(2025) Science and education, 2, 19-29. Odessa.

Larysa Zhuravlova,
Doctor of Psychological Sciences, Professor,
Professor at the Department of Psychology
Polissia National University,
7, Staryi Blvd., Zhytomyr, Ukraine,
ORCID ID: https://orcid.org/0000-0003-4020-7279

Vasyl Prontenko,
Candidate of Sciences in Physical Education and Sport, Associate Professor,
Head of the Department of Special Physical Training and Survival,
Korolyov Zhytomyr Military Institute,
22, Myru Avenue, Ukraine, Zhytomyr,
ORCID ID: https://orcid.org/0000-0003-2454-6190

Yurii Bobai,
master of the educational and Professional Program “Practical Psychology”
at the Department of Psychology Polissia National University
7, Staryi Blvd., Zhytomyr, Ukraine

SOCIAL AND PSYCHOLOGICAL FACTORS OF A HEALTHY LIFESTYLE

The relevance of the problem is determined by the increasing psycho-emotional burden on student youth, which is combined with the rapid pace of social change, the uncertainty of the socio-economic situation in the context of the war in Ukraine, and the prevalence of harmful habits. During this stage of life, a system of values and behavioral strategies is formed, which will determine attitudes toward one’s own health in adulthood. The study of psychological factors of a healthy lifestyle is essential for the development of targeted preventive and psychoeducational programs aimed at increasing the level of awareness and responsibility among young people for maintaining their own psychophysical well-being. The aim of the study: to identify socio-psychological factors that influence the formation of a healthy lifestyle in adolescence. We assumed that psychological factors, in particular an internal health locus of control, a high level of positive mental health, and the stability of mental health, positively correlate with indicators of physical health and the behavioral aspects of a healthy lifestyle among student youth. Research methods: the Psychophysical Health Assessment Questionnaire by O. I. Mikheienko; the Questionnaire on the Components and Orientation of Mental Health (K. A. Wallston, B. S. Wallston, & R. DeVellis, adapted by L. M. Karamushka et al.); the Positive Mental Health Scale (J. Lukat et al., adapted by L.M. Karamushka et al.); and the Mental Health Continuum – Short Form by C. Keyes, adapted into Ukrainian by E. L. Nosenko and A. H. Chetverik-Burchak. These instruments were used to diagnose structural components of mental health and the general indicator of an individual’s well-being.Results. The study of the health status of today’s youth indicates a relatively high level of physical health among most young men and women. The highest indicators relate to posture, muscular endurance, psycho-emotional activity, and immune system condition. We examined the relationships between physical indicators, psycho-emotional activity, mental and psychological health, and health locus of control. The results demonstrated that an internal locus of control, physical activity, absence of chronic diseases, and emotional stability are strongly associated with mental and psychological well-being. Gender differences were revealed in the structure of these relationships.

health, adolescence, lifestyle, health locus of control, mental health, emotional activity, stability of mental health

1. Zhuravlova, L. P. (2010). Empatiini determinanty psykholohichnoho zdorovia [Empathic determinants of psychological health]. Nauka i osvita – Science and Education, (3), 36–39. Retrieved from: https://scienceandeducation.pdpu.edu.ua/doc/2010/3_2010/10. pdf [in Ukrainian].
2. Karamushka, L. M., Kredentser, O. V., Tereshchenko, K. V., Lahodzinska, V. I., Ivkin, V. M., & Kovalchuk, O. S. (2023). Metodyky doslidzhennia psykhichnoho zdorovia ta blahopoluchchia personalu orhanizatsii: psykholohichnyi praktykum [Methods of studying mental health and well-being of organization personnel: A psychological workshop]. Kyiv [in Ukrainian].
3. Karasievych, S. A., & Karasievych, M. P. (2024). Psykholohichne zdorovia ta samokontrol osobystosti [Psycho- logical health and self-control of the individual]. Visnyk Luhanskoho natsionalnoho universytetu imeni Tarasa Shevchenka. Pedahohichni nauky – Bulletin of Luhansk Taras Shevchenko National University. Pedagogical Sciences, (4), 47–52 [in Ukrainian].
4. Maksymova, K. V. (2018). Antropolohichnyi pidkhid shchodo vyvchennia poniattia “zdorovia” ta “zdorovyi sposib zhyttia” z pozytsii pedahohichnoi aksiolohii v protsesi for-muvannia fitnes-kultury studentiv [Anthropological approach to studying the concepts of “health” and “healthy lifestyle” from the perspective of pedagogical axiology in the process of forming students’ fitness culture]. Innovatsiina pedahohika – Innovative Pedagogy, (3), 136–139 [in Ukrainian].
5. Mikheienko, O. I. (2011). Kompleksna metodyka otsinky rivnia zdorovia orhanizmu liudyny [Comprehensive method for assessing the level of human health]. Problemy fizychnoho vykhovannia i sportu – Problems of Physical Education and Sport, (6), 93–100 [in Ukrainian].
6. Mikheienko, O. I. (2015). Pidhotovka maibutnikh fakhivtsiv zi zdorovia liudyny do zastosuvannia zdorov’ia-zmitsniuvalnykh tekhnolohii: teoretyko-metodychni aspekty [Training future human health specialists in applying healthimproving technologies: Theoretical and methodological aspects]. Sumy: Universytetska knyha [in Ukrainian].
7. Nosenko, E. L., & Chetveryk-Burchak, A. H. (2014). Opytuvalnyk “Stabilnist psykhichnoho zdorovia – korotka forma”: opys, adaptatsiia, zastosuvannia [Questionnaire “Mental Health Stability – Short Form”: Description, adaptation, application]. Visnyk Dnipropetrovskoho universytetu. Seriia “Pedahohika i psykholohiia” – Bulletin of Dnipropetrovsk University. Series “Pedagogy and Psycho- logy”, 20, 89–97. Retrieved from: https://irbis-nbuv.gov.ua/c g i - b i n / i r b i s _ n b u v / c g i i r b i s _ 6 4 . e x e ? 2 _ S 2 1 P 0 3 = F I L A % 3 D & 2 _ S 2 1 S T R = v - dupp_2014_22_20_14&C21COM=S&I21DBN=LINK&P- 21DBN=UJRN&S21CNR=20&S21FMT=ASP_meta&S-21REF=10&S21STN=1&Z21ID= [in Ukrainian].
8. Pryimak, A.Yu. (2024). Fenomen zdorovoho sposobu zhyttia studentiv: struktura, kryterii, pokaznyky ta rivni [The phenomenon of a healthy lifestyle of students: Structure, criteria, indicators, and levels]. Perspektyvy ta innovatsii nauky (Seriia “Pedahohika”, Seriia “Psykholohiia”, Seriia “Medytsyna”) – Perspectives and Innovations of Science (Series “Pedagogy”, Series “Psychology”, Series “Medicine”), 4 (38), 571–579 [in Ukrainian].
9. Rudenok, A. I., & Voichyshyn, O. O. (2024). Psykholohichni chynnyky ta umovy formuvannia zdorov’iazberezhuvalnoi povedinky suchasnoi molodi [Psychological factors and conditions for forming health-preserving behavior of modern youth]. Naukovi zapysky. Seriia: Psykholohiia – Scientific Notes. Series: Psychology, 1 (3), 132–138. DOI: https://doi.org/10.32782/cusu-psy-2024-1-18 [in Ukrainian].
10. Antonovsky, A. (1996). The salutogenic model as a theory to guide health promotion. Health Promotion International, 11 (1), 11–18. DOI: https://doi.org/10.1093/heapro/11.1.11 [in English].
11. Engel, G. L. (1977). The need for a new medical model: A challenge for biomedicine. Science, 196 (4286), 129–136. DOI: https://doi.org/10.1126/science.847460 [in English].
12. Huber, M., Knottnerus, J. A., Green, L., van der Horst, H., Jadad, A. R., Kromhout, D., ... & Smid, H. (2011). How should we define health? BMJ, 343, d4163. DOI: https://doi.org/10.1136/bmj.d4163 [in English].
13. Kashdan, T. B., & Rottenberg, J. (2010). Psycho- logical flexibility as a fundamental aspect of health. Clinical Psychology Review, 30 (7), 865–878. DOI: https://doi.org/10.1016/j.cpr.2010.03.001 [in English].
14. Keyes, C. L. M. (2005). Mental illness and/ or mental health? Investigating axioms of the complete state model of health. Journal of Consulting and Clinical Psychology, 73 (3), 539–548. DOI: https://doi.org/10.1037/0022-006X.73.3.539 [in English].
15. Marmot, M., & Wilkinson, R. (Eds.). (2005). Social determinants of health (2nd ed.). Oxford, UK: Oxford University Press [in English].
16. Morelli, M., Cattelino, E., Rosati, F., Baiocco, R., Andreassi, S., & Chirumbolo, A. (2023). Development and validation of a measure for academic locus of control. Fron- tiers in Education, 8, Article 1268550. DOI: https://doi.org/10.3389/feduc.2023.1268550 [in English].
17. Prilleltensky, I. (2005). Promoting well-being: Time for a paradigm shift in health and human services. Scandinavian Journal of Public Health, 33 (66_suppl), 53–60. DOI: https://doi.org/10.1080/14034950510033381 [in English].
18. Ross, D. A., Hinton, R., Melles-Brewer, M., Engel, D., Zeck, W., Fagan, L., ... & Banerjee, A. (2020). Adolescent well-being: A definition and conceptual framework. Journal of Adolescent Health, 67 (4), 472–476. DOI: https://doi.org/10.1016/j.jadohealth.2020.06.042 [in English].
19. Steptoe, A., Deaton, A., & Stone, A. A. (2015). Subjective wellbeing, health, and ageing. The Lancet, 385 (9968), 640–648. DOI: https://doi.org/10.1016/S0140-6736(13)61489-0 [in English].
20. World Health Organization. (2023). Improving the mental and brain health of children and adolescents [Internet]. Geneva: WHO. Retrieved from: https://www.who.int/activities/improving-the-mental-and-brain-health-of-children-and-adolescents [in English].
21. World Health Organization. (2020). Guidelines on mental health promotive and preventive interventions for adolescents [Internet]. Geneva: WHO. 120 p. Retrieved from: https://www.who.int/publications/i/item/guidelines-on-mental-health-promotive-and-preventive-interventions-for-adolescents [in English].
22. Zhuravlova, L., & Chebykin, O. (2021). The development of empathy: Phenomenology, structure and human nature. Abingdon, Oxon; New York, NY: Routledge. DOI: https://doi.org/10.4324/9781003145370 [in English].
23. Zhuravlova, L., Bedny, I., Luchkiv, V., Pomytkina, L., Grechukha, I., & Muzhanova, N. (2022). Assertiveness in the system of behavioral strategies of the modern youth. In H. Ayaz (Ed.), Neuroergonomics and cognitive engineering (Vol. 42, Рp. 35–42). AHFE International. DOI: https://doi.org/10.54941/ahfe1001816 [in English].
24. Zhuravlova, L. P., Pomytkina, L. V., Lytvynchuk, A. I., & Mozharovska, T. V. (2025). Psychological security in the digital classroom. CTE Workshop Proceedings, 12, 442–455. DOI: https://doi.org/10.55056/cte.918 [in English].

(2025) Science and education, 2, 13-18. Odessa.

Olga Artemova,
Candidate of Pedagogical Sciences,
Associate Professor at the Department of General Psychology, Psychodiagnostics and Psychotherapy
Rivne State University of the Humanities,
12, Stepana Bandera Str., Rivne, Ukraine
ORCID ID: https://orcid.org/0000-0002-0187-3298

THE ROLE OF TEMPERAMENT IN BUILDING INTERPERSONAL 
RELATIONSHIPS

The article reveals the role of temperament in building interpersonal relationships, which is an important component of a person’s social functioning. The classic typology of temperaments – sanguine, choleric, phlegmatic and melancholic – is analyzed from the point of view of their influence on the behavior of an individual in the process of social interaction. It examines how representatives of each type of temperament react to stressful situations, build communication, overcome conflicts and adapt to new conditions. In particular, it is emphasized that sanguine people easily establish social contacts, are sociable and emotionally stable, while choleric people, although they show initiative, can be impulsive and conflictual. Phlegmatic people, thanks to their balance, demonstrate stability in relationships, but they may lack flexibility. Melancholiacs, on the other hand, are prone to isolation, deep feelings, but often show empathy and sensitivity to others.The article has emphasized that an individual’s awareness of his own temperamental traits, as well as the study and acceptance of the characteristics of other people, contributes to better mutual understanding, the formation of empathy, tolerance and trusting relationships. An important place is given to the issue of taking temperament into account in various spheres of life – in interpersonal communication, professional activity, educational environment. It is concluded that the harmonization of interpersonal relationships largely depends on a person’s psychological awareness of temperament types, the ability to self-reflect and emotional self-control. Thus, the development of emotional culture and communicative competence are important conditions for effective social interaction. In addition, the article draws attention to the importance of temperament in the formation of team interaction and group dynamics. In the process of collective activity, especially in a professional or educational environment, the combination of different types of temperament can both improve the effectiveness of the group and cause difficulties in communication. For example, choleric are able to act as leaders, mobilize the team to achieve goals, but their sharpness sometimes causes tension. Sanguinis support a positive emotional climate, phlegmatic – stability and consistency in actions, and melancholiacs bring depth of analysis and sensitivity to the needs of others to the team. It is thanks to the awareness of the psychological compatibility of temperament types that it is possible to achieve more effective team cooperation, avoid conflicts and form a favorable atmosphere of mutual respect and support. This is especially relevant in modern conditions, when the requirements for social skills, emotional intelligence and the ability to constructive interaction are increasing in all areas of life.

temperament, interpersonal relationships, types of temperament, communication, social interaction, conflict, adaptation

1. Bondarenko, V. O. (2021). Temperament yak chynnyk adaptatsii osobystosti v umovakh sotsialnoi vzaiemodii [Temperament as a factor in personality adaptation in social interaction]. Psykholohichni perspektyvy, 37, 102–110 [in Ukrainian].
2. Halian, I. M. (2011). Psykhodiahnostyka [Psychodiagnostics]. Navchalnyi posibnyk. Kyiv. Akademvydav. 464 s. [in Ukrainian].
3. Honcharova, L. Yu. (2020). Typy temperamentu ta yikh rol u profesiinii diialnosti [Types of temperament and their role in professional activity]. Odesa : Pedahohichna nauka. S. 150–167 [in Ukrainian].
4. Zelinska, T. M., & Mykhailova, I. M. (2009). Praktykum iz zahalnoi psykholohii: Navchalnyi posibnyk [Workshop on general psychology]. Kyiv : Karavela. S. 103–106 [in Ukrainian].
5. Ivanova, T. V. (2015). Psykholohiia osobystosti: Teorii ta praktyky [Personality Psychology: Theories and Practices Personality Psychology: Theories and Practices]. Kyiv : Osvita Ukrainy. S. 120–135 [in Ukrainian].
6. Ivanova, M. I., & Petrenko, S. H. (2021). Temperament yak osnova komunikatyvnoi kompetentnosti: psykholohichnyi aspekt [Temperament as the basis of communicative competence: a psychological aspect]. Naukovyi visnyk Khersonskoho derzhavnoho universytetu. Seriia: Psykholohichni nauky, 4 (5), 134–139 [in Ukrainian].
7. Kopets, L. V. (2007). Psykholohiia osobystosti [Personality psychology]. Kyiv : Vyd. dim “Kyievo-Mohylianska akademiia”. 335 s. [in Ukrainian].
8. Kochubeinyk, O. M. (2013). Temperament i profesiini oriientatsii maibutnikh psykholohiv [Temperament and professional orientations of future psychologists]. Naukovyi visnyk Mykolaivskoho derzhavnoho universytetu im. V. O. Sukhomlynskoho. Seriia: Psykholohichni nauky, 2 (13), 48–52 [in Ukrainian].
9. Lemak, M. V., & Petryshche, V. Yu. (2012). Psykholohu dlia roboty. Diahnostychni metodyky [Psychologist for work. Diagnostic techniques]. Uzhhorod. 616 s. [in Ukrainian].
10. Matiikiv, I. M. (2012). Osnovy trenerskoi maisternosti: navch.-metod. posib. [Fundamentals of coaching skills]. Lviv : Kompaniia “Manuskrypt”. 392 s. [in Ukrainian].
11. Melnyk, Yu. P. (2021). Osoblyvosti diahnostyky typiv temperamentu v suchasnii psykholohii [Features of diagnosing temperament types in modern psychology]. Aktualni problemy psykholohii: Zbirnyk naukovykh prats Instytutu psykholohii im. H. S. Kostiuka NAPN Ukrainy, 16 (2), 145–151 [in Ukrainian].
12. Mushkevych, M. I. (2006). Klinichna psykho-diahnostyka : Metodychni rekomendatsii dlia studentiv f-tu psykhol [Clinical psychodiagnostics : Methodological recommendations for students of the Faculty of Psychology]. Lutsk : RVV “Vezha” Volyn. derzh. un-tu im. Lesi Ukrainky. 170 s. [in Ukrainian].
13. Pavelkiv, R. V. (2015). Vikova psykholohiia : pidruchnyk [Age psychology]. Vyd. 2-e, ster. Kyiv. Kondor. 234 s. [in Ukrainian].
14. Petrenko, V. O. (2018). Temperament i yoho vplyv na profesiinu diialnist [Temperament and its influence on professional activity]. Kharkiv : Akademiia. S. 65–80 [in Ukrainian].
15. Tatenko, V. O. (2002). Subiektna psykhodiahnostyka: kryterialna model [Subjective psychodiagnostics: criterion model]. Zb. nauk. prats In-tu psykholohii im. H. S. Kostiuka APN Ukrainy. Kyiv. Vol. IV. Ch. 6. 109 [in Ukrainian].
16. Chala, Yu. M., & Shakhraichuk, A. M. (2018). Psykho- diahnostyka : navchalnyi posibnyk [Psychodiagnostics]. Kharkiv : NTU “KhPI”. 246 s. [in Ukrainian].
17. Shapar, V. B. (2007). Suchasnyi tlumachnyi psykholohichnyi slovnyk [Modern explanatory psychological dictionary]. Kharkiv : Prapor. 640 s. [in Ukrainian].
18. Rothbart, M. K., & Bates, J. E. (2006). “Temperament”. In W. Damon, R. M. Lerner (Eds.), Handbook of Child Psychology (6th ed., Vol. 3, Рp. 99–166). John Wiley and Sons. [in English].
19. Mykhaylyshyn, U. (2020). Theoretical and methodological approaches to motivational sphere of drug addicts. Proceedings of the 4th International Scientific and Practical Conference “Science and Practice: Implementation to Modern Society”. Manchester, Great Britain: Peal Press Ltd. Р. 236–240 [in English].
20. Shiner, R., & DeYoung, C. G. (2021). “The Structure of Temperament and Personality Traits: A Developmental Perspective”. Current Opinion in Psychology, 41, 8–13 [in English].
21. Strelau, J. (2008). Temperament as a Regulator of Behavior: After Fifty Years of Research. Eliot Werner Publications [in English].
22. Strelau, J., & Zawadzki, B. (2020). Temperament: Theory, Research, and Application. Springer [in English].
23. Zawadzki, B., & Strelau, J. (2019). “Temperamental and Personality Predictors of Job Performance”. Personality and Individual Differences, 142, 88–93 [in English].

(2025) Science and education, 2, 7-12. Odessa.

Viktoriia Abdullayeva,
Postgraduate Student at the Department of General and Differential Psychology,
The state institution “South Ukrainian National Pedagogical University named after K. D. Ushynsky”,
26, Staroportfrankivska Str., Odesa, Ukraine, 
ORCID ID: https://orcid.org/0009-0003-3202-2247

LATENT FACTORS OF THE PSYCHOLOGICAL STATE OF UKRAINIAN REFUGEES

The article presents the results of a factor analysis of the psychological characteristics of Ukrainian refugees, aimed at identifying latent structural components among individual-psychological parameters. Key factors influencing the psychological and physical condition of refugees were identified and described. Five principal factors were established: emotional adaptability, life awareness and goal orientation, flexibility under uncertainty, social confidence, and behavioral autonomy. The impact of both the positive and negative poles of psychological states within each factor was analyzed.A range of the most significant individual-psychological parameters determining the psycho-emotional and physical well-being of Ukrainian refugees was identified, including emotional comfort, internal locus of control, self-acceptance, life awareness, personal growth, attitudes toward uncertain and challenging situations, acceptance of ambiguity, and emotional balance. The identification of core factors among these parameters provides a structured approach to understanding the characterological profile and psychological needs of Ukrainian refugees.The factor-based model offers a deeper understanding of the socio-psychological adaptation of forcibly displaced persons from Ukraine, indicating that systematic interventions should focus on improving emotional regulation, fostering personal awareness, setting life goals, enhancing flexibility and behavioral variability in uncertain conditions, strengthening self-acceptance and social confidence, and developing autonomous thinking during decision-making processes, particularly in stressful circumstances.

ukrainian refugees, adaptation, emotional balance, existential awareness, social confidence, autonomy, anxiety, self-control

1. Hryhorieva, S., Sutula, O., & Kozlova, O. (2023). Sotsialni praktyky sotsialnoi adaptatsii bizhentsiv ta vnutrishno peremishchenykh osib v Ukraini [Social practices of social adaptation of refugees and internally displaced persons in Ukraine]. Visnyk Lvivskoho universytetu. Seriia sotsiolohichna [Bulletin of Lviv University. Sociological Series], (17), 96–120 [in Ukrainian].
2. Huliaieva, A. S. (2023). Sotsialno-psykholohichni osoblyvosti systemy perekonan osobystosti v kryzovykh umovakh [Socio-psychological characteristics of the personality’s belief system in crisis conditions]. Kyiv [in Ukrainian].
3. Levin, R., & Yatsenko, H. (2022). Spryiniattia zhyttievykh tsinnostei ukraintsiamy ta inshymy yevropeitsiamy v konteksti intehratsii ukrainskykh bizhentsiv u YeS [Perception of life values by Ukrainians and other Europeans in the context of Ukrainian refugees’ integration in the EU]. Ekonomika Ukrainy [Economy of Ukraine], (10), 51–60. https://doi.org/10.15407/economyukr.2022.10.051 [in Ukrainian].
4. Maksymenko, Yu. B., & Morozova-Yokhannessen, O. V. (2022). Psykholohichni osoblyvosti osobystisnykh zmin pereselentsiv v umovakh inshoi krainy (na prykladi Norvehii) [Psychological characteristics of personal changes in migrants in the conditions of another country (on the example of Norway)]. Visnyk Natsionalnoho universytetu oborony Ukrainy [Bulletin of the National Defense University of Ukraine], (5), 90–97 [in Ukrainian].
5. Mushta, O. P. (2022). Kompleksne doslidzhennia sotsialnykh problem vymushenykh mihrantiv v Ukraini [Comprehensive study of social problems of forced migrants in Ukraine]. Kyivskyi Instytut Sotsialnykh ta Politychnykh Doslidzhen. Retrieved from: https://kispp-repo.com/jspui/bitstream/library/419/1/Mushta%20O.P._KR.pdf [in Ukrainian].
6. Danyliuk, I., & Tokhtamysh, O. (2024). Characteristics of war stress experienced by ukrainians. Ukrainian Psychological Journal, 1, 23–39. https://doi.org/10.17721/upj.2024.1(21).2 [in English].
7. Dietrich, H., Al Ali, R., Tagay, S., Hebebrand, J., & Reissner, V. (2019). Screening for posttraumatic stress disorder in young adult refugees from Syria and Iraq. Comprehensive Psychiatry, 90, 73–81. https://doi.org/10.1016/j.comppsych.2018.11.001 [in English].
8. Figueiredo, S., Dierks, A., & Ferreira, R. (2024). Mental health screening in refugee communities: Ukrainian refugees and their post-traumatic stress disorder specificities. European Journal of Trauma & Dissociation, 8 (1), 100382. https://doi.org/10.1016/j.ejtd.2024.100382 [in English].
9. Hodes, M. (2022). Thinking about young refugees’ mental health following the Russian invasion of Ukraine in 2022. Clinical Child Psychology and Psychiatry, 28 (1), 3–14. https://doi.org/10.1177/13591045221125639 [in English].
10. Hyland, P., Vallières, F., Shevlin, M., Karatzias, T., Ben-Ezra, M., McElroy, E., Vang, M.L., Lorberg, B., & Martsenkovskyi, D. (2023). Psychological consequences of war in Ukraine: assessing changes in mental health among Ukrainian parents. Psychological Medicine, 53 (15), 7466–7468. https://doi.org/10.1017/S0033291723000818 [in English].
11. Kaufman, K. R., Bhui, K., & Katona, C. (2022). Mental health responses in countries hosting refugees from Ukraine. BJPsych Open, 8 (3), 87. https://doi.org/10.1192/bjo.2022.55 [in English].
12. Khalil, D., George, Z., Templin, T., Jenuwine, E., & Javanbakht, A. (2023). Perceived adversity and psychological distress in refugee married couples resettling in the United States. International Journal of Social Psychiatry, 69 (5), 1268–1276. https://doi.org/10.1177/00207640231158977 [in English].
13. Kluge, H., & Habicht, J. (2022). Ukraine’s mental health crisis could impact generations to come. Here’s how the country is responding. World Economic Forum. Retrieved from: https://www.weforum.org/agenda/2022/10/ukraine-mental-health-crisis-world-mental-health-day/ [in English].