presented not only as critical for operational performance but also as a foundation for successful post-traumatic adaptation. Endurance is thus conceptualised as an active capacity to maintain personal integrity under prolonged extreme stress. Future research should focus on a deeper investigation of the relationship between rumination and psychological endurance in combat and post-combat contexts, the refinement of psychodiagnostic tools to distinguish between adaptive and maladaptive ruminative thinking, and the evaluation of psychological interventions aimed at supporting internal resources of military personnel. Special attention should be paid to the role of sociocultural factors in shaping rumination and its function in post-traumatic adaptation and personal growth. A multidisciplinary approach is proposed to enhance our understanding of psychological endurance as a dynamic resource in extreme environments.

SAND RECONSTRUCTION OF THE WORLD: A METHOD OF PSYCHOLOGICAL EDUCATION FOR A TERRITORIAL COMMUNITY EXPERIENCING WAR TRAUMA

Tatiana Aslanian — Wed, 10 Sep 2025 00:00:00 +0300

In the context of the ongoing military aggression of Russia against Ukraine, psychological education has become one of the key instruments of psychosocial support for the population. The growing demand for culturally adapted community-based interventions has highlighted the need for methodologies that combine information about the psychological consequences of traumatic experiences with the development of emotional self-regulation skills, increased parental awareness of children’s psycho-emotional states, and the creation of a safe circle of mutual support within communities affected by war. The article presents the scientific and methodological foundations, as well as the organizational principles, of the authorial method “Sand Reconstruction of the World”, which is designed for communities that have experienced the trauma of war. A historical and contextual analysis of the origins and conditions under which this psychoeducational methodology was developed is provided. The study includes a generalized body of empirical material based on observations and descriptions of the implementation of this psychological intervention in frontline Ukrainian communities from 2014 to 2021. The systematized empirical data are presented in the form of a methodology passport, organizational principles for its implementation, and the impact of the method on the dynamics of psychological service requests. Particular attention is given to the cultural adaptation of the intervention to the mental health and psychosocial well-being of communities in the Ukrainian socio-cultural context. The implementation of the “Sand Reconstruction of the World” intervention in Ukraine’s frontline communities has demonstrated its effectiveness as a form of psychological education that generates interest and trust among the population. The results indicate the potential for integrating this approach into psychosocial support programs and the necessity of further standardization and professional dissemination.

FOUNDATIONS OF EMOTIONAL INTELLIGENCE IN 19TH-CENTURY PSYCHOLOGICAL THOUGHT

Dmytro Oleksandrovych Bihunov — Wed, 10 Sep 2025 00:00:00 +0300

This article explores the conceptual foundations of emotional intelligence within 19th-century psychological thought, emphasizing the contributions of Charles Darwin, Wilhelm Wundt, and William James (along with Carl Lange). Although the term “emotional intelligence” only appeared in the late 20th century, its theoretical roots reach back to early debates about the role of emotions in human cognition, adaptation, and behaviour. Ch. Darwin’s evolutionary approach reframed emotions as biologically rooted, universally expressed, and socially functional. W. Wundt introduced a structural and dynamic model of emotional states, offering a measurable, multidimensional framework for analyzing feelings within experimental psychology. W. James and C. Lange proposed a somatic basis for emotion, suggesting that emotional experience emerges from the perception of bodily changes, which laid the groundwork for modern understandings of interoception and self-awareness. Each of these thinkers contributed to re-evaluating emotions as essential and lawful components of consciousness – paving the way for contemporary models of emotional intelligence, such as those by John D. Mayer, Peter Salovey, and David R. Goleman. The article highlights how these 19th-century theories form the intellectual triad underpinning the modern understanding of emotional intelligence: social functionality, structural measurability, and embodied awareness. Reconnecting emotional intelligence to its historical roots allows for a deeper appreciation of its relevance across education, leadership, and mental health. It also demonstrates that emotional intelligence is not a recent invention, but a historically grounded construct emerging from a long-standing effort to reintegrate affect into the scientific understanding of the human mind.

INTERPERSONAL INTERACTION IN THE PROCESS OF HIPPOTHERAPY AS A FACTOR IN THE DEVELOPMENT OF TRUST AND SAFETY IN CHILDREN

Olha Borysiuk, Viktoriia Kulinichenko — Wed, 10 Sep 2025 00:00:00 +0300

The article presents a theoretical analysis of interpersonal interaction in the process of hippotherapy as a key factor in the formation and development of trust and a sense of safety in children. The main components of this interaction are examined: child – horse, child – therapist, child – assistant, as well as the dynamics of interaction in a group format. The study explores how the unique characteristics of the horse (sensitivity, nonverbal communication), the professionalism and empathy of the therapist, as well as the role of the assistant in ensuring physical safety, create a supportive environment for overcoming fears, forming positive attachment experiences, and developing emotional stability. Special attention is paid to the psychological mechanisms through which these interactions strengthen basic trust and a sense of security, which are critically important for the child’s harmonious development. The significance of structure and predictability of sessions as essential elements in creating a sense of safety is emphasized. It is noted that the complex nature of hippotherapy, which integrates physical, emotional, and social aspects, creates a unique environment for the child’s harmonious psycho-emotional development. The long-term consequences of forming trust and safety for social adaptation, the development of independence, and stress resilience are revealed. The results obtained confirm the need for further empirical studies to optimize hippotherapy programs as an innovative tool for psychosocial support of children. Future research prospects include the development of standardized methods for assessing interpersonal interaction and the integration of hippotherapy into a comprehensive rehabilitation system for children with special needs. Furthermore, enhancing trust and a sense of safety in children through hippotherapy may become the foundation for more effective integration into social environments and the formation of healthy interpersonal relationships in the future.

FREE PLAY IN PSYCHOLOGICAL WORK WITH PRESCHOOL CHILDREN

Tetiana Borodulkina — Wed, 10 Sep 2025 00:00:00 +0300

In the article, the author draws attention to three key problems related to the main object of the study – free play in psychological work with preschool children. The first problem concerns the blurring of the essence of play and the loss of its spiritual dimension due to the multitude of existing modern gaming technologies. The second problem is related to the gradual disappearance of free play from the childhood of modern preschoolers, its displacement by those forms of play that the adult world offers to children in a ready-made (and often artificial) form, which is associated, first of all, with adults’ misunderstanding of the importance of free play for the full and holistic development of a young child. The third problem is the gradual disappearance of free play from direct psychological work with preschoolers, which is associated with a widespread tendency to clearly regulate the process of providing psychological assistance, certain difficulties in planning and organizing free play during a particular lesson, lack of understanding by specialists of the therapeutic potential of free play as a means of healing a child from traumatic experiences, etc. Based on theoretical analysis, generalization and reflection of the author’s practical experience of psychological work with preschool children (4–6 (7) years old), special attention is paid to the importance of using free play in psychological and psychotherapeutic work with preschoolers; cases from psychological practice using free play in a therapeutic sandbox in individual psychological classes with specific children are described; a working definition of free play is proposed. The author notes that psychologists and psychotherapists should take into account such a means of working with children as free play, be able to conduct psychoeducational work with parents on the importance of the presence of free play in a child’s life for its holistic and full development. The return of free play to the lives of modern preschoolers is the responsibility of adults, including parents and all those professionals who work with preschool children.

THEORETICAL AND METHODOLOGICAL JUSTIFICATION OF A SYSTEMATIC APPROACH IN RESEARCH OF PROFESSIONAL WELL-BEING

Olena Voitenko — Wed, 10 Sep 2025 00:00:00 +0300

The article presents a theoretical and methodological justification of the systemic approach in the study of professional well-being of an individual. Professional well-being is viewed as a complex holistic system with an internal structure represented by a set of interconnected and interacting components that ensure its functioning. Professional well-being as a holistic phenomenon acquires a qualitatively new property, absent in its constituent elements, which is formed because of the interconnection and interaction of these elements within the whole, namely, the ability to self-regulate. Professional well-being appears as a dynamic system that strives to maintain equilibrium according to the concept of homeostasis and general systems theory. Maintaining balance indicates a favorable development of events for the employee, an indicator of which is the degree of his satisfaction with the results of his professional activities. When the balance is disturbed under the influence of the work environment or internal personal factors, personal resources are mobilized to return to the previous balance or ensure a new state of equilibrium and, thereby, ensure the integrity of the system. The methodological basis for the study of professional well-being as a complex system is a systems approach. The systems approach is the leading methodological basis of many branches of modern science, including psychology. Organizing the research on the principles of a systemic approach will allow us to fully consider individual aspects of the phenomenon under study, compare empirical data and systematize them to understand the phenomenology of the process of forming well-being in a professional context, and analyze individual elements of an individual’s professional well-being in connection with its holistic functioning.

THEORETICAL ANALYSIS OF THE SOCIO-PSYCHOLOGICAL EFFECTS OF MEDIATED COMMUNICATION IN MILITARY FAMILIES

Natalia Demytska, Ruslan Sokotun — Wed, 10 Sep 2025 00:00:00 +0300

This article presents a theoretical analysis of the socio-psychological effects of mediated communication in military families, a topic of particular relevance in a time of war. It emphasizes that physical separation and uncertainty create unprecedented challenges for maintaining family integrity, and mediated communication becomes a vital tool for supporting military families. The paper identifies three main forms of communication: synchronous, asynchronous, and multimodal (a combination of formats), each with its own advantages and risks. The effectiveness of this communication is determined to depend on regularity, openness, empathetic feedback, and content adaptability to the needs of all family members. It is established that mediated communication has both positive and negative effects on family dynamics. Positive effects can include: maintaining emotional closeness, trust, and affection within the family, preserving the parental upbringing function, enabling joint decision-making, and strengthening the sense of family belonging. At the same time, there can be significant risks. The absence of non-verbal cues often leads to misunderstandings and conflicts. The constant need for connection can cause emotional burnout and overload. Irregular or emotionally poor communication can lead to alienation. In addition, unequal access to technology creates “digital gaps” that can further complicate communication. It is concluded that, with the conscious and purposeful use of digital tools, mediated communication not only compensates for physical separation but also helps to deepen trust and emotional stability in military families, which is vital for their psychological well-being. The paper analyzes prospects and directions for further research on the socio-psychological effects of mediated communication in military families. These include longitudinal studies of changes in communication patterns in military families at different stages of family life, research on the impact of PTSD and traumatic experience on communication, and the development and testing of psychological support programs for military families, among others.

VISUAL ART CREATIVITY OF SCHOOL STUDENTS AS A FORM OF CONSTRUCTING MILITARY ASPECTS OF CIVIC IDENTITY

Olena Zavhorodnіa — Wed, 10 Sep 2025 00:00:00 +0300

This article examines the artistic creativity of Ukrainian school students as a form of constructing the military dimensions of civic identity in the context of full-scale war. Armed aggression is considered not only as an external conflict but also as a profound internal upheaval that transforms the worldview, moral orientations, and civic consciousness of early adolescents, teenagers, and youth. In this context, drawing serves not only therapeutic or expressive functions but becomes a means of symbolically processing traumatic experience and shaping representations of heroism, loss, solidarity, and national dignity. The aim of the study is to analyze school students’ visual art as a form of constructing military components of civic identity, particularly through the symbolic modeling of war experience and the internalization of collective memory. The novelty of the work lies in the interdisciplinary approach to the interpretation of student visual art – at the intersection of psychology, art history and cultural anthropology – taking into account the military context. The novelty is also noted in the focus on visual manifestations of military motifs in student art – in particular through archetypal figures (protector, angel, mother), sacred codes, cultural markers, transcendent motifs and emotionally rich symbolism. The analysis of such images allows us to trace how a sense of belonging to a nation is formed in the process of creativity, which resists, remembers and transforms trauma into a valuable resource. The conclusions state that student drawings are not only evidence of lived experience, but also a visual space in which existential maturation is recorded, elements of military civic identity are formed and national solidarity and responsibility are internalized. The visual works of schoolchildren appear as a space for existential maturation, moral reflection and the creation of a common cultural memory. It is emphasized that artistic creativity plays an important role in the formation of moral guidelines, strengthening narratives of resistance, and also serves as a tool for integrating experience into the broader context of national memory.

MODERN WORLD APPROACHES TO PROFESSIONAL REHABILITATION AND SOCIAL INTEGRATION OF VETERANS

Iryna Kobets — Wed, 10 Sep 2025 00:00:00 +0300

The article provides a comparative analysis of five modern approaches to vocational rehabilitation and social integration of vulnerable groups, including combat veterans: an inclusive model of employment of persons with disabilities (N. Schreuer, & D. Sachs), a trauma-informed approach to working with veterans with PTSD (A. Kostanyan, S. Hunt & D. Westwood), a biopsychosocial model of work as a mental health resource (G. Waddell & K. Burton), a communitybased approach to rehabilitation (G. Ben-Dor & G. Liran), and an existential model of professional growth based on post-traumatic experience (R. Dekel). The aim of the article is to reveal the conceptual foundations of each of the approaches, their key ideas, practical implications, caveats, and potential for transforming the policy of returning veterans to civilian life. The study proves that inclusive, adaptive, and humanistic rehabilitation is a necessary condition for social healing in post-traumatic societies. The study made the following conclusions. Despite the different focuses of the vision of the analyzed problem, all five approaches demonstrate a common understanding: work is not only a form of employment, but also an indicator of social inclusion, inner healing and personal fulfillment in conditions of peaceful life. Rehabilitation cannot be reduced only to a return to the labor market. It must be humanistic, adaptive and contextually sensitive to veterans – taking into account combat trauma, psycho-emotional state, social environment and value orientations of the individual. The analytical approach we applied allowed us to identify both common features and unique features of each model. This, in turn, can serve as a basis for adapting national rehabilitation policies in countries undergoing post-war reconstruction.

THEORETICAL APPROACHES TO UNDERSTANDING PERSONALITY SELFPRESERVATION

Halyna Kozak — Wed, 10 Sep 2025 00:00:00 +0300

The article provides a theoretical analysis of the concept of personality self-preservation in the context of contemporary psychological science. Various approaches to understanding psychological self-preservation are presented: humanistic, cognitive, existential, and systemic-personal. Humanistic psychology interprets self-preservation not merely as an instinctive reaction, but as a conscious striving to maintain integrity, dignity, and existential meaning. According to the ideas of C. Rogers, A. Maslow, V. Frankl, and R. May, self-preservation is associated with authenticity, self-actualization, the preservation of the self-concept, and the meaning of life even under critical conditions. In the cognitive-behavioral approach (A. Beck, D. Dobson), emphasis is placed on the formation of adaptive cognitive schemas, the transformation of dysfunctional beliefs, and the development of emotional regulation skills, which enable psychological stability and prevent self-destructive behavior. The systemic-personal paradigm (R. Lerner, J. Virna, et al.) views self-preservation as an integrative capacity of the individual to maintain internal coherence, self-identity, and moral autonomy amid changing circumstances. Within this approach, special emphasis is placed on subjectivity, the multilevel organization of personality, and adaptation as essential conditions for preserving life balance. Ukrainian researchers highlight the importance of personal resources, self-regulation, reflection, and value orientation as mechanisms of self-preservation. Particular attention is given to professional self-preservation in helping professions, where chronic emotional strain may lead to burnout, disrupting mechanisms of psychological stabilization. Self-preservation is seen not as a passive defense but as an active internal process that combines flexibility, autonomy, and inner resilience. The necessity of integrating various theoretical approaches is substantiated in order to form a holistic understanding of psychological self-preservation as a factor of mental health.

PSYCHOLOGICAL FACTORS IN THE DEVELOPMENT OF STRESS RESILIENCE IN ADOLESCENTS DURING WARTIME

Natalia Kosheleva, Kseniia Fomenko — Wed, 10 Sep 2025 00:00:00 +0300

The article proposes a partial solution to the important task of developing stress resilience in adolescents under wartime conditions. The main psychological challenges of adolescence caused by the normative age-related crisis are analyzed, as well as the key sources of stress in teenagers. It is established that traumatic events related to the full-scale war impose an additional powerful burden on the mental health of young people, which manifests in increased withdrawal and anxiety, apathy, depressive states, psychosomatic issues, and destructive behaviors. The article explores the social and psychological factors influencing the development of adolescents’ stress resilience during wartime. The primary factors identified include support from the social environment and psychological assistance aimed at developing emotional intelligence, self-regulation, communication, and cognitive skills. A hypothesis was formulated suggesting that the level of adolescents’ stress resilience is linked to the development of their emotional intelligence and self-regulation abilities. The results of an empirical study on adolescent stress resilience in wartime conditions are described. The study was conducted to test the hypothesis and was carried out in Ukrainian schools located in potentially dangerous regions. A total of 35 adolescents were surveyed using the Holmes – Rahe Stress Scale (adapted for children), N. Hall’s “Emotional Intelligence Diagnostic Method”, and the “Volitional Self-Regulation Assessment Method” by A. Zverkov and E. Eidman. The results showed that a significant portion of the respondents demonstrated medium to low levels of stress resilience, emotional intelligence, and self-regulation, indicating a need for psychocorrective intervention aimed at their development. Correlation analysis of the collected data using Pearson’s coefficient revealed statistically significant direct correlations between stress resilience and both emotional intelligence and volitional self-regulation, confirming the initial hypothesis. As a direction for further research, the development of a psychocorrective program to enhance stress resilience in adolescents is proposed. This program may be implemented by school psychologists.

THE PSYCHOLOGICAL STRUCTURE OF STUDENTS’ IDEAS OF PERSONAL SUCCESS

Yehor Kucherenko, Liubov Piven, Anna Shyrokova — Wed, 10 Sep 2025 00:00:00 +0300

The article highlights the content features of the psychological structure of students’ ideas about personal success. A theoretical analysis and differentiation of the concepts of objective and subjective success were carried out, and the basic psychological components of ideas about student success were identified, which acquire hierarchical connections based on individual experience. It was found that, in general, success for students is perceived not only as academic or career achievements, but is also assessed according to significant personal criteria of selfrealization: interpersonal relationships, a sense of integrity, emotional well-being, and the ability to live in accordance with one’s own values. It has been found that objective success includes social success and is determined by the generally accepted criteria of personal success prevailing in society. The content of such ideas is the student’s socially established ideas about successful activity, which are formed as a result of his or her socialization. The content of ideas about subjective success is students’ individual knowledge of successful activity based on educational and professional experience and stable beliefs about work. This type of success orients students towards both real (actual, leading) activity and ideal (future) activity. Based on an integrativeactivity approach to students’ professional self-determination, the authors have developed a theoretical model of the psychological structure of ideas of success among young students, which includes three subjective criteria and their corresponding components: 1) meaningful (giving specific meaning to the profession, realizing its value); 2) motivational-goal (motivation for new achievements as a focus on complex tasks and challenges; the presence of a specific professional plan and corresponding stages for achieving the set goal); 3) regulatory-behavioral (making decisions regarding self-improvement; active actions in achieving success).

PSYCHOTECHNOLOGICAL APPROACH TO OPTIMIZING DESTRUCTIVE EMOTIONAL STATES OF MILITARY PERSONNEL

Sergyi Lezhenko — Wed, 10 Sep 2025 00:00:00 +0300

The article is devoted to the description of a psychotechnological approach to optimizing the emotional sphere of military personnel during rehabilitation, based on dialectical behavioral therapy and other psychotherapeutic approaches. They present modern views of scientists on the emotional sphere of the psyche and protective mechanisms that ensure the course of emotions and emotional states. Special changes in the emotional sphere occur during the period of martial law. And the first to feel the traumatic impact of these social changes are military personnel. They experience emotional suffering caused by military actions. As a result, each of them comes into force protective mechanisms that help to cope with stress and emotional pain. The purpose of the article is to describe the features of the psychotechnology of optimizing destructive emotional states of military personnel, to present the provisions on which it is based. The study of transdiagnostic mechanisms in the military allows us to establish: what needs to be changed, what mechanisms should not be resorted to and how best to help them cope with emotional suffering. What should be the technical methods on the path to emotional healing. To weaken the effect of negative defense mechanisms, we have substantiated a dialecticalbehavioral approach to creating a psychotechnology for ensuring changes in the mental state and achieving processes of change in the emotional sphere of military personnel, which will help them free themselves from excessively strong experiences and direct their energy to a full life. The article notes that the formulated provisions reflect the essence of the developed psychotechnology, centered on the optimization of the emotional sphere, in particular various, including destructive, emotional states, on the neutralization and overcoming of transdiagnostic mechanisms that cause emotional suffering.

THE IMPACT OF BULLYING ON THE DEVELOPMENT OF SELF-CONCEPT AND MENTAL HEALTH OF MODERN YOUTH IN WARTIME

Lyudmila Magdysyuk, Pavlo Khomiak — Wed, 10 Sep 2025 00:00:00 +0300

The article examines the current problem of bullying, as systematic aggressive behavior of one person or group of persons towards another, which aims to humiliate, intimidate, or cause psychological or physical harm to another person. Types of bullying victims are described depending on their reactions to bullying: passive – characterized by agitation and anxiety, react to bullying by crying; provocative – usually cause indignation, attract the attention of the offender and peers, gain some control over the situation and react with aggression, anxiety and excitement; chronic victims of bullying. It has been proven that to improve the overall psychological climate in student academic groups, it is important for mentors to focus on maintaining and developing cohesion. This can be achieved through improving communication, organizing group activities, and promoting cooperation and support between students. Statistically significant correlations have been described between the role of helper and wellbeing, activity and mood; between the role of observer and activity; there is also an inverse correlation between the role of victim and well-being, activity and mood. This suggests that a student’s specific role in the group (helper, observer, victim) affects their well-being, activity, and mood. The positive correlation between the role of helper and well-being, activity, and mood indicates that helping others contributes to a better emotional state. The observer role is associated with increased activity, which may indicate greater participation in social processes. However, the inverse correlation between the victim role and well-being, activity, and mood indicates that students in the victim role tend to have a worse emotional state. It is described that the rehabilitation of victims of bullying in a student environment is a complex process and requires a comprehensive approach, combining individual and group assistance.

ORGANIZATIONAL AND SOCIOPSYCHOLOGICAL APPROACHES TO INCLUSIVE EDUCATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Olena Miroshnychenko, Larysa Bakhmutova — Wed, 10 Sep 2025 00:00:00 +0300

The article discusses key organizational and socio-psychological approaches to educating children with special educational needs (SEN) in order to build a more sustainable inclusive society in Ukraine during martial law and the post-war recovery period. It includes a review of both Ukrainian and international research in the field of inclusive education psychology. It was revealed how psychological theories and practices can promote the inclusion of learners: children in preschool institutions and students in the school education system. The article presents practical experience in organizing inclusive education in the Republic of Poland, which concerns the organization of effective forms of the educational process using approaches that create the most favorable conditions for learning, psychological and pedagogical assistance, and socialization of children with SEN on an equal footing with other children. The study analyzes the differences between inclusive, integrated, and segregated educational approaches. The central focus is on organizational models, forms of psychological and pedagogical support, teacher training, and systemic challenges. The results show that successful inclusion depends on early intervention, interdisciplinary cooperation, a reliable legal and institutional framework, and society’s acceptance of psychophysiological diversity as a value. A comparative analysis of traditional and inclusive forms of education is provided. The advantages of an inclusive educational environment for the mental well-being, quality of perception of educational materials, and social development of students with SEN and healthy children are demonstrated. Psychological problems and obstacles that may arise for students, teachers, parents, and the wider school community are also considered. The study outlines five key levels needed to build a sustainable inclusive environment in times of war and recovery: legal, organizational, social, educational, and psychological.

CLINICAL MANIFESTATIONS OF POST-TRAUMATIC STRESS DISORDER SYMPTOMS IN CHILDREN AND ADOLESCENTS UNDER CONDITIONS OF ARMED CONFLICT

Antonina Mitlosh — Wed, 10 Sep 2025 00:00:00 +0300

This article is devoted to the theoretical substantiation and examination of the clinical manifestations of post-traumatic stress disorder (PTSD) symptoms in children and adolescents under the conditions of Russian military aggression in Ukraine. The paper provides a theoretical analysis of scientific literature addressing the issue of psychological trauma. Traumatic events that may lead to the development of PTSD are characterized. It is noted that, in addition to the traumatic event itself, other factors also play a significant role – either facilitating the onset of PTSD or contributing to resilience and coping with the consequences of trauma. The article analyzes the factors that contribute to the emergence of PTSD in children and adolescents. It is revealed that younger children exhibit specific features in the manifestation of PTSD symptoms. The study confirms that PTSD in children and adolescents follows the same diagnostic criteria as in adults; however, symptom expression differs and is often reflected in the children’s behavior. The publication analyzes the impact of traumatic experiences and explores psychobiological changes in brain function caused by PTSD in children and adolescents. It is established that the severity of these manifestations depends on multiple factors, such as the duration and intensity of the trauma, parental behavior, the child’s age, internal resilience mechanisms, and access to external physical, emotional, and social support. The article emphasizes that the clinical manifestations of PTSD during the ongoing Russian-Ukrainian war may have distinct features, as children continue to be exposed to traumatic experiences while living in a war zone. The publication also reviews current evidence-based models of PTSD development and manifestation in children and adolescents.

INCEST AS A CONSEQUENCE OF A DYSFUNCTIONAL FAMILY AS A SYSTEM

Myroslava Mushkevych — Wed, 10 Sep 2025 00:00:00 +0300

The scientific research is aimed at the theoretical analysis of incest as a consequence of family dysfunction. The main methods of theoretical research were used, aimed at creating theoretical generalizations, establishing and formulating the patterns of the studied phenomena. The psychological aspects that contribute to the emergence and maintenance of incest were theoretically analyzed and highlighted. It was determined how the phenomenon of incest affects the psycho- emotional state of family members. It was found that weak social immunity in parents to negative external influences caused by a prolonged socio-economic crisis can provoke violence in the family. It is noted that families in the vast majority hide the facts of domestic violence, guided by stereotypes that family matters do not need to be brought up for public discussion. It is noted that the basis of any form of violence is emotional deprivation, which causes harm to the development of the child’s personality. It has been established that sexual violence in the form of sexual relations that take place between parents and children or between brothers and sisters is extremely threatening to the mental and somatic health of a child. The importance of the nature of family relations in the process of violating the prohibition of incest is indicated. It is emphasized that families in which the phenomenon of incest occurs are dysfunctional families. A number of signs have been identified in families where incest was committed: sexual relations between spouses that did not bring them satisfaction; marital misunderstandings; role reversal (most often the desire for a girl to take on the role of an adult woman); wife’s passivity or her powerlessness; psychological codependency of the wife on her husband; wife’s mental illness; wife’s somatic or psychosomatic illness; wife’s sexual punitiveness; absence of a wife. Social conditions that contribute to incest include: poor housing conditions, which in the case of large families force parents to sleep in the same bed with their children, children being witnesses to intimate relationships between parents; a negative role can be played by the immoral lifestyle of parents. It is emphasized that a dysfunctional marital subsystem usually uses other subsystems, most often the sibling subsystem (the child’s organism) for its stabilization.

ADAPTIVE POTENTIAL OF PERSONALITY IN CONTEMPORARY PSYCHOLOGICAL COGNITION

Leonid Nikolaiev, Alla Popolitova — Wed, 10 Sep 2025 00:00:00 +0300

The article provides a comprehensive analysis of contemporary scientific approaches to understanding adaptive potential of personality as an integral psychological characteristic. The historical development of the concept of adaptation from classical concepts of stress and adaptation syndrome to modern theoretical models has been investigated. Various definitions of adaptive potential in foreign psychological literature have been analyzed, considering it as a component of resilience, ability for reorganization and renewal, synonym of adaptability, set of available resources and ability to mobilize them. The concept of resource conservation and classification of adaptive potential resources according to criteria of relation to the individual, source of localization and level of importance have been examined. The works of domestic researchers regarding structural components and features of personality adaptive potential have been analyzed in detail. Three main components of adaptive potential have been identified: psychophysical adaptability, which consists in the organism’s ability to restructure physiological functions; psychological adaptability, which is based on overcoming psychological stress; psychosocial adaptability as adaptation to communicative interaction with microsocial environment. The main psychological characteristics of adaptive potential have been systematized, including locus of control, psychological maturity of personality, cognitive coping resources, ability for subjective probabilistic forecasting and confidence in social support. The understanding of adaptive potential as a result of functioning of a self-regulated integral system, whose adaptability is ensured by interaction and balance of structural elements, has been substantiated. It has been proven that adaptive potential represents an integral characteristic that reflects the totality of psychological, mental and socio-psychological properties of a person, ensuring the ability to effectively adapt to changing environmental conditions while maintaining resistance to external stressors and internal balance.

PSYCHOLOGICAL MECHANISMS OF SUBJECTIVE AUTONOMY IN HIGHER EDUCATION TEACHERS’ PROFESSIONAL ACTIVITY

Kateryna Pavlenok — Wed, 10 Sep 2025 00:00:00 +0300

The article presents a theoretical reflection on the phenomenon of subjective autonomy in the professional activity of higher education teachers as a multidimensional psychological construct encompassing value-motivational, cognitive-reflexive, behavioral, operational-instrumental, social-relational, and other personality domains. The relevance of the problem is driven by the need for a deeper understanding of the internal mechanisms of autonomous functioning in the context of ongoing reforms in higher education, digital transformation, increasing external accountability, and social instability. The aim of the study is to provide a theoretical justification of the psychological mechanisms underlying the formation of teachers’ subjective autonomy and to identify the conditions that facilitate or hinder its realization in the academic environment. The analysis of Self-Determination Theory, the theory of agency, and the concept of relational autonomy enables the identification of approaches to understanding autonomy as internal coherence between values, decisions, and actions. The article systematizes views on subjective autonomy as an internal experience of freedom, responsibility, and meaningful consistency in professional activity. Key psychological mechanisms are outlined, including the interiorization of professional values, reflection, self-regulation, the development of professional identity, and intrinsic motivation for growth. Socio-psychological conditions that determine autonomous functioning are described, such as support from leadership and colleagues, academic trust and psychological safety, flexibility in managing the educational process, and engagement in professional communities. The article substantiates the significance of subjective autonomy as a resource for professional self-actualization, innovativeness, and psychological resilience of higher education teachers.

FEATURES OF CONDUCTING SOCIO-PSYCHOLOGICAL TRAINING (SPT) FOR CHILDREN TRAUMATIZED BY THE CONSEQUENCES OF WAR

Olena Petrynych, Mykola Hnatko — Wed, 10 Sep 2025 00:00:00 +0300

The article examines and analyzes the existence of a variety of types of training aimed at helping in the field of communication. The more popular and widely used CBT trainings are used to develop professional skills in sales, public speaking, team building, personal growth, etc. A separate category should include socio-psychological trainings, which are effective tools for developing and forming skills for building interpersonal contacts in artificially created groups with the participation of a trainer. The article states that currently, professional scientific literature contains various interpretations of the concept of social and psychological training. They are divided into three groups depending on the main goal: a training group for the purposeful formation of participants' competencies in the communicative sphere; a methodology for teaching behavioral skills for carrying out educational and professional activities; a method for group development of skills for purposeful cognition and development of one's own personality. Trauma in children can be the result of any type of violence or witnessing it, neglect, etc. Each type of trauma negatively affects the child's development and leads to experiencing long-term consequences. Often, trauma in children occurs due to family problems and unforeseen events. Modern Ukrainian society and children in particular are experiencing the trauma of war. Recognizing trauma in children is a complex process, as symptoms can manifest themselves on a physical level in the form of headaches or stomachaches, feelings of anxiety, withdrawal, aggression, and difficulty concentrating. With the help of selected psychological exercises, discussion games, participants can see themselves from the outside through feedback and evaluate their own problems through the eyes of others. In the conditions of a training group, it becomes possible to safely try on many new roles and acquire the necessary skills and abilities for communication.

PSYCHOLOGICAL RESOURCES AND STRATEGIES FOR SUPPORTING THE PROFESSIONAL WELL-BEING OF REPRESENTATIVES OF LOCAL GOVERNMENT BODIES IN THE CONDITIONS OF MARTIAL LAW

Tetiana Rynzhuk — Wed, 10 Sep 2025 00:00:00 +0300

The article examines the psychological resources and strategies for supporting the professional well-being of representatives of local government bodies (LGBs) under martial law. It is emphasized that in times of crisis, LGB officials perform critically important functions – from ensuring the continuity of management processes and coordinating public services to crisis informing the population and mobilizing community resources. Such activities are accompanied by a high level of stress, emotional stress, and the risk of professional burnout. The purpose of the study is to identify and scientifically substantiate a complex of individual and socio-organizational resources, as well as strategies adapted to the specifics of LGB activities that contribute to the preservation and improvement of their professional well-being. The theoretical analysis conducted allowed us to identify key individual resources (psychological stability (resilience), emotional self-regulation, professional identity and value motivation, adaptive strategies for coping with stress, sense-making and support for hope, optimism and self-efficacy, flexibility of thinking) and socio-organizational resources (social support, culture of care, flexible management models, supervisory and team interaction). The effectiveness of integrating stress resistance development programs, mindfulness practices, cognitive-behavioral techniques, and crisis counseling into the system of professional training and advanced training is substantiated. The results can be used to develop comprehensive psychological support programs for local government employees aimed at reducing emotional exhaustion, increasing work capacity, and ensuring the sustainability of management processes in communities during wartime.

EMPIRICAL STUDY OF CONFLUENCE IN PARENT-CHILD RELATIONSHIPS DURING INCLUSION IN AN INCLUSIVE ENVIRONMENT

Anastasiia Rozvad — Wed, 10 Sep 2025 00:00:00 +0300

The article presents the results of an empirical study of the phenomenon of confluence in parent- child relationships within the framework of an inclusive educational environment. Confluence is conceptualized as a state of blurred psychological boundaries between parent and child, characterized by excessive emotional involvement, controlling behavior, and reduced child autonomy. The relevance of the study is determined by the increasing role of the family in inclusive education processes, where parents often serve as key agents of adaptation, which can increase the risk of emotionally dependent or symbiotic interaction patterns. The purpose of the study was to identify the presence and nature of the relationship between the level of parental confluence and the indicators of child autonomy. The study involved 135 participants, including children aged 6–12 with typical development and those with special educational needs, along with their parents. The methodological toolkit included an original questionnaire for assessing confluence, the 16 Personality Factor Questionnaire (16PF) by R. Cattell (Form A), and the projective technique “Nonexistent Animal”. Statistical data analysis was conducted using the Student’s t-test for intergroup comparisons and Pearson’s correlation coefficient to examine relationships between variables. The findings revealed significant differences in the level of confluence manifestations between the two groups: parents of children with SEN demonstrated higher emotional dependency, anxiety, overprotectiveness, and a tendency to externally regulate the child’s behavior. Children in this group also exhibited lower autonomy in everyday, emotional, and social domains. A statistically significant inverse correlation was found between parental confluence and children’s autonomous functioning (r = −0,58; p < 0,01). These results support the interpretation of high parental confluence as a psychological risk factor for hindering the development of a child’s independence, especially within inclusive education. The findings highlight the need for systemic work with parents as part of psycho-pedagogical support programs aimed at promoting adaptive interaction styles and supporting child autonomy.

EMOTIONAL INTELLIGENCE AS A FACTOR OF PERSONALITY ADAPTABILITY IN EARLY ADULTHOOD DURING WAR

Alla Stetsenko, Maryna Horobey — Wed, 10 Sep 2025 00:00:00 +0300

The article presents a comprehensive analysis of emotional intelligence as an essential psychological resource that ensures personality adaptability during early adulthood, particularly in a destructive social environment caused by war. It is established that emotional intelligence is not an innate or fixed construct but develops throughout life, especially through the conscious processing of emotional experiences, engagement in interpersonal interactions, and the practice of self-reflection. The concept of emotional intelligence is characterized in detail as the ability to recognize, interpret, express, and regulate both one’s own emotions and the emotional states of others. The structural components and functional manifestations of emotional intelligence are outlined in the context of stress, loss, and existential threat. Emphasis is placed on the fact that during early adulthood – a period marked by the active formation of self-concept, life orientations, and social and professional realization – the role of emotional intelligence becomes particularly significant. It is shown that a high level of emotional intelligence development contributes to increased adaptability, supports constructive responses to stressors, enhances selfregulation, maintains emotional balance, and fosters supportive social connections. The study substantiates the necessity of systematically implementing psychological tools for developing emotional intelligence within educational and rehabilitation practices aimed at preventing maladaptive responses in young adults during wartime. The article also presents methodological recommendations for the practical application of effective psychological instruments that can activate personal internal resources, enhance resilience to stress, and ensure emotional stability under critical circumstances. The findings may be useful to professionals in psychology, pedagogy, social work, and crisis counseling.

FEATURES OF ANXIETY IN STUDENTS WITH DIFFERENT LEVELS OF SELF-ESTEEM

Nataliia Teslyk, Serhiy Nickolayenko, Maria Maslak — Wed, 10 Sep 2025 00:00:00 +0300

The article analyzes the psychological characteristics of anxiety in students with varying levels of self-esteem. The relevance of this issue is emphasized by the increasing stress factors affecting youth, especially amidst the conditions of war and socio-economic instability in the country. The study summarizes key theoretical approaches to understanding anxiety as a significant indicator of emotional instability and self-esteem as a fundamental component of the self-concept. Particular attention is paid to the analysis of social, emotional, and cognitive factors that play a crucial role in the formation of self-confidence during student years. The results of the empirical research confirmed the presence of an inverse relationship between anxiety levels and selfesteem: an increase in anxiety is accompanied by a decrease in self-esteem. Furthermore, certain gender differences in the manifestations of anxiety among students were revealed, while no statistically significant differences in self-esteem levels between men and women were found. The data obtained during the study provide a crucial basis for the development and further implementation of effective psychological interventions in higher education institutions. The article also notes that anxiety is a fairly common phenomenon among students and is often accompanied by various difficulties in interpersonal communication, academic activities, and professional self-determination. Self-esteem plays a central role in ensuring the internal well-being of an individual and can have both a reinforcing and weakening effect on the manifestations of anxiety. The research results showed that students characterized by low self-esteem demonstrate significantly higher rates of both personal and situational anxiety. The obtained data allow concluding about the importance of considering self-esteem in working with anxious states of youth and can be used in the psychological support of students.

PSYCHOLOGICAL READINESS FOR PARTNERSHIP IN THE CONTEXT OF AGILE COMPETENCIES

Liubomyra Tiahur — Wed, 10 Sep 2025 00:00:00 +0300

The article presents a conceptual analysis of psychological readiness for partnership in the context of Agile competencies as a key factor in effective social and professional interaction. An integrated model is proposed, describing six consecutive stages of readiness development: recognizing the importance of partnership, accepting it as a personal value, forming emotional and volitional readiness, active participation in partnership practices, reflection and improvement, and integration into professional culture. Each stage is examined through the lens of corresponding Agile competencies (self-organization, openness, reflexivity, adaptability, team responsibility, flexible leadership) and individual psychological characteristics (emotional intelligence, trust, autonomy). The proposed model emphasizes the step-by-step development of motivational, emotional, cognitive, and behavioral components that ensure the resilience of partnership interactions in dynamic conditions. Special attention is given to the conditions for implementing the model in a community context, where facilitation, training, support, and reflective platforms play a key role in fostering a culture of cooperation. Potential opportunities for integrating the model into professional training programs for local government representatives and social service providers are outlined. The article also highlights prospects for further research, including empirical testing of the model, the development of diagnostic tools for assessing psychological readiness for partnership, and the creation of training programs tailored to the needs of local communities. The proposed approach provides a foundation for implementing the Agile philosophy as a value-based framework for the sustainable development of partnership relations.

ANALYSIS OF SCIENTIFIC APPROACHES TO DEFINING THE CONTENT OF THE PHENOMENON OF PSYCHOLOGICAL RECOVERY OF THE PERSONALITY AFTER PARTICIPATION IN COMBAT ACTIONS

Yuliia Fedorenko, Vasіl Stasuk — Wed, 10 Sep 2025 00:00:00 +0300

The article presents a theoretical analysis of the phenomenon of psychological recovery of individuals after participation in combat operations, emphasizing the need to develop an effective comprehensive veteran rehabilitation system in Ukraine. The historical origins of rehabilitation science are examined, with particular attention to the impact of global wars on the evolution of psychological assistance approaches for former military personnel. The “Hôtel des Invalides” in Paris is highlighted as an early institutional example of veteran care, serving as a prototype for modern rehabilitation centers. The contemporary interpretation of “rehabilitation” is clarified following the World Health Organization’s definition, outlining its key components: medical, physical, psychological, professional, and socio-economic aspects. The relevance of establishing a person-centered psychological support system for veterans is substantiated based on an analysis of Ukraine’s current legal framework, including the Concept for the Development of Mental Health Care until 2030, and international obligations. Generalized statistical indicators are provided, demonstrating a high level of need for psychological support among combatants (70–80%) alongside a low rate of seeking help (10–15%). The primary barriers to accessing rehabilitation services are identified, including stigmatization, a shortage of qualified specialists, limited funding, and territorial inaccessibility. Directions for overcoming these barriers are proposed through the integration of evidence-based practices, strengthening interagency cooperation, and adopting international experience, particularly the models implemented in Israel and the United States. The study emphasizes that effective psychological recovery is a multifaceted process ensuring the social and professional reintegration of veterans while enhancing societal psychological resilience. Prospects for further research are formulated, focusing on the development of regionally adapted rehabilitation programs in Ukraine based on the principles of contemporary rehabilitation psychology.

THE PHENOMENON OF CREATIVITY IN THE CONTEXT OF THE FORMATION OF SELF-SUFFICIENCY IN ADULTHOOD

Oleksandra Chyzh — Wed, 10 Sep 2025 00:00:00 +0300

This article presents a theoretical analysis of the phenomenon of creativity in the context of the development of self-sufficiency in adulthood. The focus is placed on the interdependence of these two psychological constructs as integral characteristics of a mature personality capable of functioning autonomously and adaptively in complex life circumstances. Creativity is conceptualized not merely as a cognitive or intellectual ability but as a personal resource that manifests through openness to experience, flexibility of thinking, originality, and the ability to solve problems innovatively. Self-sufficiency, in turn, is understood as a structural and functional attribute of the personality, encompassing autonomy, internal locus of control, self-regulation, responsibility, and the ability to maintain psychological integrity in the face of change. The article outlines the contributions of classical humanistic psychology (C. Rogers, A. Maslow), which interpret creativity as an expression of self-actualization and inner freedom, as well as the views of M. Csikszentmihalyi and M. Runco, who examine creativity as a dynamic psychological process that supports the individual’s capacity for personal growth and resilience. Ukrainian scholars (T. Dziuba, O. Kovalenko, A. Biloshytska, N. Bihun) emphasize the significance of creativity in facilitating life self-determination, particularly in adulthood when identity, meaning, and responsibility intensify. It is concluded that creativity and self-sufficiency are mutually reinforcing: the former enables cognitive-emotional flexibility, while the latter ensures personal coherence and independence. Recognizing the functional unity of these phenomena contributes to a more nuanced understanding of adult development and opens perspectives for applied psychological interventions aimed at enhancing autonomy and creative self-realization.

PERSONAL DETERMINANTS OF CONSTRUCTIVE BEHAVIOR IN CONFLICT SITUATIONS

Nataliia Shevchenko, Ilona Zhukova — Wed, 10 Sep 2025 00:00:00 +0300

The article presents results of an empirical study of personal determinants of constructive behavior in conflict situations in adults. The relevance of the study is due to the increase in the number of conflict situations in the daily life of an individual in conditions of social transformations, increased pace of life and psychological vulnerability, which actualizes the need to study personal factors of constructive behavior in conflict. The study was based on the assumption that personal assertiveness, development of emotional intelligence and the use of effective coping strategies can be personal determinants of constructive behavior in conflict situations. It has been found that the dominant style of behavior in conflict for both women and men is “cooperation”, which indicates an orientation towards a constructive solution taking into account the interests of both parties. In second place is “rivalry”, which reflects the desire to achieve one’s own goal despite the presence of a conflict. The third most frequent style is “compromise”, which indicates a willingness to make mutual concessions. The least pronounced are the styles of “adaptation” and “avoidance”, which indicates a low tendency to passive avoidance or adjustment in difficult situations. Personal determinants of constructive behavior in conflict have been studied. The authors have found that the level of assertiveness in men is higher compared to women, which is manifested in greater autonomy and confidence in behavior. In women, assertiveness is manifested in favorable conditions and has the potential to grow. It has been found that the emotional intelligence of respondents is generally at an average level with a tendency to high. Women demonstrate higher indicators of emotional awareness, empathy and recognition of other people’s emotions, while men – in emotion management and self-motivation. It has been found that adaptive coping strategies prevail in both groups, which indicates effectiveness in overcoming difficulties. It has been recorded that women use prosocial and indirect strategies more often, and also have higher emotional reactivity; men are more prone to internal autonomy and demonstrate some aggressive tendencies. Maladaptive strategies are rare in both groups, which indicates the general psychological maturity of the respondents. According to the results of the correlation analysis, the hypothesis has been confirmed.

THE PROBLEM OF POSTTRAUMATIC PERSONALITY GROWTH IN MODERN PSYCHOLOGICAL THEORIES

Anna Shyrokova, Antonina Kuraieva, Oleksii Frolov — Wed, 10 Sep 2025 00:00:00 +0300

The article presents the results of a theoretical analysis of posttraumatic growth (PTG) through the prism of various psychological approaches and current theoretical models that describe the mechanisms of this phenomenon, including the functional-descriptive model, person-centered approach, biopsychosocial-evolutionary concept, as well as psychological-philosophical, cognitive, psychodynamic and humanistic interpretations. The authors also analyze the key factors contributing to the emergence of PTSD, namely cognitive processing of experience, level of social support, personal characteristics, and receipt of psychological assistance. Particular attention is paid to the correlation between PTSD and symptoms of posttraumatic stress disorder (PTSD). An attempt is made to draw the attention of scientists studying PTSD to the need to integrate scientific approaches to understand its phenomenon in full as a complex and multidimensional psychological construct. It should be noted that in the concept of post-traumatic development (PTD) developed by the authors on the basis of psychosynthesis, post-traumatic growth (PTG) is considered as a transitional, temporary process of experiencing defensive resource identifications by the person, which partially coincides with most of the theories and models presented here, which are focused on transformational mechanisms not only of survival, but also of building new meanings and creativity of the personality with the integration of its traumatic experience. However, sometimes PTG can have neurotic symptoms due to the prolonged dominance of these defences in the future. It is emphasised that the functional-descriptive model of PTG is the most common in psychological and interdisciplinary orientations with the aim of constructing a general psychological theory of this phenomenon. It is currently presented in various interpretations, but has limitations in explaining the idea of self-development of the subject of growth, i.e., it does not reflect the phenomenology of his subjectivity.